Bellevue Education International Limited

Bellevue Education International Limited Monitoring visit report

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Name of lead inspector: Ann Potterton, Ofsted Inspector

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Type of provider: Independent learning provider

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Address:

Second Floor Union Street London SE1 0LX Monitoring visit: Bellevue Education International Limited, 1 and 2 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

Bellevue Education International Ltd (known as BEI) is an independent learning provider based in London. BEI was established in 2012 to provide a range of education services and provision in the independent sector in London, the South East and the North West. At the time of the monitoring visit, there were 18 apprentices in training. Of these, ten apprentices were studying the level 3 teaching assistant apprenticeship and eight were studying the level 4 learning and skills mentor apprenticeship.

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Context and focus of visit

All apprentices were over the age of 18-years-old. Fewer than five apprentices were studying mathematics and/or English qualifications and fewer than 5 apprentices had additional needs. BEI does not work with any subcontractors.

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Reasonable progress

Leaders have selected and developed a clearly defined curriculum focusing on the business needs of BEI’s partner school employers. They have designed courses to meet the current and future aspirations of apprentices well. They introduced the level 3 teaching assistant apprenticeship to train apprentices to support their teaching colleagues usefully. They offer the level 4 learning and skills mentoring apprenticeship to teach apprentices how to develop their colleagues constructively while learning new skills themselves. Consequently, apprentices study appropriate pathways and meet their employers’ needs.

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Reasonable progress

Leaders and staff are ambitious for all learners. They include extra sessions on study skills and online learning to support apprentices returning to learning. They prepare apprentices appropriately for their end-point assessments and ensure apprentices know how to achieve distinctions. As a result, most apprentices progress well and know what to do to achieve the highest grades. Monitoring visit: Bellevue Education International Limited, 1 and 2 July 2024 Leaders meet the requirements of apprenticeships securely. They work effectively with employers to complete training plans, conduct supportive reviews and ensure apprentices receive their entitlement to helpful off-the-job training. As a result, apprentices and their employers know what progress apprentices make and what they need to do to improve.

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Reasonable progress

Leaders ensure that they provide qualified tutors with suitable continuous development. For example, leaders observe teaching closely, and check the quality of marking and reviews carefully. They seek feedback from apprentices to inform development programmes for staff such as online teaching and consistent marking. As a result, staff develop the skills they need to perform their roles successfully.

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Reasonable progress

Leaders responsible for governance understand the strengths and weaknesses of the provision thoroughly. They self-assess to identify where they need to improve learning thoughtfully. As a result, senior leaders provide appropriate oversight and challenge for the current provision leading to beneficial changes for apprentices. As apprenticeship numbers increase, leaders plan to further strengthen governance, notably through introducing external scrutiny of their provision.

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Reasonable progress

Leaders and tutors plan learning in a logical order to meet the training and employment needs of both apprentices and employers. They ensure teaching assistant apprentices learn about school culture early so they know how to build positive relationships to support their own and their students’ learning. Learning and skills mentor apprentices study conflict management and questioning strategies to deepen their mentoring relationships over time. As a result, apprentices build relevant skills and confidence and meet the needs of their employers quickly.

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Reasonable progress

Experienced tutors use a range of techniques to engage learners in online learning sessions successfully. They share their own relevant experience and use a range of teaching activities and resources effectively on topics such as behaviour management, support for learners with additional needs and academic writing. As a result, motivated apprentices demonstrate they are learning new knowledge and useful digital skills which they apply in their workplaces and assignments.

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Reasonable progress

Leaders and tutors assess what apprentices can do and know at the start of their training and then throughout the apprenticeship programme. Tutors mark work constructively and put in helpful, effective interventions for those at risk of falling behind. As a result, tutors and apprentices can measure progress on their new knowledge and skills clearly. However, tutors do not incorporate maths and English Monitoring visit: Bellevue Education International Limited, 1 and 2 July 2024 teaching in lessons routinely to help apprentices develop these essential skills. Staff do not provide sufficient feedback on marked work consistently to help apprentices improve, which slows their progress.

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Reasonable progress

Leaders acknowledge they were too slow to identify why too many level 3 apprentices left their course before completing. However, they have since made changes to better balance practical and academic learning. As a result, apprentices now remain on programme and progress well.

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Reasonable progress

Leaders use robust safeguarding policies and procedures to keep apprentices safe. They record and monitor safeguarding issues closely. Leaders make sure that staff are safe to work with apprentices.

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Reasonable progress

Leaders have effective partnerships with local safeguarding and ‘Prevent’ duty agencies. They understand their responsibilities under the ‘Prevent’ duty and use appropriate risk assessments to help keep apprentices safe.

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Reasonable progress

Suitably qualified and experienced safeguarding leaders ensure that staff understand their roles and responsibilities in safeguarding well. Leaders review staff knowledge of safeguarding and ‘Prevent’ duty regularly and tailor training to keep staff up to date on safeguarding topics. Consequently, tutors help apprentices have a secure understanding of how to keep themselves and others safe.

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Reasonable progress

Apprentices feel safe and are confident that staff will deal with any issues appropriately and effectively. Monitoring visit: Bellevue Education International Limited, 1 and 2 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 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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