Span Training & Development Limited

Span Training & Development Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Helen Morgan, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Suite 1 North Bar House 43-44 North Bar Banbury OX16 0TH Monitoring visit: Span Training & Development Limited, 24 and 25 April 2024

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Context and focus of visit

Span Training & Development Limited was inspected in July 2023. 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

Span Training & Development Limited is an independent learning provider based in Banbury, Oxfordshire. At the time of visit, there were 130 apprentices in learning. Most apprentices were studying on the level 2 hair professional and level 5 operations and departmental manager apprenticeships. A small number of apprentices were studying the level 3 advanced and creative hair professional, level 3 business administrator, level 3 learning mentor, level 3 team leader or supervisor and level 4 learning and skills mentor apprenticeships. Eighteen apprentices were under the age of 18.

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Reasonable progress

Leaders and managers have worked to improve key weaknesses in the teaching of English and mathematics, and in the tracking of apprentices’ progress. These were identified as the reasons why apprentices were falling behind with their studies at the previous inspection. Where apprentices are at risk of falling behind, they have put in place processes to support apprentices to get back on track in their studies. As a result, the number of apprentices past their planned end date has reduced since the previous inspection. Leaders have recruited staff to key roles to support the quality process. Quality managers work with apprentices and assessors to track apprentices’ progress and put plans and strategies in place to ensure they continue to make the required progress, for example ensuring apprentices have individual English and mathematics support in addition to their planned sessions. Apprentices who have recently started

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Reasonable progress

their studies can explain the plan of what they need to do to be successful. Leaders have not put in place processes to respond quickly to emerging areas for improvement. While improvements are evident throughout their apprenticeships, the processes which underpin these are not sufficiently robust to ensure that leaders can identify future challenges. Leaders do not clearly record the actions needed to Monitoring visit: Span Training & Development Limited, 24 and 25 April 2024 improve apprenticeships, nor the impact of those actions to ensure that changes are appropriate and effective.

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Reasonable progress

Leaders ensure that teaching staff have regular observations of teaching, learning and assessment. Quality managers have created a process of observation and feedback which helps staff to identify gaps in the content of their teaching and consider how to improve. This includes the teaching of English and mathematics, and the topics of equality, diversity and inclusion. Teaching staff self-identify gaps in their teaching skills and knowledge and have regular opportunities to develop these areas. For example, staff have completed courses in mentoring, mathematics confidence and teaching on apprenticeships. As a result, these staff see an impact on their confidence and the strategies they use to enhance their teaching. A few teaching staff have undertaken continuing professional development (CPD) activities that develops their craft of teaching. In these cases, staff can identify what they have learned and how they have brought it into their teaching practice. Staff

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Reasonable progress

share new learning with other staff members. However, there is not yet enough evidence that this cascading of practice improves teaching. Leaders rightly recognise that their quality processes focus on the gaps in the subjects taught to apprentices and do not yet sufficiently focus on the feedback they provide to teachers on how to improve their craft of teaching. While many staff can identify areas that they can improve in terms of their teaching practice, this does not come from the feedback they receive following observation, but from their own reflections. Leaders have not developed processes to link observations of practice, staff targets for development and CPD. As a result, leaders are not aware of the strengths and weaknesses in the teaching practice of their staff.

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Reasonable progress

Since the previous inspection, leaders and managers have acted swiftly to reduce the number of apprentices who are beyond the planned end date of their learning. Many apprentices were being prevented from entering the apprenticeship gateway as they had yet to successfully achieve their English or mathematics qualifications. Leaders and managers have implemented strategies to provide intensive teaching and Monitoring visit: Span Training & Development Limited, 24 and 25 April 2024 support to this group of apprentices. Fewer apprentices are now past their planned end date. Managers have taken steps to identify all the factors which contribute to apprentices falling behind with their studies. They have revised and implemented defined curriculum plans, with key dates and milestones for skills development. Managers agree plans with employers and work-based assessors. As a result, apprentices and employers understand what apprentices must do to be successful.

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Reasonable progress

Field service managers use curriculum milestones during reviews with apprentices and their employers. They monitor the progress that apprentices are making towards developing the required knowledge, skills and behaviours. They highlight where apprentices are falling behind and trigger rapid intervention from managers. As a result, the number of apprentices who are beyond the planned end of their apprenticeship has reduced. Newly enrolled apprentices are well supported to make the progress expected of them, through implementation of curriculum plans from the start of their apprenticeship. However, it is too soon to see the full impact of these actions.

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Reasonable progress

Leaders and managers have introduced a dedicated English and mathematics curriculum, which targets the completion of functional skill qualifications for those that require them. To support this, they have appointed a member of staff to teach English and mathematics to apprentices. As a result, apprentices who require support with these subjects have this in place from the start of their studies. Teachers contextualise English and mathematics to ensure that apprentices understand the relevance of their learning. Teachers use a variety of teaching methods, as well as providing individual support and online self-directed study, to support apprentices to complete their English and mathematics qualifications. Leaders have focused on ensuring that apprentices prioritise and attend their English and mathematics sessions. They work with employers to ensure that apprentices receive the time they need to attend their sessions, in addition to their regular off-

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Reasonable progress

the job training time. Apprentices now attend scheduled sessions more consistently. During the monitoring visit, apprentices talked about an improved structure to the teaching of English and mathematics. They enjoy their learning, and most are keen to complete their qualifications. As a result, the number of apprentices who successfully achieve their functional skills qualifications earlier in their programmes has increased. Monitoring visit: Span Training & Development Limited, 24 and 25 April 2024 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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children’s services, and inspects services for children looked after, safeguarding and child protection.

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