Intec Business Colleges Limited

Intec Business Colleges Limited

Address: Old School, Pennington Court, Rugby, Warwickshire, CV21 2BB Unique reference number (URN): 52487

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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 fostered a culture of inclusion with an emphasis on the importance of helping apprentices with barriers to their learning to achieve. Following an increase in apprentices enrolling with barriers to learning, particularly with dyslexia, leaders have recently formed an additional learning support needs working group. The group focuses on providing helpful training to support tutors to identify and apply strategies that help apprentices who need extra help. They need to provide further training that enables tutors to understand a wider range of support strategies.

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Inclusion Expected standard

Apprentices are actively encouraged to declare any barriers to learning at the recruitment stage. Tutors then use this information to understand apprentices' needs and implement strategies that help them make progress and achieve as well as their peers. Where apprentices do not declare a barrier to learning at the start of the apprenticeship, tutors are quick to identify those who need further help and put support strategies in place.

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Inclusion Expected standard

Tutors are trained to revisit frequently the support that apprentices receive. When they identify that an apprentice requires increased support with their learning, tutors adapt support plans and meet with apprentices more frequently, to ensure apprentices receive the support they need.

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Leadership and governance Expected standard

Since the previous inspection, leaders and governors have worked effectively to understand and take steps to improve the areas which needed their focus. They have restructured the organisation, including further strengthening the governance board with educational expertise, which has resulted in much more focused oversight of the quality of their apprenticeships. Governors receive regular, helpful reports on a wide range of performance measures, and use these to challenge leaders to continue to improve.

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Leadership and governance Expected standard

Leaders and governors are clear about their vision for the future of their apprenticeships. They have a well-considered strategy for developing their provision through their liaison with long-standing partnerships to broaden their apprenticeship offer to meet employer demand in business services and logistics. Leaders use labour market intelligence to plan the apprenticeships they offer in line with current and future skills needs in the sectors in which they work.

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Leadership and governance Expected standard

Leaders closely monitor the performance of different groups of apprentices, such as by background, starting point and learning support need. They take effective action to support individual or groups of apprentices who underperform. For example, leaders have recently provided professional development for tutors and teaching staff to enable them to better support apprentices with dyslexia.

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Leadership and governance Expected standard

Leaders focus on the wellbeing of staff and have taken steps to both reduce tutor caseloads and the number of apprenticeships which tutors teach. They provide staff with a range of pertinent professional development opportunities to improve their teaching and develop their vocational skills.

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Achievement Expected standard

Since the previous inspection leaders have significantly increased the proportion of apprentices who achieve their apprenticeship to bring this in line with national rates. The large majority of apprentices who undertake their end-point assessment pass at their first attempt, and a high proportion achieve distinction grades.

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Achievement Expected standard

Apprentices, including those with barriers to their learning, make sustained progress from their starting points. They develop significant new knowledge, such as in operations manager, where they learn approaches to change and people management which they use to make a valuable contribution to the workplace from early in their apprenticeship.

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Achievement Expected standard

The work which apprentices produce, including in English and mathematics, is at or above the required standard, which prepares them well for their next steps. Consequently, the large majority of apprentices who complete their apprenticeship secure new roles, undertake extra responsibilities in the workplace or progress to an apprenticeship at a higher level.

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Curriculum and teaching Expected standard

Leaders sequence apprenticeship curriculums well. They work with employers to ensure learning is aligned with business needs, such as reordering teaching to support apprentices in managing change at a business-critical time.

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Curriculum and teaching Expected standard

Tutors use a range of helpful teaching techniques to help apprentices to understand key concepts. These include skilful questioning to check learning, facilitated discussions to enable apprentices to learn from each other’s experiences, and teach-back sessions to check apprentices' knowledge.

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Curriculum and teaching Expected standard

Tutors typically have current industry knowledge and expertise, which helps them understand emerging priorities and teach topics confidently. In a few cases, the training that leaders provide to tutors focuses solely on subject updates and strategies to support apprentices with learning difficulties, and where this is the case tutors are less skilled in applying current industry practice in their teaching. Tutors use a range of strategies to help apprentices achieve, such as adapted assessments, assistive technology, and targeted English and mathematics support. This helps apprentices, including those who are disadvantaged, have special educational needs and/or disabilities, or face other barriers, to stay engaged, build confidence, and make consistent progress toward their qualifications and next steps.

