MICHAEL STREETE FOUNDATION T/A MSFDN

Michael Streete Foundation (MSFDN) Monitoring visit report

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Name of lead inspector: Jon Bowman, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

48 Collier Street London N1 9QZ Monitoring visit: Michael Streete Foundation (MSFDN), 23 to 24 July 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Michael Streete Foundation (MSFDN) is a charity that aims to support disadvantaged young people and adults in London to develop their talents and interests within the creative industries. MSFDN began teaching apprenticeships in May 2023. At the time of the monitoring visit, there were two apprentices on the level 3 content creator standard and two on the level 3 broadcast and media systems technical operator standard. All apprentices are adults. Apprentices are employed by the charity and its affiliated company Streete Limited.

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Reasonable progress

Leaders and managers have a clear mission to use apprenticeships to support disadvantaged young people and young adults to improve their lives by giving them the knowledge and skills they need to work in the creative industries. They have chosen standards that reflect their expertise within the sector and make sure the training meets the requirements of an apprenticeship. Apprentices are in suitable job roles and receive their off-the-job training entitlement. They take time away from the workplace every week to attend lessons and complete their studies. Apprentices’ line managers have a suitable understanding of their obligations. They participate in reviews and evaluate the performance of apprentices with the tutors.

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Reasonable progress

Leaders have structured the apprenticeships effectively through a series of online lessons and a range of interesting workshops that add great value to the training. For example, apprentices take part in workshops on mentoring, confidence and assertion, inclusion and diversity, health and safety, and providing feedback. Apprentices enjoy these activities where they learn new skills and knowledge, such as how to give constructive feedback to co-workers. Monitoring visit: Michael Streete Foundation (MSFDN), 23 to 24 July 2024 Leaders recognise that they initially recruited apprentices who could not manage the expectations of the training. This resulted in too many apprentices leaving the programme early. Since then, leaders have been cautious in expanding the provision until they have sufficient capacity, skills, and knowledge to manage the programme effectively.

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Reasonable progress

Leaders have sufficient capacity to manage the provision. They have brought in specialists to add expertise as they develop the apprenticeships. They are recruiting governors to form a new board to oversee and scrutinise the development of the provision. Leaders understand the strengths and weaknesses of the provision well. They have a suitable self-assessment and quality improvement plan in place.

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Reasonable progress

Leaders have carefully considered the content and sequencing of the curriculums they teach and when they will teach the knowledge, skills, and behaviours required. Apprentices make good progress because tutors teach an ambitious curriculum that reflects current industry practices. For example, tutors first teach level 3 content creator apprentices how to understand a brand’s strategy and objectives before creating content for that brand.

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Reasonable progress

Tutors carry out thorough assessments at the start of the training to identify what apprentices know and can do. This includes a detailed assessment against the apprenticeship standard. Apprentices, tutors, and line managers frequently check the progress that apprentices make by revisiting these assessments. Tutors review and set suitable targets for apprentices. This helps apprentices stay on track with their studies and continue to develop their knowledge, skills and behaviours well.

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Reasonable progress

Tutors give apprentices helpful feedback on their work. This includes areas they have done well and where they can improve. Tutors provide helpful suggestions on other software applications apprentices can use, such as when creating digital mood boards, to improve their work. As a result, apprentices produce work of high quality.

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Reasonable progress

Throughout the training, tutors teach apprentices the range of professional behaviours they need to succeed in creative industries. These include working effectively with colleagues, critical reflection and selecting suitable equipment and techniques to create content. Employers provide apprentices with good opportunities in their jobs to develop their professional behaviours. For example, apprentices work professionally and collaboratively to agree the equipment, lighting and animation effects they will use to create social media campaigns. Monitoring visit: Michael Streete Foundation (MSFDN), 23 to 24 July 2024 Tutors and line managers prepare apprentices well for their final assessments. They make clear to apprentices what they can expect at these assessments from the start of, and throughout, their training. Apprentices feel well prepared for their assessments, they know the outcomes they could achieve and aspire to gain

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Significant progress

Leaders have appropriate safeguarding policies and procedures in place should they recruit young people or vulnerable adults. The designated safeguarding lead is suitably qualified and experienced. When leaders recruit new staff, they make sure staff are suitable for their roles.

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Significant progress

Leaders make sure that apprentices attend effective training and, subsequently, have a good understanding of safeguarding. Apprentices share their knowledge within the company by producing a range of high-quality and informative booklets and flyers that relate to safeguarding and the ‘Prevent’ duty. For example, a digital safeguarding and online resilience booklet provides helpful information to employees and service users about how to stay safe online and build digital resilience. Monitoring visit: Michael Streete Foundation (MSFDN), 23 to 24 July 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

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Significant progress

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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Significant progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Significant progress

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Significant progress

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Significant progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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