Serco Holdings Limited

Serco Holdings Limited

Address: Serco House, 16 Bartley Wood Business Park, Bartley Way, Hook, Hampshire, RG27 9UY Unique reference number (URN): 2626857

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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 and staff create an inclusive culture for apprentices. They identify apprentices' additional needs and barriers to learning accurately and systematically. They put appropriate and timely support plans in place for them. Leaders and staff use effective strategies to reduce barriers to apprentices’ learning and support their wellbeing. For example, they signpost apprentices to services, including employee assistance programmes, to help them through challenging periods, such as perimenopause. Staff share strategies with apprentices' line managers about how to bring out the best in apprentices at work.

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Inclusion Expected standard

Leaders provide staff with suitable training that helps them reflect on the effectiveness of the support they provide apprentices and to reduce or remove it accordingly. They monitor closely the progress of apprentices with additional needs and those without level 2 English or mathematics qualifications. However, leaders do not monitor the progress of apprentices with broader needs to assess the impact of the support that they provide for them.

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Inclusion Expected standard

Leaders make sure that the additional needs of apprentices in subcontracted provision are met appropriately. They review the quality of training and support that apprentices receive systematically to make sure it is high. Apprentices in subcontracted provision make secure progress.

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Leadership and governance Expected standard

Leaders and governors have a clear vision to use their business expertise in leadership and management to grow the leadership capacity and capability of their workforce.

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Leadership and governance Expected standard

Leaders have an acute understanding of the strengths and improvement priorities for apprenticeships, including in subcontracted provision. They take decisive action to make improvements to, for example, their monitoring of apprentices' progress. The actions of leaders have improved apprenticeship achievement rates.

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Leadership and governance Expected standard

Governors focus sharply on the quality of apprenticeship training, including in subcontracted provision. They make sure that leaders maintain their well-informed improvement strategies by monitoring the progress of leaders' actions closely. Governors support leaders effectively to make decisions about the curriculum, including that of subcontractors, that are in the best interests of apprentices.

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Leadership and governance Expected standard

Leaders typically ensure that staff receive suitable and well-planned professional development. Staff participate in professional networks and attend conferences to maintain their industry knowledge. Leaders share useful strategies and relevant resources with staff in forums and meetings so that they are well informed to teach personal development topics, such as personal finance and positive mental health behaviours. Staff have the expertise to do their jobs well.

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Leadership and governance Expected standard

Leaders typically make decisions to manage staff's workload and wellbeing effectively. They make sure that staff caseloads are reasonable. They offer a useful range of support for staff, including wellbeing mentors and networks for under-represented groups. Typically, staff are motivated and proud to work at Serco.

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Achievement Expected standard

Apprentices, including those with additional needs, make clear progress from their starting points. They develop new knowledge and skills and apply them well in their jobs. Typically, apprentices achieve their qualifications and in the time planned, including in subcontracted provision.

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Achievement Expected standard

The standard of apprentices' academic and technical work develops appropriately in complexity and depth over time. Apprentices use increasingly accurate academic referencing and technical terminology in their assignments. At work, they apply their knowledge to improve financial planning, develop digital reporting systems and influence sustainability initiatives. Apprentices have a meaningful impact at work as a result of their learning.

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Achievement Expected standard

Apprentices are prepared well for their jobs and next steps. They demonstrate leadership capabilities and competence in financial planning and procurement, and influence decision- making related to sustainability and business efficiency. As a result of their training, apprentices take on further responsibilities at work, secure promotions and go on to further learning.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of apprenticeships. They make informed and effective improvements, such as the reintroduction of face-to-face workshops for level 7 senior leader apprentices, that improve apprentices' learning experience.

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Curriculum and teaching Expected standard

The curriculums are relevant and well aligned to apprentices' roles, career ambitions and the future business needs of Serco. Curriculums equip apprentices with the knowledge and skills they need to, for example, lead projects and affect organisational change confidently.

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Curriculum and teaching Expected standard

Staff typically plan and sequence curriculums well. With line managers, they coordinate apprentices' on- and off-the-job training effectively. Staff and employers review apprentices' progress with diligence to create well-informed individual learning plans. For example, line managers enable apprentices to lead meetings, manage teams and test strategic thinking. Apprentices build their knowledge and skills securely. They apply what they learn competently, typically achieving their learning goals as planned.

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Curriculum and teaching Expected standard

Staff use their expertise well to explain complex leadership, management and technical concepts. They use relevant examples, including those from apprentices' own experiences, to connect theory to practice. For example, apprentices apply inclusive leadership techniques to data security projects. Staff place a clear emphasis on the use of professional and technical language so that apprentices learn to communicate with increasing precision and authority.

