The S&A Transform Group Limited

Further education and skills inspection report

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Inspection of The S&A Transform Group Limited

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Inspection dates: 10 to 13 September 2024

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Overall effectiveness Good

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

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Information about this provider

The S&A Transform Group Limited is an independent learning provider based in London and working nationally. The provider has been training apprentices within the science and technology industry since January 2022. At the time of inspection, there were 49 apprentices in learning. Most teaching is online, with some face-to- face sessions within the workplace. The majority of apprentices study on the level 3 laboratory technician, level 3 team leader or supervisor and level 5 operations and department manager apprenticeship. Five or fewer apprentices study each of the remaining seven apprenticeships, which include level 5 technician scientist, level 4 software developer and level 3 polymer processing technician. One apprentice is aged under 18. The provider does not work with any subcontractors. 10 to 13 September 2024

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

Apprentices enjoy their learning, both in their classes and in their workplace. Tutors set high expectations for apprentices to attend their teaching sessions and behave professionally, which they meet. Tutors build strong relationships with apprentices, who are confident to ask questions and share concerns and experiences both with their tutors and their peers. Apprentices grow in confidence throughout their studies.

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

Tutors support most apprentices to rapidly develop their employment skills and the behaviours needed to be successful in the workplace. Level 3 laboratory technician apprentices integrate quickly into their teams, developing strong work ethics and recognising the importance of identifying mistakes and improving processes. Employers value the contribution apprentices make to the workplace.

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

Apprentices learn complex technical concepts from the start of their studies and apply them quickly. Level 4 software developer apprentices attend an intensive training programme at the start of their apprenticeship to ensure they have the technical skills needed. As a result, employers involve apprentices in core project development from the start of their employment.

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

Apprentices feel safe both within their workplace and in online lessons. They are confident that if they had any concerns tutors and leaders would support them and resolve issues quickly.

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better?

Leaders have a clear and ambitious vision to provide curriculums that develop effective, highly skilled apprentices within science and technology industries. They recognise the need to provide apprenticeships which meet national skills needs in priority sectors and to provide progression opportunities for apprentices to continue to develop their careers within their organisations.

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better?

Leaders and tutors plan the curriculum in a logical order, including revisiting key topics to ensure apprentices remember them well over time. However, leaders and tutors do not plan teaching to ensure apprentices develop the English and mathematics knowledge and skills they need. Too few apprentices can recall where they have used or practised their English and mathematics skills.

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better?

Most tutors use teaching strategies well to help apprentices know more and remember more over time. Level 4 software developer apprentices demonstrate their learning at the end of taught sessions by explaining how they could apply their learning in practice in the workplace. Level 3 laboratory technician tutors use virtual laboratory simulations to ensure apprentices can practise their skills safely during online lessons. Apprentices can explain how their learning is useful to their roles. 10 to 13 September 2024

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Most tutors use assessment skilfully to identify gaps in apprentices’ knowledge and to address misconceptions. Level 4 software developer tutors ask apprentices to explain sections of code to check their understanding of SQL procedures. Apprentices are confident that they can use their knowledge in practice.

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Most tutors discuss the skills that apprentices need to practise with employers and workplace mentors during reviews. The employers of level 3 team leader apprentices move apprentices into different departments within their workplace to ensure they have access to projects that allow them to practise their skills. Workplace mentors ensure that apprentices have opportunities to develop within the workplace.

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Tutors and leaders support apprentices with additional needs effectively. Leaders provide apprentices with one-to-one coaching and access to external support, including mental health counselling. They feel well supported by staff. Apprentices who engage with this process remain in learning and successfully achieve their apprenticeship.

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Tutors do not routinely set effective targets so that apprentices understand what they need to do to improve their work. Targets set in progress reviews for level 4 software developer apprentices are often too directive, such as to complete a task. Tutors did not consistently give apprentices feedback to develop the quality of their work rather than to correct errors. Most apprentices do not know how to improve the quality of their work or achieve the highest grades.

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Tutors and employers discuss potential career pathways and next steps with apprentices. Tutors encourage level 3 laboratory technician apprentices to join professional organisations to access broader careers information after they have completed their apprenticeship. However, careers education, information, advice and guidance is not yet planned into the curriculum to ensure all apprentices have this opportunity. The majority of apprentices are not aware of career pathways open to them upon the completion of their apprenticeship.

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Leaders have recognised that there is not enough focus on careers education, information advice and guidance for apprentices. While a few tutors discuss careers with apprentices, this is not recorded or revisited to ensure apprentices remember what they have learned. Leaders have recently created a new comprehensive programme of teaching to meet this gap and are training staff to enhance careers guidance. However, it is too soon to see any impact.

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Leaders have a clear understanding of the strengths and weaknesses of the provision. They have identified retention for the level 3 laboratory technician standard as problematic and have reviewed the employers they work with as a result to ensure that apprentices have the best chance of success. As a result, the large majority of apprentices complete their apprenticeships successfully.

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Leaders have recently changed governance arrangements to shift their focus from compliance towards enhancing quality. Newly appointed governors are highly 10 to 13 September 2024

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experienced education leaders, able to provide valuable insight and support to leaders. While new governors have a clear understanding of the strengths and weaknesses of the provider, it is too soon to see the impact of these measures.

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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 the personal development curriculum to ensure that all apprentices have opportunities to develop their broader skills and knowledge.  Ensure that all apprentices have access to careers education, information advice and guidance from the start of their learning.  Ensure that apprentices have clear developmental feedback and targets to improve the quality of their work over time. 10 to 13 September 2024

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Provider details

Address 6 th Floor 2 London Wall London EC2Y 5AU

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Provider details

Principal, CEO or equivalent Darren Coomer

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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 10 to 13 September 2024

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Information about this inspection

The inspection team was assisted by the director of science, 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

Helen Morgan, lead inspector His Majesty’s Inspector Jaqui Scott Ofsted Inspector Zoe Ibbotson His Majesty’s Inspector 10 to 13 September 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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