HTFT Partnership Limited

HTFT Partnership Limited

Address: 103 Avenue Road, B93 8JU Unique reference number (URN): 1278661

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Leadership and governance Expected standard

Leaders and governors are passionate about providing high-quality accountancy training. Governors have supported leaders’ decision to expand their portfolio of courses to include the level 2 finance assistant apprenticeship.

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Leadership and governance Expected standard

Leaders use visits to lessons, achievement rates and feedback from apprentices to gain a detailed understanding of the quality of teaching. Where they identify that improvements are needed, leaders put strategies in place to improve apprentices’ experiences.

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Leadership and governance Expected standard

Leaders understand the strengths and weaknesses of the provision. They have been swift to rectify most weaknesses. For example, English is now embedded into the curriculums, and they have improved their communication with employers so that there is greater cohesion between on- and off-the-job training. However, there is still work to be done to rectify other weaknesses, such as reducing the number of withdrawals from the level 7 course.

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Leadership and governance Expected standard

Governors work closely with leaders to monitor the effectiveness of the quality improvement plan. They have rightly asked senior leaders to refine the analysis of examination results and to include the performance of apprentices with special educational needs and/or disabilities so that they can monitor the impact of the support they provide effectively.

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Leadership and governance Expected standard

Leaders support teaching staff to develop both their vocational knowledge and craft of teaching. Leaders swiftly assess the teaching skills of new teachers and provide a detailed development plan. Leaders encourage teaching staff to improve their teaching practice through weekly sharing of good practice.

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Leadership and governance Expected standard

Leaders consider the wellbeing and workload of staff. Staff feel well supported with manageable workloads.

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Inclusion Needs attention

Leaders have not fully developed their inclusion strategy. While they support apprentices who need extra help, they rely too heavily on previous assessments of need to develop support strategies.

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Inclusion Needs attention

Leaders have identified appropriate training for senior leaders and have explored ways of providing specialist assessment and support for apprentices’ learning needs. However, they have not provided training for mentors or tutors to extend their understanding of learners with special educational needs and/or disabilities, nor how to assess, plan and accurately review these apprentices’ progress.

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Inclusion Needs attention

At enrolment, leaders ask appropriate questions about apprentices’ barriers to learning. They are swift to replicate support that apprentices have received in the past, and to request additional time in professional examinations where necessary.

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Inclusion Needs attention

Leaders monitor the performance of all apprentices in their regular academic assessments. Where apprentices are not achieving well, leaders swiftly provide opportunities for them to discuss their progress with their mentor.

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Inclusion Needs attention

Where apprentices disclose difficulties with their mental health, challenging personal circumstances, or financial concerns, leaders put in place additional internal support or signpost to external specialists. Where apprentices have taken a break in learning, leaders support their return to work.

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Achievement Expected standard

Most apprentices who stay to the end of their training achieve their qualifications. At level 3, apprentices achieve highly and most apprentices achieve a merit grade. At level 7, too many apprentices leave the course before completion.

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Achievement Expected standard

Apprentices’ work is at the expected standard for the level of study. Apprentices make expected progress from their starting points and make a positive contribution at work. They are well prepared for accounting roles.

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Achievement Expected standard

Apprentices develop their digital skills so that they can use a range of accounting software packages and advanced spreadsheets. Apprentices develop their English skills so that they can write accurately and use the appropriate tone when presenting business reports.

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Achievement Expected standard

Apprentices are prepared well for their next steps in education and employment. Most apprentices gain promotion, acquire increased responsibility at work, or move on to a higher level of study.

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Curriculum and teaching Expected standard

Leaders have designed an appropriate curriculum offer to respond to the national shortage of trained accountants.

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Curriculum and teaching Expected standard

Leaders review the curriculums frequently. At level 3, leaders have changed the order of topics and ensured that subject expert tutors teach to their specialisms. Leaders’ actions have contributed to improvements in achievement.

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Curriculum and teaching Expected standard

Tutors are qualified accountants. They teach the curriculums in a sensible order and ensure that apprentices understand the key accounting principles before introducing new concepts. Tutors teach the principle of matching costs to revenues in an accounting period, before introducing the concept of accruals and prepayments. Leaders and tutors have developed high-quality resources. At level 7, tutors provide case studies based on real businesses so that apprentices can apply their knowledge in realistic settings. Apprentices learn when and how to apply accounting principles.

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Curriculum and teaching Expected standard

Tutors choose appropriate teaching methods. They explain new topics clearly and show how to solve accounting problems. Tutors break down complex processes into simpler steps and check that apprentices understand each new stage. Through explanation and repetition, tutors support apprentices to develop their technical vocabulary.

