MYBE Awards Ltd

Further education and skills inspection report

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Inadequate Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

MYBE Awards Limited is an independent learning provider that began delivering apprenticeships in November 2020. At the time of the inspection, there were 13 apprentices on the level 2 floorlayer apprenticeship and fewer than five apprentices on each of the level 3 photographic assistant apprenticeship, the level 4 assessor coach apprenticeship and the level 7 senior leader apprenticeship. Eight apprentices were working towards functional skills English and mathematics qualifications. Around a third of apprentices are aged 16 to 18. 11 to 13 July 2023

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What is it like to be a learner with this provider?

Too many apprentices do not benefit from high-quality off-the-job training. Tutors on level 3 photography assistant and level 4 assessor coach apprenticeships have curriculum plans in place that identify and break down the components required for success, but these are not implemented effectively. Level 2 floorlayer apprentices benefit from opportunities to develop their skills in the workplace through on-the-job training provided by experienced employers.

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What is it like to be a learner with this provider?

Apprentices demonstrate resilience and dedication throughout their apprenticeships. Level 2 floorlayer apprentices attend their theoretical off-the-job training well, including those who need functional skills English and mathematics qualifications. Level 3 photographic assistants demonstrate high levels of self-motivation to complete their work independently, despite a lack of dedicated support from tutors following requests for help with their assignments. These apprentices use their own initiative to research answers to the questions that they have and, therefore, continue to make progress with limited tutor-led training.

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What is it like to be a learner with this provider?

Level 2 floorlayer apprentices receive useful careers information and guidance from tutors and assessor coaches. They are taught about self-employment in the construction industry and the wider opportunities in commercial and domestic work. Tutors inform them of the practical skills they could acquire beyond their apprenticeship curriculum, such as being able to drive, which will help them to realise their future ambitions.

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What is it like to be a learner with this provider?

Apprentices are respectful and polite. They have a good understanding of fundamental British values, can articulate what these mean to them, and explain how they employ these values in their work. For example, level 2 floorlayer apprentices are punctual to work and training. They work well with each other in group sessions and are mindful of individual differences, having learned about protected characteristics. As a result, apprentices are well prepared for living life as a good citizen in modern Britain.

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better?

Leaders have a clear rationale for delivering the level 2 floorlayer apprenticeship programme, which is the largest area of their provision. They work with local, regional and national employers to recruit apprentices to the programme and fill gaps in niche construction areas. However, leaders do not have a clear rationale for the offer of the level 3 photographic assistant apprenticeship. A few apprentices on this programme work with employers who are located far from where training is delivered. As a result, these few apprentices do not have sufficient contact with tutors or access to training facilities and resources.

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better?

Leaders and managers do not ensure that all apprentices benefit from an effectively planned and implemented curriculum. Apprentices complete a skill scan to identify prior experience and gaps in knowledge and skills, but this information is only used 11 to 13 July 2023

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to individualise training plans for level 2 floorlayer apprentices. The small number of apprentices on the level 3 photographic assistant programme follow the same unit- driven path for the standard, regardless of their job role or prior knowledge.

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Leaders do not recruit tutors with sufficient floorlaying skills and experience. They rely too heavily on employers to deliver all skills-based training for apprentices on this programme. A few employers do not specialise in all the required components of the level 2 standard. Leaders plan to involve manufacturers of flooring products to teach apprentices the skills and knowledge that they need to meet the requirements of the standard. However, this training is not yet in place. A few apprentices are rapidly approaching their end-point assessments without having acquired the necessary competencies or consolidated their learning.

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Leaders do not have sufficient oversight of the quality of training. Too often, their evaluation of the quality of teaching practice does not identify what tutors need to do to improve their practice. For example, observations of experienced tutors are conducted by apprentice assessor coaches who do not have sufficient experience or knowledge about high-quality assessment practice. Feedback from these observations does not focus on the quality of teaching or how well apprentices learn. As a result, leaders have not identified that weak training, such as on the level 4 assessor coach programme, means that apprentices are unable to make secure links between their on- and off-the-job training.

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Most employers have a secure understanding of their responsibilities and commitment to the apprenticeship. They ensure that apprentices attend required off-the-job training and attend reviews. As a result, most employers are aware of the progress of their apprentices.

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Leaders do not consistently promote a supportive and inclusive professional working culture. When staff report incidences of bullying and harassment in the workplace, such as being shouted at by colleagues when problems arise, leaders do not always recognise or acknowledge these events.

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Functional skills tutors ensure that apprentices benefit from well-planned and structured English and mathematics tuition. Tutors use information from starting points and initial assessment well to identify gaps in knowledge that apprentices have. They plan individualised training and use accredited workbook materials which apprentices complete. They then assess these and deliver further training to help apprentices correct mistakes in their work. For example, tutors create dedicated worksheets to help apprentices know when and how to use commas and apostrophes and avoid comma splices. The very few apprentices who have recently taken their level 1 examinations have achieved their qualifications, and those on level 2 courses are progressing well.

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Apprentices produce written work which is generally of high quality and demonstrates that they have a good understanding of the topics that they study. Most apprentices receive feedback that helps them improve the standard of their future work. However, assessor coach and photographic assistant apprentices often 11 to 13 July 2023

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have to wait too long to have their work marked and get little feedback. Therefore, apprentices have to check themselves that they have produced work to a high enough standard. Too often, apprentices on the level 3 photographic assistant programme do not know if they have completed work successfully and do not feel well prepared for their end-point assessment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders, managers and staff have a clear understanding of their safeguarding responsibilities. They have in place appropriate policies and action plans and recruit staff safely.

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Safeguarding

All staff receive annual safeguarding refresher training and are familiar with how to report and refer concerns that they may have about the health and welfare of apprentices. During reviews, they ask pertinent questions of apprentices to check they are safe at work and in their daily lives. Staff know to record any changes in behaviour that could indicate an apprentice at risk and to discuss concerns with designated safeguarding leads if necessary.

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Safeguarding

Leaders ensure that apprentices are fully aware of local risks. The ‘Prevent’ duty policy and risk assessment plan link effectively to the tutorial curriculum, which includes teaching apprentices about extremist ideologies, how they or others may be vulnerable to influence, and how to protect themselves, such as through building resilience.

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Safeguarding

Apprentices receive useful information about how to stay safe from sexual harassment and from peer-on-peer abuse. They feel safe when attending training at provider premises and in their workplaces.

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What does the provider need to do to improve?

 Ensure that all apprentices benefit from well-planned and consistently high-quality teaching.  Ensure that level 2 floorlayer apprentices benefit from effective off-the-job practical skills training to reinforce new learning, so that they retain information over time.  Ensure that feedback is consistently effective and provided in a timely way for all apprentices to help them improve.  Ensure that all apprentices benefit from effective careers information and guidance to understand how to achieve their long-term career goals.  Ensure that all staff are fully supported in the workplace and feel protected from any risks of bullying or harassment. 11 to 13 July 2023

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Provider details

Address 5a West Lane Chester-le-Street County Durham DH3 3HJ

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Provider details

Principal, CEO or equivalent Lee Farrier

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors N/A 11 to 13 July 2023

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Information about this inspection

The inspection team was assisted by the chief executive officer, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Chloe Rendall, lead inspector His Majesty’s Inspector Glenise Burrell His Majesty’s Inspector Chris Wiley Ofsted Inspector 11 to 13 July 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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