Accipio Limited

Further education and skills inspection report

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Inspection dates: 18 to 20 December 2024

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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

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Information about this provider

Accipio Limited is an independent training provider based in central London. Accipio Limited specialises in leadership and management training and works with levy and non-levy paying employers nationally.

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Information about this provider

At the time of the inspection, there were 14 apprentices on the level 3 team leader standard, 28 apprentices on the level 5 operations/departmental manager standard, 21 apprentices on the level 7 senior leader standard, and 29 on the level 5 coaching professional standard. There were around 24 apprentices completing qualifications in English and/or mathematics. Most teaching is online, except for the coaching professional standard, which is taught in person. All apprentices are aged 19 and over. 18 to 20 December 2024

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

Apprentices study in calm learning environments that are well managed by staff. They are highly motivated and committed to their apprenticeships. In addition to their taught sessions, most apprentices continue to learn through podcasts and online forums facilitated by their coaches. They value greatly the opportunity to gain industry standard qualifications and become members of recognised professional organisations.

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

Apprentices gain confidence and build resilience as a result of their training. Apprentices learn effective strategies for managing anxiety, such as challenging negative thoughts and replacing them with positive thoughts. They develop a positive mindset and a willingness to take risks when problem-solving in the workplace.

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

Apprentices have suitable time away from work to complete their studies. When they attend, apprentices are punctual and attentive. However, they do not attend their lessons consistently well across the provision. Coaches provide effective one- to-one support to apprentices who fall behind to catch up on missed learning.

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

Apprentices feel safe and well informed about related themes, such as online safety and the risks related to radicalisation and extremism. They have access to a wide range of online resources and podcasts promoting different topics, including academic writing and healthy lifestyles. Apprentices benefit from weekly emails and online sessions which inform them about pertinent issues such as ‘race against hate’ and psychological safety.

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better?

Since the previous inspection, leaders have taken effective action to rectify most of the weaknesses identified. They ensure that apprentices receive good-quality teaching and assessment, and that most apprentices stay on their courses and achieve their qualifications in the time allocated.

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better?

Staff, including coaches and tutors, provide effective support to apprentices. Most apprentices, including those with additional support needs, make good progress. A high proportion of apprentices achieve distinctions and merits. In most subjects, the proportion of apprentices who achieve their qualifications has significantly improved. However, it is still too low on the level 7 senior leader standard. Leaders have a suitable action plan in place to resolve this.

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better?

Coaches work well with employers to make sure that off-the-job training links with what apprentices do in their job roles. Staff assess what apprentices know and can do at the start of the course, and what knowledge and skills they need for their jobs. They follow this up well at frequent progress reviews to identify any specific further training needs. For example, coaches train level 3 apprentices to resolve 18 to 20 December 2024

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conflict in their teams successfully, which is a key area for development identified by the apprentices and their employers.

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Coaches make effective use of a range of teaching methods, such as helpful explanations and presentations. They make sure apprentices understand new topics fully. Apprentices build confidence in applying what they learn at work. For example, apprentices on the level 3 team leader course use the knowledge they gain of spreadsheets to prioritise and organise caseloads at work. In the level 5 coaching professional course, coaches model how to hold coaching discussions and what questions to ask, which apprentices later adapt to their job roles.

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Staff, including tutors of English and mathematics, use assessment to plan and teach their courses effectively. They use the assessment of apprentices’ prior knowledge and skills well to determine the correct level of study, and the work they set. Coaches use different assessment methods, such as questioning and written tests, to check apprentices’ understanding frequently. In English, tutors conduct frequent mock assessments and provide regular feedback to apprentices before their final examinations. As a result, apprentices feel suitably supported and well prepared for their assessments. Most apprentices pass their examinations at the first attempt.

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Apprentices receive suitable support from careers advisers to improve their CVs and discuss next steps. In their progress reviews, apprentices explore different job roles and further training with their coaches. However, in a few instances, staff do not provide apprentices with suitably detailed information on relevant higher-level training or further employment opportunities. In these instances, apprentices are not clear on the range of opportunities available to them after their apprenticeship.

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Employers value highly the benefits apprenticeships bring to their organisations and apprentices, in turn, feel well supported at work. Employers appreciate the professional behaviours that apprentices develop through their training. For example, level 5 operations and departmental manager apprentices focus on continuous improvement and professional development for themselves and their teams, helping them to become effective leaders and managers in their organisations.

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Leaders carry out suitable quality assurance activities and have a good understanding of their strengths and areas for improvement. For example, they recognise that while most employers attend progress reviews, this is not yet consistent. Leaders have taken suitable actions to hold employers to account and to make sure that employers have a clear understanding of the specific areas that apprentices need to improve.

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Leaders have put in place effective governance arrangements, which includes external support and challenge. Governors have suitable knowledge and experience which they use well to ask senior leaders appropriate questions and drive improvements. They use their expertise to analyse the performance and quality of the provision closely. 18 to 20 December 2024

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure level 7 apprentices receive suitable time for off-the-job training, to enable a greater proportion to achieve their apprenticeship.  Improve attendance in online lessons across the provision.  Ensure employers are involved in reviewing apprentices’ progress. 18 to 20 December 2024

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Provider details

Address 71 Central Street London EC1V 8AB

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Provider details

Principal, CEO or equivalent Sascha Benson-Cooper

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 20 to 22 July 2022

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Provider details

Main subcontractors None 18 to 20 December 2024

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Information about this inspection

The inspection team was assisted by the executive coach, 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

Saher Nijabat, lead inspector His Majesty’s Inspector David Baber Ofsted Inspector George Chittock-Nash Ofsted Inspector Rebecca Jennings His Majesty’s Inspector 18 to 20 December 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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