Superdrug Stores PLC

Further education and skills inspection report

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Inspection dates: 14 to 17 November 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

Superdrug Stores PLC began providing apprenticeships to its own employees in 2007. At the time of the inspection, there were 323 apprentices employed in Superdrug and Savers stores across England. Of these, 246 were studying level 2 retailer, 67 were studying level 3 retail team leader, eight were studying level 2 supply chain warehouse operative, and fewer than five were studying level 2 customer service practitioner and the provider’s new level 4 retail manager programme. Over two thirds of apprentices are aged 16 to 18. 14 to 17 November 2023

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

Apprentices benefit from high-quality training through which they develop their knowledge and skills in retail. They are highly motivated, grow in confidence and mature quickly into valuable members of the workforce. Apprentices often take on extra responsibilities, such as opening the store or carrying out complex audits.

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

Apprentices learn to be active citizens and go beyond the expectations of their programme or employment. For example, they enthusiastically participate in support for charities by taking part in sponsored walks and bake sales. Many apprentices take on additional commitments, such as responsibility for their store’s social media and making promotional videos, which successfully increases the sale of products.

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

Apprentices benefit from a very well-designed ‘Life Skills’ programme. This integrates into and enhances other programmes. It includes topics such as staying safe, equality and diversity and money matters. Apprentices become more curious about the wider world and are inspired to seek out more information independently through, for example, reading the news daily.

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

Apprentices are prepared well for life in modern Britain and develop a very good understanding of how British values and principles apply to their work and personal lives. For example, they make appropriate recommendations of fragrances for customers who avoid products containing alcohol. During Christmas promotions, they are mindful of the well-being of customers and colleagues who find this a difficult time.

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

Leaders and assessors ensure that apprentices understand how to stay safe from early in their programmes. For example, they discuss crime and risks in their local area and safe ways to travel to and from work, including not wearing headphones, walking with a colleague and considering the safety of their route.

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better?

Leaders have a clear purpose for their apprenticeship programme. They use their expertise in the retail sector to strengthen their workforce, with a focus on recruiting those early in their careers. The vast majority of apprentices are new to retail, with a high proportion joining directly from school. Leaders recruit apprentices from a wide range of backgrounds, including supporting applications from care-experienced young people.

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better?

Senior leaders in the multi-national parent company understand and champion the apprenticeship programme. They value its importance as part of their business strategy and, as a result, the apprenticeship programmes are respected across the organisation. Leaders are held to account effectively by senior leaders, who provide informed challenge and support in frequent meetings, leading to clear actions for further improvement. 14 to 17 November 2023

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Leaders have secure oversight of the apprenticeship training, which takes place in several hundred stores across the country. They complete a range of activities to assure themselves of the quality of the provision, including frequent observations of teaching, weekly checks of attendance and monitoring of apprentices’ progress. They use this information to intervene, where needed, and provide support to keep apprentices on track.

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Leaders have developed a flexible curriculum, which is tailored by assessors for each apprentice. Assessors evaluate most apprentices’ starting points accurately and use these to plan a demanding curriculum. This includes successfully coordinating on- and off-the-job training and selecting activities that relate directly to the work that apprentices are doing, such as stock checks.

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Assessors provide appropriate support for apprentices with special educational needs and/or disabilities (SEND). They adapt their teaching style to meet apprentices’ needs, such as supporting note-taking or providing additional information before visits. Apprentices with SEND make progress in line with their peers.

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Assessors are well qualified and experienced in their roles, with most having been store managers themselves. Leaders ensure that assessors stay up to date with developments in their stores and the retail sector, including working in stores over the busy Christmas period. However, assessors have not recently updated their skills in the craft of teaching. Leaders have started to provide training for this, but it is too early to see the impact.

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Assessors use effective teaching methods to ensure that apprentices learn underpinning knowledge securely. Most assessors use skilled questioning to check apprentices’ understanding, ensuring that apprentices expand on their answers and provide examples from their workplace. For example, apprentices can explain the company’s ‘challenge 25’ policy, why this is required and how it links to wider community considerations.

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Apprentices produce work of a good standard, and assessors provide valuable feedback that supports apprentices to develop their knowledge and skills further. However, in a few instances, such as on level 3 retail team leader, assessors accept cursory answers, and apprentices are not encouraged to develop their ideas fully to demonstrate their understanding.

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Assessors use review meetings effectively to meet with each apprentice and their store manager. They discuss the progress that the apprentice is making and plan the next part of the curriculum in coordination with activities in store. Assessors also ensure that apprentices are happy and healthy in their roles.

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Apprentices continue to develop their English and mathematics skills effectively in the context of their job role. For example, they calculate the conversion rate of customers who browse and those who buy products. Apprentices write reflections on their learning and how they have used it in their role. The few apprentices who 14 to 17 November 2023

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need to retake their mathematics qualification are supported well and feel prepared for their examinations.

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Apprentices develop substantial new knowledge, skills and behaviours during their programmes. They make a valuable contribution to the business and make steady progress in their learning, with many gaining promoted positions.

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Assessors prepare apprentices well for their end-point assessments. Apprentices who complete their programmes achieve their apprenticeships within the planned timeframe, with around two thirds gaining distinctions.

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Too many apprentices leave their programme early, most in their first few weeks. This is often due to these new apprentices discovering that they do not enjoy working in retail. Leaders, in collaboration with the wider organisation, have taken sensible steps to reduce the number of those who leave early. However, it is too early to see the full impact of these improvements.

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Apprentices benefit from a well-planned careers programme, which includes discussions with assessors and store managers. They consider their career aspirations, existing skills and routes to achieve their goals. Apprentices understand how they can progress to management positions in retail or move into other related careers, such as digital marketing or beauty.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that new apprentices understand the realities of working in retail when they start their apprenticeships so that more remain on programme.  Ensure that assessors benefit from relevant professional development to update their skills in the craft of teaching.  Encourage level 3 retail team leader apprentices to explore and develop their ideas fully to demonstrate their understanding. 14 to 17 November 2023

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Provider details

Address Stadium Way South Elmsall Pontefract WF9 2XR

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Provider details

Website www.superdrug.jobs/apprenticeships

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Provider details

Date of previous inspection 26 to 29 November 2013 14 to 17 November 2023

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Information about this inspection

The inspection team was assisted by the apprenticeship programme manager, 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

Karen Anderson, lead inspector His Majesty’s Inspector Marina Gaze Ofsted Inspector Liz Greenhalgh Ofsted Inspector Gareth Luke Ofsted Inspector Sue Martin Ofsted Inspector Ann Minton Ofsted Inspector 14 to 17 November 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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