Ernst and Young LLP

Further education and skills inspection report

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Overall effectiveness Outstanding

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

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Information about this provider

Ernst and Young LLP (EY) is an employer provider with headquarters in London. EY is a large accounting firm that provides consulting, assurance, tax, and transaction services globally. At the time of the inspection, 1,365 apprentices were studying the Level 7 accountancy and taxation professional apprenticeship. EY currently works with five subcontractors. These teach the chartered accountancy qualification embedded within the apprenticeship. All apprentices were aged 18 and over. 11 to 14 June 2024

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

Apprentices work and learn in a highly dynamic and supportive culture where they progress successfully in the financial sector. Apprentices’ attendance to sessions is high. They enjoy learning and are highly committed to their studies and the teams they work with. They are polite, professional and courteous. They are proud to work with EY and are motivated to succeed.

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

Apprentices contribute effectively at work. They help plan and run special events, like cultural celebrations. Apprentices are encouraged to socialise in the workplace and counsellors hold regular get-togethers and lunches to promote belonging. This helps to build apprentices' confidence and character.

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

Apprentices enthusiastically participate in corporate social responsibility projects, charity events, the EY foundation and team-building exercises. These enhance apprentices' experiences and support charities and communities. As part of the EY Foundation, apprentices act as role models for young people and provide peer advice and guidance. A few apprentices also support and encourage younger people from deprived backgrounds who wish to enter the financial industry.

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

Apprentices become established and confident practitioners who add value to their organisation. Many progress quickly through the company. For example, in their second year, many apprentices take on high-risk tasks, such as contract audits. All apprentices who take end tests achieve and move on to positive destinations within EY or other accounting firms.

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

Apprentices receive excellent support for their physical and mental well-being. Apprentices are very aware of the dangers of suicide within the finance sector. They see the links between mental and physical health. Leaders track well-being issues systematically, and when needed, swift interventions are put in place. They provide apprentices with a generous well-being allowance. This allowance helps apprentices with gym memberships and sports equipment costs or enables them to make medical appointments quickly. Consequently, apprentices feel safe and well- supported.

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better?

Leaders have created highly effective curriculums that meet the needs of apprentices and their businesses. Leaders have enhanced the level 7 accountancy and taxation professional apprenticeship to successfully meet the demands of the four key service lines within their company. Apprentices gain increased learning from experts in assurance, tax, strategy and transactions and consulting alongside their academic studies. Because of this, apprentices quickly develop the skills they need to become effective in the workplace.

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better?

Leaders ensure that their curriculums are highly ambitious and adaptable. They have recruited apprentices successfully from diverse backgrounds, including recent 11 to 14 June 2024

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university graduates and young people who have just finished their A levels. The learning is tailored to meet their specific needs. Most graduates benefit from an accelerated route, while younger apprentices profit from a longer study time. This adaptability ensures that all apprentices, regardless of background, are well- prepared for their future job roles.

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Leaders and managers plan and sequence their curriculums sensibly and logically. For example, leaders ensure that apprentice’s study financial accounting principles before moving on to specific complex topics such as corporate finance. When needed, leaders ensure that apprentices spend time in their service line team to acquire the basic principles before learning through academic study. Therefore, apprentices build on their understanding successfully over time.

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Tutors use teaching strategies to support learning effectively. They use written exercises, quizzes and voting polls to help apprentices remember their studies. Questioning and discussion techniques assess what apprentices can recall from past learning successfully. Tutors use their expertise and knowledge to probe and question apprentices skilfully. They do this to expand on apprentices' answers and broaden their understanding. Consequently, apprentices pass the qualifications for which they study.

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Managers and coaches develop apprentices' English and mathematics skills successfully. Apprentices receive helpful feedback and guidance on their written communication. This includes internal and external memos, letters and notes accompanying accounts. Apprentices develop skills in mathematics, particularly when working on clients' accounts. Managers appropriately challenge apprentices based on the accounts submitted. Because of this, apprentices develop the English and mathematical skills they need to be successful.

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Leaders and managers have created an environment where those with special educational needs and/or disabilities (SEND) are successful. By creating an inclusive environment where disability and neurodiversity are celebrated and promoted, all apprentices feel that they belong. Managers make certain that apprentices have what they need to succeed. This includes making changes to work environments, providing assistive technologies and making adaptations to examinations and assignments. As a result, apprentices with SEND achieve their learning and work goals in line with their peers.

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Apprentices understand the next steps that are available to them. Managers, counsellors and coaches work with apprentices to help them consider their next stage of career development. Coaches discuss apprentices' future goals and how to meet these goals both inside and outside the organisation. Apprentices are ambitious for their future and confident about their next steps.

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Leaders ensure that subcontractors provide high-quality education for apprentices. Leaders work closely with their subcontractors to review performance improvements. They hold regular contract reviews, survey apprentices, do joint quality checks and monitor performance data. Where needed, subcontractors 11 to 14 June 2024

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respond to the needs of the apprentices and adapt the curriculum to ensure that apprentices have opportunities to practice what they have learned. Because of this, apprentices remember past learning and succeed in their exams.

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Leaders routinely monitor the performance of the apprenticeship curriculums. They carry out a variety of quality assurance activities successfully. These include checking data, completing observations of teaching, scrutinising apprentices' work and reviewing feedback. These activities help leaders identify trends in performance and where improvements are needed. For example, leaders identified that apprentices who have gone past their planned completion date had requested deferrals in their professional examinations. Leaders have implemented further support for apprentices at key points around examinations to help resolve this situation. As a result, leaders have an exceptionally good understanding of the strengths and weaknesses of the apprenticeship.

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Leaders have established a successful apprenticeship board to provide governance for the apprenticeship curriculum. The board comprises senior executives and key stakeholders from across the organisation. Board members receive very detailed information on the quality and performance of the apprenticeship. This means that they have a detailed understanding of the strengths and areas needing improvement. As a result, board members use this information to appropriately challenge and support leaders in making improvements.

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Safeguarding

The arrangements for safeguarding are effective. 11 to 14 June 2024

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Provider details

Address 1 Colmore Square Birmingham B4 6HQ

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Provider details

Principal, CEO or equivalent Justine Campbell

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Provider details

Date of previous inspection Not previously inspected

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Main subcontractors

BPP Professional Education Ltd First Intuition Reading Ltd First Intuition Ltd Kaplan Financial Ltd RELX (UK) Limited 11 to 14 June 2024

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Information about this inspection

The inspection team was assisted by the quality lead, 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

Bev Ramsell, lead inspector His Majesty's Inspector Stuart Collett His Majesty's Inspector Mary Younan Ofsted Inspector Akhil Amlani Ofsted Inspector Gareth Luke Ofsted Inspector Mark Parton His Majesty's Inspector Steve Kelly His Majesty's Inspector Edward Bird Ofsted Inspector 11 to 14 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 children looked after, safeguarding and child protection.

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