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Curriculum and teaching Expected standard

Tutors select appropriate forms of assessment. They give sufficient time between teaching and assessment to challenge apprentices' ability to recall what they have been taught. Tutors provide thorough feedback which helps apprentices to improve.

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Curriculum and teaching Expected standard

Mentors ensure that apprentices apply and practise their knowledge at work.

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Curriculum and teaching Expected standard

Staff provide the individual support that apprentices need to make at least expected progress.

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Participation and development Expected standard

Apprentices work in supportive and safe environments. Employers routinely participate in progress reviews, and mentors check on apprentices’ wellbeing and workload frequently. Where apprentices have identified barriers to learning, mentors work closely with employers to ensure that apprentices have the time to engage in additional support sessions.

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Participation and development Expected standard

Most apprentices understand the next steps in their careers. Mentors and tutors support apprentices to understand the qualifications available in accountancy and the different career paths available to them. They also provide clear career advice and guidance to apprentices who request it. All but a very few apprentices have discussions about their career opportunities and aspirations.

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Participation and development Expected standard

Apprentices develop strong professional relationships in the workplace, which they demonstrate through interactions with their managers and peers. Level 7 accountancy apprentices assume leadership roles in workplace projects. They overcome challenges and develop problem-solving skills, which prepares them well for careers in accountancy.

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Participation and development Expected standard

Most apprentices develop an understanding of topics such as fundamental British values, and mentors discuss topics linked to social and local risks during progress reviews. Leaders are implementing a revised curriculum to ensure younger apprentices have a clearer understanding of healthy relationships beyond the workplace.

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What it's like to be a learner and/or an apprentice at this provider

Most apprentices enjoy studying and work hard to achieve their qualifications. Apprentices appreciate the different ways they can learn through the mixture of pre-recorded and live teaching sessions. The wealth of online learning materials allows apprentices to combine study with work.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices are taught well by knowledgeable, qualified accountants. At first, they learn the most important accounting principles and concepts before they acquire more complex ideas and apply them to more difficult examination questions and work settings. Apprentices are well-prepared for their professional examinations.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices enjoy the live masterclasses and appreciate the opportunity to watch expert accountants solve complex accounting problems, explain the steps they take, and respond to questions from other apprentices online.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices feel well supported in the frequent review meetings with their mentor and employer. Working with their mentor, apprentices plan how they can broaden their experience through shadowing colleagues and leading meetings. Apprentices become more confident at work and know how to identify and report inappropriate conduct. Apprentices feel safe both at work and when working online.

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What it's like to be a learner and/or an apprentice at this provider

While apprentices with a learning difficulty or disability receive extra help, a few do not get reassessments of their support needs. Most apprentices make at least the expected progress.

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What it's like to be a learner and/or an apprentice at this provider

Most apprentices on the level 3 apprenticeship achieve merit grades in their final examinations. Apprentices who remain on the level 7 apprenticeship pass the final examination, but too many apprentices leave this course before the end.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices deepen their understanding of fundamental British values. Apprentices consider topics such as the rule of law in relation to accounting regulations. Most apprentices shape their career plans in discussion with the mentor and many gain promotion, additional responsibilities, or move on to a higher-level qualification.

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Team inspectors:

Helen Morgan, His Majesty's Inspector Sharon Dowling, His Majesty's Inspector Joanna Walters, His Majesty's Inspector Rachel Clark, His Majesty's Inspector Joel Dalhouse, His Majesty's Inspector

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Next steps

• Leaders should finalise their strategy for inclusion and ensure that it includes access to specialist expertise so that they can quickly and accurately identify apprentices’ learning and support needs. • Leaders should provide staff with suitable training on how to provide support to apprentices with special educational needs and/or disabilities so that they can provide high-quality, tailored support that meets their needs. • Leaders should work with employers to ensure that level 7 apprentices are fully supported with appropriate time to complete their studies so that they remain on the apprenticeship and achieve. • Leaders should swiftly implement their revised curriculum for healthy relationships for younger apprentices so that these apprentices have a clearer understanding of its importance in their lives more broadly.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with directors, tutors, mentors, apprentices and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: HTFT Partnership Limited is an independent learning provider based in Solihull, West Midlands. The company specialises in accountancy apprenticeships. At the time of the inspection, there were 155 apprentices. Twenty-five were studying level 3 assistant accountant, fewer than 5 were studying level 4 professional accounting, 117 were studying level 7 accountancy or taxation professional and 10 apprentices had just started on the level 2 finance assistant standard. The provider teaches all its apprenticeships online.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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