Fitch Learning Ltd

Fitch Learning Ltd

Address: The Corn Exchange, EC3R 7NE Unique reference number (URN): 2539229

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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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Inclusion Expected standard

Leaders have established a clear vision and strategy to promote a positive and inclusive culture. They work proactively with partner organisations, such as schools, to improve the diversity of the workforce in the financial sector.

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Inclusion Expected standard

Leaders identify apprentices’ individual needs quickly. They use the results of initial assessments well to create individual support plans for apprentices. They review and adjust these when necessary. Leaders put in place measures, such as extra time for assessments, access to scribes and assistive technologies, which reduce any barriers to learning that apprentices have. Targeted interventions help apprentices who struggle with technical content to regain confidence and make progress.

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Inclusion Expected standard

Leaders monitor the performance of different groups of apprentices, such as comparing the performance of those with special educational needs and/or disabilities against their peers. They have started to capture data on disadvantaged learners and those with lower levels of English and mathematics. However, they do not systematically analyse this information to inform their inclusion strategy.

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Inclusion Expected standard

Coaches receive training on how to identify apprentices who may have barriers to learning. They often share best practice and discuss strategies to support apprentices. They know their apprentices’ needs well and adapt resources effectively.

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Leadership and governance Expected standard

Leaders ensure that the suite of apprenticeships equip apprentices with the skills, knowledge and behaviours that they need to succeed in fields, such as data analytics and investment operations. Employers value the training that their employees receive, which helps employees make a valuable contribution to their business. Employers would recommend Fitch Learning to other employers.

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Leadership and governance Expected standard

Governance arrangements are effective. Board members use their independent insights into apprentices’ experiences, alongside helpful information provided by managers, to review thoroughly the quality of training. They have an accurate understanding of the strengths and areas for improvement of the provision. Board members provide effective support and challenge to managers to improve the provision and have the best interests of apprentices at heart. Leaders have effective processes in place to improve the quality of the provision. Through frequent monitoring, they have a secure oversight of the small proportion of provision that is taught by one specialist subcontractor. Leaders have a sound track record of making improvements. For example, they have improved the personal development curriculum so that apprentices develop the wider skills they need to succeed.

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Leadership and governance Expected standard

Leaders have put in place suitable arrangements for the training and development of their staff. For example, they coach staff on how to have fruitful professional discussions with apprentices. However, leaders recognise that they need to develop further the training offer for staff.

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Leadership and governance Expected standard

Leaders are considerate of staff wellbeing and workload. Staff feel well supported. Access to gym facilities help staff maintain good health and a manageable work-life balance.

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Curriculum and teaching Expected standard

Tutors and skills coaches are subject experts with a wealth of industry experience in topics, such as asset management, trading and accountancy. They use their expertise successfully to develop apprentices' understanding. For example, they teach apprentices to use confidently the technical language that they need at work, such as 'physical and synthetic replications', to explain how fund managers track financial markets.

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Curriculum and teaching Expected standard

Tutors plan and teach the curriculums effectively so that apprentices develop knowledge, skills and behaviours well over time. They use diagrams, discussions and presentations to convey the meaning of key concepts. They implement effective strategies to recap on previous learning and use past examination questions to revisit learning and rectify any misconceptions that apprentices have.

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Curriculum and teaching Expected standard

Apprentices attend masterclasses on topics, such as coding and data analysis that help them to develop their technical knowledge well. Most apprentices enjoy the blend of self- directed online learning and face-to-face support. They are motivated to study and achieve. They highly value the one-to-one support that they receive from their skills coaches.

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Curriculum and teaching Expected standard

Leaders work closely with employers to ensure their curriculums are current and that apprentices get the opportunities they need at work to consolidate and practise the new

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Needs attention

In most cases, tutors use assessments well to help apprentices learn and remember relevant new knowledge. Tutors support apprentices well to prepare for the professional qualifications that most take. Apprentices benefit from frequent revision sessions, mock examination practice and individual tutorials. This prepares them very well for their examinations.

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Participation and development Expected standard

Through their training, apprentices quickly gain confidence and develop the skills that they need. At work, they collaborate well with colleagues and communicate with empathy and integrity. Level 4 apprentices demonstrate accuracy in financial analysis and business credit assessments, while compliance and risk apprentices confidently raise concerns with clients and senior managers.

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Participation and development Expected standard

Leaders provide valuable opportunities for apprentices to develop additional skills. For example, apprentices attend sessions on business writing and presentation techniques. These skills increase apprentices’ value to employers.

