Aspire Training Solutions (UK) Limited

Aspire Training Solutions (UK) Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Rachel Clark, His Majesty’s Inspector

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Inspection dates: 11 and 12 October 2023

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Type of provider: Independent learning provider

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Address:

Unit 6 Holly Park Industrial Estate Birmingham B24 9PB Monitoring visit: Aspire Training Solutions (UK) Limited, 11 and 12 October 2023

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Context and focus of visit

Aspire Training Solutions (UK) Limited was inspected in November 2022. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Aspire Training Solutions (UK) Limited (Aspire) is an independent training provider based in Birmingham, West Midlands. Aspire became an approved apprenticeship provider in 2019 and began teaching apprentices in March 2020.

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Context and focus of visit

Apprentices study sport, leisure and recreation related apprenticeships and work in either private businesses or schools. At the time of the visit, there were 145 apprentices, of whom 65 were under the age of 19. Fifty-six apprentices were on the level 2 community activator coach, 53 were on the level 4 sports coach apprenticeship, 24 were on the level 3 community sport and health officer, and 12 were on the level 2 leisure team member.

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Insufficient progress

Leaders have made changes to the way they gather information about what apprentices already know and can do at the start of the apprenticeship. However, due to leaders’ decision to suspend new enrolments in mid-March 2023 until September 2023, it is too early to see the impact of these changes.

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Insufficient progress

For apprentices who have been on their apprenticeship for a substantial amount of time, leaders have not taken swift enough action to ensure that tutors use information relating to what apprentices already know and can do to inform a challenging curriculum. For example, apprentices on level 3 community sport and health officer, some of whom have substantial prior knowledge and experience, study the same curriculum as those with no prior knowledge and experience. As a result, apprentices do not have the opportunity to enhance their knowledge and skills.

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Insufficient progress

Managers and staff do not always use the information gathered during enrolment to place apprentices on the correct level of apprenticeship from the start. A minority of Monitoring visit: Aspire Training Solutions (UK) Limited, 11 and 12 October 2023 apprentices who hold relevant level 3 and degree-level qualifications start on a level 2 apprenticeship and are subsequently moved on to a level 4 apprenticeship to better reflect their skills and knowledge.

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Insufficient progress

Staff quickly and accurately identify any additional learning needs that apprentices may have. Staff provide these apprentices with additional face-to-face sessions to support them in areas such as writing and to help apprentices to manage their anxieties. Where appropriate, staff arrange for apprentices to take assessments for dyslexia and dyscalculia. As a result, these apprentices receive the support they need to continue with their studies.

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Reasonable progress

Since the previous inspection, leaders have started to implement improvements to the development of apprentices’ English and mathematical skills. For example, improvements include identifying skills gaps and planning to teach skills in sector- appropriate tasks or projects. Staff discuss English and mathematical skills with apprentices during their reviews. While some of these developments are starting to show improvements, others, such as the use of skills gap assessments to plan individualised teaching, are in their infancy. As such, it is too soon to measure the full impact.

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Reasonable progress

Most apprentices who need to achieve their English and mathematics qualifications receive the support they need from a specialist tutor. As a result, they feel sufficiently prepared for their examinations.

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Reasonable progress

Tutors benefit from sharing ideas and resources to help them to plan for English and mathematics skills development. In level 3 community sport and health officer and level 4 sports coach, tutors teach English and mathematics so that apprentices learn the skills they need for their job roles. For example, apprentices develop statistical analysis skills to interpret, analyse and present sports performance data. However, apprentices studying level 2 community activator coach do not routinely develop higher-level English and mathematics skills.

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Reasonable progress

Leaders rightly recognise that they need to do more to improve the planning and teaching of the English and mathematics skills apprentices may need for their future career or education aspirations. For example, apprentices with ambitions to study at degree level are not currently supported to develop the knowledge and skills they may need, such as research referencing and analytical writing. Monitoring visit: Aspire Training Solutions (UK) Limited, 11 and 12 October 2023

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Reasonable progress

Since the previous inspection, leaders have taken appropriate action to ensure that the majority of apprentices receive frequent and thorough reviews of their progress to help them to learn and develop the practical skills they need. For example, level 2 community activator tutors regularly visit apprentices in their work setting to observe their practical coaching skills. Apprentices receive useful feedback during these visits, such as how to deal with a ‘chatty’ class of children and how to improve the layout of their coaching activities.

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Reasonable progress

Tutors ensure that employers are routinely involved in progress reviews with their apprentice. Employers value these meetings and support the planning of activities so that apprentices can practise their skills at work. For example, level 4 sports coach apprentices are able to redesign and implement a behaviour rewards system for the children at their school setting. As a result, apprentices learn new knowledge and skills and become valued members of staff.

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Reasonable progress

Leaders have taken appropriate steps to improve the feedback that apprentices receive. Most tutors provide in-depth guidance and support so that apprentices understand what they have done well and what they need to do to improve. Leaders rightly recognise they need to do more work to ensure that the quality of feedback is consistently high across tutors and supports apprentices to achieve the highest grades available.

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Reasonable progress

Tutors provide apprentices with clear, constructive and prompt feedback on their work. Apprentices use this feedback effectively to ensure that the quality of their work improves over time. For example, in level 2 community activator coach, apprentices improve their ability to write reflective accounts and to identify the key information to support them to keep within set word counts.

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Reasonable progress

Tutors on level 4 sports coach and level 2 community activator coach give useful feedback to apprentices during work-based observations. Feedback is linked to the knowledge, skills and behaviours of the apprenticeship and provides apprentices with clear action points for development. This supports apprentices to improve their coaching practice and develop their confidence over time. Monitoring visit: Aspire Training Solutions (UK) Limited, 11 and 12 October 2023

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Insufficient progress

Leaders have not taken swift enough action to ensure apprentices receive unbiased careers advice and guidance. Although there has been investment in resources and the development of the curriculum, leaders have not evaluated these sufficiently to ensure they are having an impact. In too many instances, apprentices cannot confidently recall having received careers education, information, advice and guidance from their tutor or through their studies. Apprentices are unclear of their next steps and the career and education opportunities available to them.

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Insufficient progress

Leaders and tutors have created curriculum resources to develop wider skills, such as applying for jobs, CV writing and interview skills. Most apprentices benefit from these resources and value having a professional CV. However, too many apprentices are unsure of what they will do next once they have completed their apprenticeship.

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Insufficient progress

Leaders have plans to enrol all apprentices for student membership of the sector professional body. However, this action has not yet been taken. The vast majority of apprentices are not aware of the professional body membership their qualification will give them, or the benefits this membership could bring to their future career and professional development. Monitoring visit: Aspire Training Solutions (UK) Limited, 11 and 12 October 2023 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

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Insufficient progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

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