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Curriculum and teaching Expected standard

Leaders ensure that the principles and requirements of apprenticeship are met. Most tutors sequence on-the-job and off-the-job training well so that new knowledge can be applied in the workplace. Operations manager apprentices quickly apply their learning directly in the workplace, such as by adapting their communication style to better suit different team members and using structured planning tools to organise tasks and manage workloads.

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Participation and development Expected standard

Apprentices demonstrate professional behaviours confidently, both towards their learning and in the workplace. They are motivated, and attendance at learning sessions is high.

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Participation and development Expected standard

Tutors provide helpful careers advice and guidance at appropriate points in the apprenticeship. On many courses, careers guidance topics are integrated into teaching sessions, covering short-, medium- and long-term plans for progression. This helps apprentices to develop an understanding of the career opportunities available to them in the future.

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Participation and development Expected standard

Apprentices often undertake additional training alongside their apprenticeship to become more-skilled employees. For example, warehousing apprentices complete qualifications in manual handling and gain forklift driving licenses, allowing them to undertake a wider range of activities in the workplace.

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Participation and development Expected standard

Tutors discuss healthy relationships, mental and physical health, and other topics with apprentices in an age-appropriate way. Younger apprentices articulate well how these topics are relevant to their daily lives. Most apprentices have developed a clear understanding of fundamental British values, diversity, and respect for others, and apply this confidently in their learning and work. As a result, apprentices behave professionally, challenge assumptions, and contribute positively to inclusive workplace cultures. However, for a few apprentices, this understanding is less well developed.

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

Apprentices value, and are happy with, the support and training they receive. They can see clear links between the new knowledge and skills they learn, and how these will help them both in their current job roles and future careers. This helps apprentices to remain focused on their learning, have high attendance at their sessions, and show commitment to their studies.

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

Apprentices are confident to transfer their new knowledge and skills to the workplace, where they can quickly have an impact. Associate project manager apprentices learn how to write effective business cases and operations manager apprentices apply personality insights to the management of their teams.

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

Most apprentices achieve well. Apprentices who have barriers to their learning are well supported and achieve at similar rates to their peers. Apprentices often take on extra responsibilities at work and are well prepared for their next steps.

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

Apprentices develop a broad understanding of topics which will help them both in work and their daily lives. In teaching sessions, they discuss topics including healthy eating, mental and physical health, relationships and consent, equality and diversity, and life in modern Britain. They see the value in understanding these topics and most apprentices talk confidently about how they use this knowledge in the workplace.

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

Apprentices value the opportunity to share their workplace experiences. The provider works with a large number of employers of varying sizes across the country, and, during sessions, apprentices have the opportunity to share their experiences in a safe space, and learn from each other.

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Next steps

• Leaders should continue to further develop tutors' understanding of the range of support strategies that they could use to ensure that all apprentices receive the most appropriate support to help them achieve. • Leaders should provide training for staff that maintains their professional currency so that apprentices consistently learn the up-to-date skills they need for the workplace and their future careers. • Leaders should continue to increase the proportion of apprentices who remain on their course and achieve their apprenticeship. • Leaders should ensure that all apprenticeship curriculums fully embed fundamental British values so that all apprentices have a sound understanding of these topics.

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About this inspection

Following our updated 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, governors, apprentices, employers, and staff during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Intec Business Colleges Limited is an independent learning provider with one site in Rugby, Warwickshire. Leaders offer apprenticeships nationally, predominantly in logistics and

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Team inspectors:

Sharon Dowling, His Majesty's Inspector Andrew John Thompson, Ofsted Inspector Helen Kinghorn, Ofsted Inspector Karen Tucker, Ofsted Inspector Lee Jamieson, Ofsted Inspector

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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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Apprenticeships overall achievement rate

support services, including leadership and management, from levels 2 to 5. Teaching is delivered using a blend of online and face-to-face sessions at employer premises.

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Apprenticeships overall achievement rate

At the time of inspection, there were 713 apprentices on one of 19 apprenticeships, the largest being level 3 team leader with 141 apprentices, and level 3 business administrator, with 115 apprentices. Just over half of apprentices study at level 3, a quarter at level 5, and the remainder at levels 2 and 4.

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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

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 .

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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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