RELX (UK) 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 Not previously inspected

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Information about this provider

RELX (UK) Limited has taught the commercial tax qualification for tax professionals for over 18 years. It became an independent learning provider in September 2019, delivering training through one of its divisions, LexisNexis, trading as Tolley Exam Training. Apprentices complete their training online and attend face-to-face sessions.

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Information about this provider

At the time of the inspection, 74 apprentices were studying the level 4 professional accounting or taxation technician apprenticeship and 162 were studying the level 7 accountancy or taxation professional apprenticeship. Fewer than five apprentices study functional skills in English and mathematics. Six apprentices were under 19. 25 to 27 June 2024

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

Apprentices enjoy and participate well in their training. They quickly develop new knowledge and skills and become valued workforce members. Accountancy or taxation professional apprentices learn about new developments in taxation and use this knowledge to train their colleagues at work. Professional accounting or taxation technician apprentices become more autonomous and confidently guide clients to understand topics such as residency relief on selling a property.

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

Tutors and coaches help apprentices to develop their skills beyond their technical tax knowledge. For example, they arrange for apprentices to interview senior colleagues from different departments. This helps apprentices develop their questioning skills and become more confident communicators with clients and when they contact His Majesty’s Revenue and Customs (HMRC). A few apprentices participate in community-based activities, for example raising money for Christmas gift parcels for babies and children.

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

Apprentices frequently discuss career opportunities with their line managers and coaches. They are aware of the next steps available to them within their organisations, for example different specialist roles in the tax profession. However, apprentices are not consistently aware of the range of further training available to them when they complete their apprenticeships.

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

Apprentices feel safe, and they know how to stay safe online and understand risks such as phishing and sharing sensitive documents online. Apprentices understand the risks associated with radicalisation and how to identify potential signs that someone has been influenced by those who hold extremist views. Tutors and coaches include links to fundamental British values in the training they provide to apprentices. For example, when discussing personal tax liability, apprentices know that they need to treat everyone as individuals.

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better?

Since the new provider monitoring visit, leaders have taken positive action to make sure the quality of their training continues to improve. Leaders have continued to grow the numbers of apprentices incrementally. They have recruited additional trained tax professional coaches to support apprentices. Leaders have made sure that apprentices receive the support they need to pass their professional qualifications. For example, coaches provide extra face-to-face and online revision sessions, and apprentices have access to a good range of resources online to support their revision.

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better?

Leaders work well with employers and professional bodies to plan the content of the courses they teach. For example, leaders include professional qualifications in the apprenticeship so apprentices gain these recognised taxation qualifications. Leaders make sure that they meet frequently with employers to select optional modules for their apprentices based on business needs. For example, they agree to add 25 to 27 June 2024

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additional units in corporate tax rules and taxation ethics for a few employers. Employers state that the curriculum effectively meets their business needs and sector requirements.

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Tutors and coaches are suitably qualified and experienced industry professionals. They are enthusiastic and have a passion for their subject. They frequently contribute to internal magazine articles. Tutors and coaches use their industry experience well to simplify complex content and link it effectively with examples from industry and apprentices’ workplaces. For example, they discuss money laundering, offshore accounts and high-profile political cases when discussing new client due diligence checks with accountancy or taxation professional apprentices. Apprentices develop a good understanding of new and complex topics.

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Tutors and coaches use a range of assessment methods skilfully to check the progress apprentices make. Most tutors recap previous knowledge at the start of each session and use effective questioning to check that apprentices understand the topics they learn. Tutors provide helpful feedback to apprentices that makes it clear what they have done well and what they need to improve. For example, on exam practice papers, tutors identify how apprentices can expand their answers to achieve higher marks. Apprentices are well supported and prepared for their professional exams.

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The number of apprentices who start and complete their apprenticeship has increased year on year and is now high. However, too few apprentices know what they need to do to achieve distinctions and merits on their final assessment. Low retention of apprentices impacted achievement rates in the previous year. Leaders have made sure that employers and apprentices are well informed about the full content of the apprenticeship. Because of this, retention has improved significantly and is now high. Nearly all apprentices, including those who require extra help, remain on their course and complete their apprenticeship.

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Leaders provide a good range of continuous professional development opportunities for staff. Tutors and coaches keep up to date with changes in the industry by attending webinars and reviewing new HMRC guidance. Leaders provide effective training to develop tutors’ and coaches’ online teaching skills. As a result, tutors use chat boxes, quizzes and polls effectively to assess apprentices’ progress when they teach online. Staff appreciate the training they receive.

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Leaders monitor the quality of the training they offer effectively. They use the outcomes from lesson observations and survey results to inform their self- assessment and annual improvement plans. Leaders have some processes in place that track individual apprentices’ progress. However, they do not have effective systems in place to accurately track the overall progress and forecast the outcomes of their apprentices. As a result, leaders and some employers do not have consistent oversight of the progress their apprentices make.

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Governors have a good understanding of most of the strengths and weaknesses of the apprenticeship training. They provide effective support and challenge to leaders 25 to 27 June 2024

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to make sure the apprenticeship experience continues to improve. For example, they challenge leaders to improve the online learning platform to include access to study manuals, exam revision materials and recordings of taught sessions. Leaders have recruited a head of learning experience to further develop and coordinate the personal development and careers offer. However, this is in its very early stages.

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Leaders care about staff well-being. Staff appreciate the frequent communication from their managers and the well-being opportunities available via the employer assistance programme. For example, staff attend weekly meditation and yoga classes during working hours. Leaders encourage employees to participate in two days of voluntary or fundraising events per year, such as long-distance bicycle races and fun runs. Staff appreciate the support they receive. They feel valued and proud to work at the provider.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that apprentices know about and have access to high-quality personal development opportunities, including impartial careers advice and guidance.  Make sure apprentices know what they need to do to achieve distinction grades.  Review, track and share with employers the progress that apprentices make. 25 to 27 June 2024

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Provider details

Address Lexis House 30 Farringdon Street London EC4A 4HH

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Provider details

Principal, CEO or equivalent Jonathan Scriven

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 25 to 27 June 2024

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Information about this inspection

The inspection team was assisted by the Tolley learning and apprenticeships 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

Paul Manning, lead inspector His Majesty’s Inspector Antonios Kaniadakis Ofsted Inspector Steve Lambert His Majesty’s Inspector Saher Nijabat His Majesty’s Inspector 25 to 27 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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