The Training Place Of Excellence Limited

Further education and skills inspection report

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Inspection of The Training Place of Excellence Limited

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Overall effectiveness Requires improvement

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

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Information about this provider

The Training Place of Excellence Limited is a training provider based in south-east London that offers accountancy apprenticeships. At the time of the inspection, there were around 60 apprentices in training. Of these, around a quarter were aged 16 to 18. There were 44 apprentices on the level 2 accounts and finance assistant standard, 14 on the level 3 assistant accountant standard and fewer than 5 on the level 4 professional accounting or taxation technician standard.

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Information about this provider

Apprentices attend training one day a week at the provider’s training centre, with extra support sessions and examinations taking place online. 10 to 12 July 2024

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

Apprentices work hard and are highly motivated. They enjoy their lessons, where they develop new knowledge and skills that help them to become better accounts professionals. However, inspectors found too many cases where apprentices are employed for four days and not paid for their training time.

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

Apprentices develop good professional behaviours because of the clear expectations staff set. For example, level 2 accounts and finance assistant apprentices carry out accounting tasks carefully, aware of the consequences of making errors. Apprentices make an increasingly positive contribution to their workplaces.

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

Apprentices develop their confidence and resilience as a result of their training. For example, level 2 apprentices get used to contributing to discussions at work and talking to clients with assurance.

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

Apprentices have useful discussions with staff about their next steps. They know what they need to do to move to the next level of training and to develop their career with their employer. They benefit from careers talks from external employers about areas they can specialise in, such as insolvency.

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

Teaching staff help apprentices develop a good understanding of the fundamental British values and how they relate to their personal lives and job roles. For example, apprentices understand the rule of law regarding money laundering and tax evasion.

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

Apprentices feel safe at their training sessions and at work.

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better?

Since the previous inspection, leaders and managers have made good progress in improving the quality of training, implementing a personal development curriculum, and increasing the proportion of apprentices who achieve their qualifications. However, they have not maintained an adequate oversight of the employers they work with. Leaders and managers do not set high enough expectations with employers to ensure that they fulfil their responsibilities towards apprentices. Employers are not always adhering to the commitments required of them, such as in paying for training time.

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better?

Leaders and staff have selected suitable apprenticeships in accountancy and finance to meet the needs of local employers and apprentices. For example, the level 2 programme allows school leavers with little knowledge in accounting to develop the right foundation knowledge and skills to move on to the next stage of their accountancy training and career.

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better?

Leaders and managers consider apprentices’ work roles well to plan curriculum content that meets their needs. For example, they teach level 4 apprentices the personal tax unit if apprentices deal with private clients’ tax affairs as part of their 10 to 12 July 2024

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job. This means that apprentices benefit from training that is well aligned with their workplace role.

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Leaders and managers do not make sure that employers routinely attend their apprentices’ progress review meetings. This means that for a small minority of apprentices, tutors and managers cannot plan the next stage of their training as well as they should, for example, to cover any knowledge or skills gaps that the apprentices might have. Furthermore, staff do not have sufficient information from employers to set apprentices useful targets that would help them to understand how they can improve their performance in the next stage of their training.

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Staff use a suitable range of assessment activities to check apprentices’ prior knowledge and skills before they start the apprenticeship. Staff use the outcomes from these assessments to place apprentices on the courses and levels that are right for them. However, staff do not use this information well enough to set relevant and useful goals and actions for apprentices. As a result, staff are not clear where apprentices’ strengths and weaknesses lie or how to cover these in progress review meetings.

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Teaching staff have good subject knowledge and industry experience, and many are qualified accountants. In lessons and support sessions, they give apprentices clear explanations about technical terms and processes. For example, they clarify with level 2 apprentices the difference between cash and credit transactions, correcting misconceptions where they arise. Teachers on the level 3 programme break down more complex topics into smaller chunks that they recap in practise sessions before examinations. Apprentices can recall the new knowledge they learn. They feel well prepared for their frequent accountancy examinations. A large majority achieve their professional accountancy qualifications, pass their apprenticeship and move on to the next step of their training.

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Apprentices gain new knowledge and skills from the training they receive at work. For example, employers train level 2 apprentices in their systems, invoicing process and how to support clients with complex needs. Level 3 apprentices learn how to use specialist accountancy software when working on client accounts. As a result, employers can confidently give apprentices more complex tasks to work on independently.

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Leaders and managers have successfully developed a curriculum to help apprentices expand their interests. Staff arrange relevant educational visits for apprentices, such as trips to the Bank of England to learn more about how banking operates. Those apprentices who attend enjoy the visits and broaden their understanding of the finance and accountancy sector. However, not enough apprentices take advantage of educational visits.

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A board of governors provides senior leaders with appropriate challenge and support. For example, following the previous inspection, governors challenged leaders about apprentices’ attendance at training. Leaders made changes to the code of conduct and disciplinary processes. This contributed to an increase in 10 to 12 July 2024

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attendance since the previous inspection, which is now high. However, leaders recognise that they need more support with oversight of the extent to which they meet the apprenticeship requirements.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Set clear expectations with employers so that apprentices complete their training during working time.  Make sure employers take part in apprentices’ progress reviews to identify skills and knowledge gaps and plan relevant future training.  Use information from initial assessments and progress review meetings to set apprentices useful goals and actions. 10 to 12 July 2024

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Provider details

Address Carlton Cottages 12 New Cross Road London SE14 5BE

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection 10 to 12 May 2022

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Provider details

Main subcontractors N/A 10 to 12 July 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

Claudia Harrison, lead inspector His Majesty’s Inspector Jane Hughes His Majesty’s Inspector Akhil Amlani Ofsted Inspector 10 to 12 July 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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