FE Business Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

FE Business Limited is a small training provider based in central London. It provides levy-funded apprenticeship training primarily to NHS trust staff in and around London. The majority of apprentices study mostly online.

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Information about this provider

At the time of the inspection, there were 63 adult apprentices on levels 3 to 6 standards-based apprenticeships. There were 36 apprentices studying coaching professional at level 5, and 18 studying the improvement practitioner standard at level 4. In addition, small numbers of apprentices were studying customer service and improvement practitioner at level 3, and improvement leader at level 6. 11 to 13 June 2024

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

Apprentices relish learning new knowledge and skills throughout their training. They quickly grow the confidence to put into practice what they learn through meaningful projects at work. Employers recognise and value the growing contribution apprentices make at work. For example, apprentices apply their analytical and problem-solving skills in their NHS trust to make improvements. Others use their new knowledge to support difficult conversations with staff they line manage.

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

Apprentices learn in an inclusive and nurturing environment. In online sessions, trainers explain tasks clearly and provide good encouragement to apprentices. Apprentices and trainers show high levels of respect for each other.

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

Apprentices receive helpful support from their trainers, which they value highly. Where necessary, trainers provide apprentices with effective one-to-one support, so they catch up on their studies. Trainers provide useful resources, such as copies of presentations and recordings of the online sessions apprentices have missed.

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

Apprentices benefit from completing additional modules on equality, diversity and inclusion that go beyond the requirements of the standard they study. Subsequently, they apply what they learn by, for example, cascading this training to their teams. This supports them to establish effective working practices, such as developing positive relationships with patients. Trainers promote the importance of good mental health. For example, they teach about this subject and provide apprentices with resources to support them and their wider teams, who often work in stressful workplaces.

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

Apprentices feel safe and know who to contact if they have any concerns.

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better?

Leaders have a clear rationale for the training they deliver. They have designed their apprenticeship offer well to meet the NHS need for skilled staff who can improve services. The training supports apprentices well to lead improvement projects in their workplace.

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better?

Leaders and managers have taken well-considered action to resolve the main areas of improvement that inspectors identified on the previous inspection. They have developed an effective personal development curriculum, and apprentices now achieve well. Leaders and managers have a thorough understanding of the strengths and weaknesses of the training they offer. They make good use of information to assess performance and target their improvement work.

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better?

Leaders work effectively with employers, who are routinely involved in reviews of apprentices’ progress. Leaders tailor the curriculum well to meet employers’ needs. For example, they have responded to requests by NHS trust leaders to include emotional intelligence in the level 5 coaching professional curriculum so that 11 to 13 June 2024

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employees have the necessary people skills to make sure improvement projects succeed.

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Leaders make sure that apprentices benefit from a well-structured curriculum that includes group and carefully planned one-to-one sessions. Trainers teach interesting online classes that apprentices participate in well. Trainers explain concepts clearly, such as the GROW coaching model. They recap with apprentices previously taught content and signpost them to a wide range of high-quality resources, including further reading. Consequently, apprentices remember what they are taught.

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Trainers give apprentices helpful written feedback on their assignments. Apprentices value the feedback they receive that helps them improve their work. Apprentices produce work of a good standard. Apprentices coach each other, give feedback to their peers and produce detailed written self-reflections. Consequently, they are well informed about their own strengths and areas for development.

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Trainers provide apprentices with learning difficulties with appropriate support that meets their individual needs well. For example, apprentices with dyslexia receive briefing sessions before their online sessions, adapted resources, and can choose colour filters for the virtual learning environment.

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Trainers make sure that most apprentices are prepared effectively for their final assessments. However, a few apprentices are not sufficiently aware of the requirements of their final assessments early enough in their programme and do not receive suitable preparation for these.

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In previous years, many apprentices did not finish their studies, due to the adverse impact of the pandemic on the NHS and apprentices’ roles. Most current apprentices make good progress in their studies. This year, increasing numbers of apprentices have completed their programmes, with a good proportion achieving a merit or distinction in their final assessments. Once they complete their training, apprentices continue to use the skills and knowledge they gain to make improvements at work. Many take on additional responsibilities and apply for new jobs. A small proportion of coaching professional apprentices have had some disruption to their learning as a result of staff absence, and this has hindered their progress.

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Leaders offer a good range of online workshops to support apprentices’ personal and professional development and prepare them for their career goals. These include developing apprentices’ influencing skills and understanding their own leadership style. Apprentices have access to resources to help them at work and in their personal lives, for example on how to better manage their time and strategies to manage pressure.

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Apprentices receive suitable careers advice and guidance that is well integrated into their training. Subsequently, apprentices are aware of and prepared for their next steps. However, coaching professional apprentices are not aware of the professional bodies in the coaching industry or what they offer them when they complete their apprenticeship. 11 to 13 June 2024

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve apprentices’ awareness of and readiness for their final assessments.  Make sure that there are sufficient staff in place to cover staff absence so that apprentices continue to make progress in their studies.  Make coaching professional apprentices aware of the wide range of opportunities for them to continue their professional development, such as professional body membership, when they complete their studies. 11 to 13 June 2024

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Provider details

Address Gadd House Arcadia Avenue London N3 2JU

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 24 to 27 May 2022

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Provider details

Main subcontractors None 11 to 13 June 2024

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Information about this inspection

The inspection team was assisted by the director, 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

Jon Bowman, lead inspector His Majesty’s Inspector Saskia Niderost Ofsted Inspector Susan Gay Ofsted Inspector 11 to 13 June 2024

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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 looked after children, safeguarding and child protection.

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