Starting Off Limited

Further education and skills inspection report

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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 Not previously inspected

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Information about this provider

Starting Off Limited was founded in 1989 and is located in Northampton. In 2020, it was taken over by two of its managers, both of whom had worked for the business for several years. The business provides a recruitment and training service for apprentices and a very small number of adult learners. Training is provided through a blended model that combines online lessons with face-to-face workshops and individual coaching and review meetings. At the time of the inspection, there were 188 apprentices, of whom 59 were aged 16 to 18. Most apprentices were level 3 business administrators and level 3 assistant accountants, with smaller numbers on customer service, marketing, information technology, management and professional accountancy apprenticeships. Most apprentices work in Northamptonshire. There were fewer than five adult learners, who study alongside apprentices. 9 to 14 April 2025

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

Apprentices are very satisfied with their learning experiences. They enjoy good relationships with staff and speak highly of the support they receive. This helps motivate them to work hard and to strive for merit and distinction grades in their assessments.

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

Most apprentices develop their knowledge and skills well. They become valued team members in their workplaces. Most continue working for their employers when they conclude their apprenticeships, and many go on to study further.

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

Apprentices benefit from the strong relationships between their employers and staff at Starting Off. These relationships ensure apprentices study the things that are most useful to them. They have opportunities to apply in the workplace the knowledge they develop in the classroom.

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

Apprentices have plenty of opportunities to participate in a wide range of additional activities to help them build their confidence. However, relatively few take advantage of these opportunities. Leaders recognise and celebrate apprentices’ achievements through social media posts, awards events and rewards for high achievement.

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

Apprentices feel safe. They know where to find safeguarding information and are happy that if they raise concerns, staff will take suitable action. Apprentices take part in frequent discussions with their tutors about the risks associated with radicalisation and extremism.

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better?

Leaders and managers discuss with employers what apprentices do at work and use suitable assessment tools to identify apprentices’ existing levels of expertise. They adjust the content of courses to meet the needs of each apprentice. Teachers sequence course content well. For example, in their financial statements module, apprentice assistant accountants explore the basics of financial statements before studying capital transactions in detail, which aids their understanding of later topics such as accruals and prepayments.

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better?

Managers and teachers identify apprentices who have special educational needs and/or disabilities through a self-declaration process and by reviewing their work. They document apprentices’ needs, and staff take careful account of these needs when providing tuition and support.

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better?

Tutors have excellent subject knowledge and a thorough understanding of apprenticeship standards and qualification specifications. They mostly use their knowledge well to provide apprentices with clear explanations that they illustrate with helpful examples. However, tutors occasionally select learning activities that do not use the limited amount of lesson time effectively. 9 to 14 April 2025

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Teachers mostly use questioning, online quizzes and mock examinations effectively to check that apprentices understand topics and to help them to strengthen their recall. However, in a few cases, tutors do not do enough to identify why apprentices answer questions incorrectly, missing opportunities to identify misconceptions. Tutors usually mark apprentices’ written work and provide helpful feedback, but this is not systematic for assistant accountants. Assessors and account managers help apprentices apply their learning to their work activities and to reflect on their achievements. This helps apprentices to consolidate their learning.

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Apprentices develop a good range of new skills and knowledge. A high proportion pass their apprenticeships, although there are some notable variations between courses. The proportion of apprentices who gain merit and distinction grades is high. Most apprentices remain in employment following the conclusion of their studies.

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Leaders and managers have high expectations of apprentices’ attendance and punctuality. Apprentices miss few appointments and, when they do, staff take appropriate steps to support them. However, managers do not review and analyse trends in apprentices’ attendance and punctuality and are unable to identify concerns quickly and implement actions for improvement.

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Staff provide apprentices with a range of tools and activities to help them better understand the world around them. They produce newsletters that incorporate topics such as the risks of drink spiking and provide apprentices with access to online resources on topics such as healthy relationships. They have organised a visit to the Houses of Parliament and provided lessons on topics such as personal finance and interview skills. However, participation in these activities is limited.

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Staff discuss career options with apprentices during progress reviews and at the end of courses. However, apprentices often cannot recall the content of these discussions or explain how the information they receive is useful to them.

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Leaders use a range of methods to monitor and improve the quality of training. These include standardisation meetings, caseload reviews with staff, calls to apprentices and employers and lesson observations. However, while they provide a range of development opportunities for staff, they do not provide enough training to help tutors improve those aspects of their teaching that these processes indicate are weaker.

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Leaders provide governors with detailed information that allows them to challenge and support effectively. Governors provide industry expertise and employer viewpoints, but leaders recognise they would benefit from additional education or training expertise to help them improve the quality of teaching further.

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Safeguarding

The arrangements for safeguarding are effective. 9 to 14 April 2025

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What does the provider need to do to improve?

 Provide tutors with targeted training to help them select activities that make better use of lesson time and to help them to explore potential misconceptions more effectively.  Develop the means by which leaders and managers can gain a clear oversight of apprentices’ attendance.  Help more apprentices participate in the range of additional activities on offer.  Make careers advice and guidance more relevant and memorable for apprentices. 9 to 14 April 2025

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Provider details

Address 34-38 Guildhall Road Northampton NN1 1EW

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Provider details

Principal, CEO or equivalent Jess Cameron and Katie Goodall

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 5 and 6 October 2021

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Provider details

Main subcontractors None 9 to 14 April 2025

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Information about this inspection

The inspection team was assisted by the quality assurance manager, 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

Russ Henry, lead inspector His Majesty’s Inspector Sarah Biddulph His Majesty’s Inspector Penny Fawcus His Majesty’s Inspector 9 to 14 April 2025

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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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