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Participation and development Expected standard

Apprentices benefit from effective careers advice and guidance. Skills coaches provide helpful workshops on CV writing and how to create a professional online profile. Some apprentices attend networking events to explore their career opportunities. Leaders recognise the need for broader impartial careers advice and have advanced plans in place to provide this.

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Participation and development Expected standard

Apprentices value the frequent discussions on topics, such as online safety, mental health, wellbeing and fundamental British values. Most apprentices understand well how British values apply in their workplace. For example, they can confidently discuss the rule of law in relation to regulations in the financial sector. Apprentices highly value the pastoral care and support that they receive.

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Achievement Needs attention

Achievement rates vary across the provision. They are high on a number of apprenticeships but are too low on a few others, particularly at level 6. This is because too many apprentices leave once they achieve their professional qualification. Leaders are working effectively with employers and apprentices to increase the proportion of apprentices who fully complete their training. A high proportion of apprentices who remain on their apprenticeship achieve merits or distinctions in their final assessment.

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Achievement Needs attention

Apprentices develop a wide range of valuable knowledge, skills and behaviours. For example, level 6 financial services professional apprentices study variations in funding structures, including global equity and fixed and emerging funds. This enables them to advise clients on products with confidence. Apprentices produce work of the expected standard.

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Achievement Needs attention

Many apprentices move on to positive destinations. Those who finish their training remain in employment. In a few instances, apprentices gain promotions or progress into further education and training.

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

Apprentices, particularly those aged under 18 years, feel a strong sense of belonging at Fitch Learning, despite learning remotely. They would recommend studying at the provider to their friends. Apprentices develop a good rapport with their skills coaches and tutors. They appreciate the frequent opportunities to meet them to discuss any worries or queries that they have.

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

Apprentices study on a range of demanding apprenticeships and balance their study and work responsibilities well. Most are motivated and show resilience at work and in their studies. They enjoy the self-directed learning and manage their time well. Skills coaches monitor apprentices’ progress closely and frequently review their progress with employers. Employers make sure that apprentices get the time they need at work to complete their studies.

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

Apprentices receive effective support from expert tutors and skills coaches. This means that a high proportion achieve the professional qualification that they need to progress in their career. However, too many apprentices leave once they gain this qualification and before they complete their final assessments, so do not achieve the full apprenticeship.

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

During their training, most apprentices develop their knowledge skills and behaviours well. Apprentices with special educational needs and/or disabilities are well supported by caring staff. They appreciate the additional help they receive, which helps them grow in confidence. At work, apprentices apply their newly acquired knowledge well. For example, they understand and can explain how different regulations in the United Kingdom and in Europe affect clients’ portfolios.

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

Apprentices feel safe and understand who to contact if they have any concerns. They receive guidance on their personal safety and online security, such as how to identify phishing emails. Leaders provide well-tailored training on risks to apprentices, such as the dangers of radicalisation and extremism.

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Team inspectors:

Jane Hughes, His Majesty's Inspector Alison Humphreys, His Majesty's Inspector Claudia Harrison, His Majesty's Inspector Andrea McMahon, His Majesty's Inspector Paul Manning, His Majesty's Inspector

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Next steps

• Leaders should continue to work with employers and apprentices so that the proportion of apprentices who complete their training and achieve their apprenticeship is consistently high. • Leaders should analyse data on the progress and achievement of disadvantaged learners and those with lower levels of English and mathematics to inform their inclusion strategy. • Leaders should develop further the range of the training that they offer for staff so that staff continue to develop their teaching skills and the quality of support that they provide for apprentices.

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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

Inspectors spoke with leaders, the subcontractor, skills coaches, tutors and apprentices during the inspection.

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About this inspection

Fitch Learning Ltd is a commercial and publicly funded training provider specialising in education for the financial services industry. The provider is based in the City of London and operates nationally, with apprentices in London, Merseyside and Manchester. Leaders recruit apprentices from mostly large corporations. Apprentices mostly study online with some face-to-face support. A small number of compliance and risk apprentices at level 3 and level 6 are taught by one subcontractor, ICA Commercial Services Limited.

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About this inspection

At the time of the inspection, there were 356 apprentices across 10 apprenticeships at levels 3, 4 and 6. The largest number of apprentices study the level 4 investment operations specialist, the level 6 financial services professional and the level 3 investment operations technician qualification.

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About this inspection

Apprenticeship Director : Kathryn Osborn

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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 standard 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 standard 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

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 .

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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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