The Ashridge (Bonar Law Memorial) Trust

Further education and skills inspection report

p.1

Inspection of The Ashridge (Bonar Law Memorial) Trust

p.1

Inspection dates: 12 to 15 November 2024

p.1

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 Requires improvement

p.1

Information about this provider

The Ashridge (Bonar Law Memorial) Trust is an independent learning provider based in Berkhamsted in the East of England. It offers four apprenticeship standards to around 330 apprentices. Apprentices are over 19 years of age. Over three quarters of apprentices are on the level 7 senior leader. Smaller cohorts study level 5 operations or departmental manager or level 6 chartered manager (degree). There are fewer than five apprentices studying level 4 associate project manager. Around 60 apprentices also study functional skills in English and/or mathematics. Twenty- seven apprentices are identified as having an additional learning need. Leaders work with one subcontractor, Runway Apprenticeships Limited, (Runway) to teach functional skills to the small proportion of apprentices who require these qualifications. 12 to 15 November 2024

p.1

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

Apprentices learn in purposeful environments, both face-to-face and online. They participate enthusiastically in group discussions. Apprentices always respect staff and each other. Most apprentices have a very good attitude to their learning and their attendance to lessons, and one-to-one sessions is high. They are keen to learn and ask relevant and well-considered questions in lessons to clarify their understanding.

p.2

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

Apprentices value learning face-to-face in groups at the Ashridge campus. They benefit from the interaction they have with their peers and expert teachers to extend their knowledge beyond their own employer. Staff use their expertise skilfully to enhance discussions and explanations during lessons so as to ensure that apprentices gain a sound understanding of what they are taught.

p.2

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

Apprentices gain valuable skills and knowledge and recognise the impact that their training has on their working practices. For example, those studying the level 7 senior leader share and implement techniques for handling difficult situations and discussions. Level 5 operations, or departmental manager, apprentices rapidly develop the behaviours they need to become effective leaders and managers in their workplace. They take on new duties, such as leading large team meetings.

p.2

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

Apprentices feel safe in their learning environments and in their workplaces. They rarely experience any form of harassment or discrimination. Apprentices are confident that staff will deal with any incidents, should they occur, swiftly and effectively.

p.2

better?

Since the previous inspection, leaders have taken effective actions to improve the quality of their apprenticeships. Senior leaders have established new leadership roles to oversee the provision. They have put in place progression partners who work very effectively with apprentices on a one-to-one basis to review their progress and keep them on track with their learning. Leaders’ actions have resulted in a significant reduction in the proportion of apprentices who do not complete their apprenticeship on time.

p.2

better?

Leaders and staff ensure that apprenticeships meet both employers’ and apprentices’ needs, and that key content is taught in a sensible order. Staff assess apprentices’ existing experience and knowledge at the start of the apprenticeship and include employers usefully when doing so. Staff tailor lesson content to contextualise it to apprentices’ work roles. Staff involve employers in lessons to provide an organisational perspective to what they teach. Apprentices develop skills quickly that benefit them in their job roles, such as applying knowledge of managing change to support colleagues in departments going through organisational restructure. 12 to 15 November 2024

p.2

3

Apprentices benefit from the wide variety of teaching and learning strategies used by staff. Staff ensure that apprentices grasp concepts and topics to deepen their understanding. Staff provide helpful feedback that develops apprentices’ skills, knowledge and confidence as managers or leaders.

p.3

3

Progression partners hold meaningful progress reviews with apprentices. They make sure that apprentices and their line managers reflect constructively on the knowledge, skills and behaviours that apprentices learn. Progression partners set realistic work-related targets which help apprentices to develop, apply and improve their skills, such as managing projects using Gantt charts, and holding challenging conversations with members of their team.

p.3

3

Apprentices with special educational needs and/or disabilities (SEND) receive the support they need to achieve. Staff provide helpful, developmental and frequent support. Apprentices develop their confidence and self-awareness, which enables them to champion SEND support for colleagues in their workplace.