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Curriculum and teaching Expected standard

Staff provide apprentices with clear feedback that identifies precisely how they can develop the higher-level skills required for assessments. Apprentices use the feedback that staff provide well to refine their work. For example, they improve their analytical skills to identify the impact of strategic decisions more clearly.

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Participation and development Expected standard

Apprentices participate well in activities to develop their confidence, professional behaviours and transferable skills. They develop increased self-awareness, improve their team-working skills and fulfil the high expectations for professional behaviours that Serco sets.

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Participation and development Expected standard

Apprentices from under-represented groups have valuable opportunities to participate in programmes that improve career opportunities and raise aspirations. For example, female apprentices take part in a Women in Leadership initiative that equips them with the knowledge and experiences that they need to advance into senior roles.

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Participation and development Expected standard

Apprentices develop their understanding of personal development themes and how they relate to the workplace. For example, they know how fundamental British values, such as the rule of law and respect, relate to employment law and the high expectations of professional behaviour at Serco. They learn about topics such as positive mental health and personal finance, although they are less confident in their recall of themes such as healthy relationships and the risks of radicalisation.

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Participation and development Expected standard

Staff provide apprentices with personalised careers information, advice and guidance. Through reviews, workshops and work shadowing opportunities, apprentices learn about career and training opportunities in Serco. Apprentices are not secure in their understanding of how their apprenticeship might advance their career beyond Serco.

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

Apprentices are motivated to learn how to improve the productivity of business systems through, for example, the use of data analytics and artificial intelligence applications. They demonstrate a firm commitment to fostering positive working relationships when they reflect on their own leadership style. Line managers recognise the positive contributions that apprentices make to their teams. Apprentices develop confidence in using the skills that they learn. They become more skilled in communication as a result of presenting to large groups and more adept at managing sensitive conversations with staff. Apprentices appreciate the supportive culture that staff create and other apprentices contribute to.

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

Apprentices are inspired by the guest speakers who provide valuable insights into leadership theory and strategies. They learn about personality characteristics, their influence over leadership decisions and team behaviours, and how these might be managed to achieve advantage.

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

Apprentices are highly committed to their training. Their attendance at taught sessions and conferences is high. They participate well in online and face-to-face lessons, contributing valuable ideas and collaborating willingly. Apprentices appreciate the flexibility that leaders have shown in rescheduling training sessions to accommodate childcare arrangements during, for example, school holidays. This reduces barriers to learning, accommodating the personal lives of apprentices.

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

The opinions of apprentices are listened to and taken notice of by leaders. Where appropriate, leaders make changes that improve apprentices’ experiences. For example, they have moved teaching from online to in-person to make collaboration easier for senior leader apprentices.

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

Learners are very positive about the opportunities to get involved in their communities and volunteer their time. They enjoy participating in careers events for schools to raise aspirations for young people and for the opportunities that apprenticeships can bring. They join Serco engagement groups and contribute to initiatives such as the community garden for the benefit of others.

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Next steps

• Leaders should ensure that apprentices understand the broad range of career and training opportunities that achieving an apprenticeship can bring. • Leaders should ensure that apprentices have a consistently good recall of personal development themes, including healthy relationships and the risks of radicalisation. • Leaders should monitor more closely the progress of apprentices who have broader needs and barriers to learning.

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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 the director, the head of apprenticeships, governors, staff, line managers and apprentices.

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Team inspectors:

Carolyn Brownsea, His Majesty's Inspector Ian Goodwin, Ofsted Inspector Jaswant Mann, Ofsted Inspector Liz Greenhalgh, Ofsted Inspector Jo Dyson, Ofsted Inspector Alex Lang, 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

The inspectors confirmed the following information about the provider: Serco Holdings Limited is an employer provider offering apprenticeships. Apprentices mostly learn online, with some face-to-face training at centres in Solihull and Swindon.

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Apprenticeships

Apprentices study apprenticeships in level 3 business administration, level 3 team leader, level 5 operations manager, level 6 chartered manager (degree) and level 7 senior leader. The level 5 operations manager and the level 3 team leader are the 2 largest subjects, with 108 and 97 apprentices respectively.

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Apprenticeships

Leaders work with 2 subcontractors. These are Baltic Training Services Limited for IT and data-related apprenticeships and the University of Gloucestershire for the degree component of the chartered manager apprenticeship.

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Apprenticeships

Chief people and culture officer UK and Europe: Shaun Stacey

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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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