p.3

3

Leaders’ oversight of apprentices’ progress on level 7 apprenticeships requires improvement. While they meet with staff frequently to discuss apprentices at risk of not achieving, the monitoring is onerous. The different systems in place act as a barrier for leaders to have an effective oversight of the quality of training that apprentices who have been in learning for a long time receive. Apprentices, employers and staff also highlight how different systems cause confusion and frustration for a minority of apprentices and detracts from the good quality teaching that those apprentices receive.

p.3

3

Leaders have not put in place sufficiently effective actions to improve the proportion of apprentices who attempt functional skills examinations. First-time pass rates, for those who attempt the examinations, are high. However, staff rely too heavily on apprentices to self-manage this area of their studies. Staff at both Runway and Ashridge do not take account of apprentices’ identified areas for development when discussing progress or offering them support. Leaders have recently begun work with Runway to contextualise English and mathematics teaching to the leadership and management apprenticeships. However, it is too soon to gauge any impact from this.

p.3

3

The proportion of apprentices who achieve their apprenticeship on time has improved markedly since the previous inspection. Leaders and staff continue to put in place effective actions to increase the proportion of apprentices who achieve their apprenticeship. Of those who complete their apprenticeship, a high proportion of apprentices achieve distinctions in their final assessments.

p.3

3

A small proportion of apprentices access the useful additional learning resources related to a range of personal development topics that are available to them. Leaders have recently put in place effective actions to ensure that an increasing proportion of apprentices access these, and to provide improved careers support for apprentices. Where apprentices have used the resources, they develop their knowledge of topics such as resilience and sexual harassment. Most apprentices 12 to 15 November 2024

p.3

4

receive useful careers support from their employers and the ‘Leadership Live’ platform helps apprentices to build resilience and agility into their long-term career strategy.

p.4

4

Apprentices recognise how different aspects of fundamental British values apply to them at work. In progress reviews, progression partners prompt apprentices to consider the importance of respecting and valuing others in their team. Apprentices understand the importance of promoting and supporting an inclusive and diverse workforce. Apprentices lead new initiatives in their workplaces, such as developing training on unconscious bias, transgender awareness and gender identity, and setting up a women into technology strategy.

p.4

4

Those responsible for governance have a good understanding of the strengths and current priorities for improvement. They set and closely monitor appropriate performance targets. Leaders provide pertinent and useful information to those responsible for governance through monthly meetings and termly reports to the wider board of trustees. Senior leaders challenge leaders at Ashridge, where improvements are required. They hold leaders to account for the quality of provision and work effectively with leaders to set useful quality improvement plans and accurate self-assessment.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Make use of information about apprentices’ areas for development in English and mathematics to ensure that those apprentices who require functional skills access learning to gain the knowledge and skills they need to achieve these qualifications.  Consolidate the breadth of management information used to ensure a more effective oversight of apprentices’ progress and to continue to improve the proportion of apprentices who achieve on time.  Ensure that apprentices benefit from opportunities to develop their understanding of a range of personal development topics, including support for further career development. 12 to 15 November 2024

p.4

Provider details

Address Ashridge House, Ashridge Berkhamsted Hertfordshire HP4 1NS

p.5

Provider details

Principal, CEO or equivalent Mark Coleman

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Dates of previous inspection 5 to 8 July 2022

p.5

Provider details

Main subcontractors Runway Apprenticeships Limited 12 to 15 November 2024

p.5

Information about this inspection

The inspection team was assisted by the head of compliance and performance, 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.

p.6

Inspection team

Rebecca Perry, lead inspector His Majesty’s Inspector Penny Fawcus His Majesty’s Inspector Kevin Dowson Ofsted Inspector Sue Hasty His Majesty’s Inspector 12 to 15 November 2024

p.6

7

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 looked after children, safeguarding and child protection.

p.7

7

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 .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

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

p.7