First Intuition Limited

First Intuition Limited

Address: 160 Drummond Street, London, NW1 2PL Unique reference number (URN): 1278665

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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

Staff identify apprentices’ individual needs and barriers to their education carefully and accurately at the start of their training. They use initial and diagnostic assessment effectively to identify apprentices' additional learning needs.

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Inclusion Expected standard

Staff and line managers work well with each other to support apprentices with additional needs. For example, they provide additional learning resources before lessons, extra one- to-one support, frequent check-ins and provision of specialist equipment at work. Tutors break down complex tasks into manageable steps, have clear structure in lessons, check apprentices’ understanding frequently and adjust the pace of lessons as needed. This helps apprentices with additional learning needs and those who have other barriers to their education to make similar progress to their peers.

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Inclusion Expected standard

Most staff complete suitable training to support apprentices with identified needs. Staff frequently review the support needs at progress reviews and adjust the support they offer as needs change over time.

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Inclusion Expected standard

Leaders closely monitor progress of apprentices and put suitable interventions in place. Leaders’ actions have started to have a positive impact on attendance, progress, retention and reducing the number of apprentices with additional needs on a break in learning.

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Inclusion Expected standard

Leaders ensure that subcontractors are aware of and provide suitable support for apprentices with additional needs.

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Leadership and governance Expected standard

Leaders understand well the strengths and areas for development of the provision, including at subcontractors. For example, they are aware of variations in achievement for different groups of apprentices. They are taking steps to rectify this, which are having a positive impact.

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Leadership and governance Expected standard

Leaders ensure that apprentices are at the heart of their decisions and actions. For example, they work closely with employers and professional bodies to understand fully the wider developmental needs of their apprentices and adjust their curriculums accordingly to include topics such as financial and digital fluency and leadership capability. This helps apprentices to be fully prepared for their job roles and promotion opportunities.

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Leadership and governance Expected standard

Leaders and managers are considerate of staff workload and wellbeing. They ensure that staff who work from home have access to the right physical resources based on their needs and have the required information about their wellbeing when working remotely. Coaches who are new to their roles have fewer apprentices to support.

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Leadership and governance Expected standard

Leaders provide coaches and tutors with a wide range of useful training opportunities. These include professional development on safeguarding, the ‘Prevent’ duty, coaching and teaching. Those responsible for governance have substantial experience in education and apprenticeships. They have an effective oversight of the provision and its quality. Governors provide senior leaders with appropriate support and challenge. For example, they carefully monitor the number of apprentices that are on a break in learning or are past their planned end date. This has helped to reduce the proportion of apprentices in these categories.

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Achievement Expected standard

Apprentices develop substantial new knowledge and skills from their starting points. Those on level 3 and 4 apprenticeships understand well financial and management accounting, professional ethics and how to work out the break-even point for a business.

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Achievement Expected standard

A high proportion of apprentices who reach the end of their course pass their final examinations, and many achieve distinction grade for parts of these assessments. Apprentices are well prepared for their next steps.

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Achievement Expected standard

A small proportion of apprentices on the level 4 and level 7 apprenticeships are younger apprentices who started their apprenticeships when they were under 19 years old. Leaders rightly recognise that achievement among these apprentices is not high enough.

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Achievement Expected standard

Apprentices produce work which is at the expected standard for their level of study. For example, those on level 7 apprenticeships produce written work which is precise and demonstrates higher-level academic writing and analytical skills.

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Curriculum and teaching Expected standard

Leaders work well with employers to plan and review their apprenticeships. They adapt their curriculums to ensure that training is aligned to what apprentices do at work. Staff and employers agree where apprentices need to practise, apply or complete work-related tasks to consolidate their skills. For example, they give apprentices more exposure to financial accounting, enterprise and audit skills.

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Curriculum and teaching Expected standard

Leaders and managers understand the regional and national skills needs very well and ensure that their curriculum offer is in line with identified needs. For example, in Greater Manchester accountancy is identified as a priority sector. Tutors are subject experts, well qualified and experienced accountants. They explain topics clearly and use their experience and real-world examples to highlight important topics, such as the possible consequences when there are lax internal controls in organisations.

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Curriculum and teaching Expected standard

Tutors use teaching and assessment strategies effectively to help apprentices remember what they have learned. These include effective use of interactive white boards, questioning, recapping of previous sessions and using workplace examples to explain topics such as the depreciation in management accounts. Tutors provide adequate time to cover each topic. For example, during lessons, apprentices practise a series of break-even calculations which enables them to embed learning to their long-term memories. In a few instances, tutors do not check apprentices’ understanding sufficiently before moving to the next part of the lesson.

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Curriculum and teaching Expected standard

Tutors provide effective feedback on apprentices’ work that clearly highlights where apprentices could make improvements.

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Participation and development Expected standard

Leaders provide many opportunities for apprentices to develop their skills through the well- planned wider development curriculum. These activities help apprentices to develop useful transferrable skills. For example, through designing and running a mock restaurant business, apprentices develop skills in leadership, time management, team-working and marketing.

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Participation and development Expected standard

Tutors embed information about fundamental British values effectively into the curriculum. Apprentices confidently link British values to their job roles. They can clearly explain the link between auditing responsibilities and integrity and rule of law in respect of taxation.

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Participation and development Expected standard

Leaders provide effective careers advice and guidance to support apprentices' career choices. Many apprentices develop a clear plan for their next steps as they near the end of their apprenticeship. Most know the pathways available to them in their company and on completion of their apprenticeship. However, in a few cases apprentices do not have detailed information about the options available to them or cannot recall advice and guidance to help them in their next steps.

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Participation and development Expected standard

Staff promote the importance of healthy lifestyles well. Tutors encourage apprentices to take frequent breaks, move away from their screen or go for a walk. They remind apprentices to access the fruit and water provided at their training centres.

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

Apprentices understand what is expected of accountancy professionals. They quickly develop the essential and professional workplace behaviours that they need in their careers. They gain a sense of responsibility, take ownership of their work and show self-discipline. They are proud of their achievements and contribution in the workplace. Younger apprentices who come directly from school settle seamlessly into both their professional roles and their training. Employers and staff support apprentices' transition from school to the workplace effectively. This helps apprentices build confidence and adapt to their new environment with ease.

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

Apprentices who have additional learning needs or other barriers to learning greatly appreciate the support that they receive from their coaches and tutors. For example, to support apprentices who have hearing impairments, tutors position themselves during the lessons so these apprentices can see and read their lips, and promptly provide additional help. Consequently, these apprentices fully participate in lessons.

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

Apprentices benefit from having access to high-quality resources on a wide range of topics that help them to broaden their knowledge. This includes topics such as online safety, the dangers associated with radicalisation and extremism, healthy living and mental and financial wellbeing.

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

Apprentices are highly motivated and enjoy their learning. Where they face challenges such as managing their workload or need extra help with more complex topics, they receive timely and effective support from their coaches and tutors. They quickly gain new skills and knowledge, including developing their digital skills, which they apply well at work. Employers greatly value apprentices' increased confidence, which allows them to take on additional responsibilities.

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

Many apprentices thrive in supportive working environments where they are respected and treated fairly. Apprentices develop their knowledge and skills well. They understand complex topics such as taxation and financial accounting, create pivot tables and use formulas in spreadsheets. Apprentices communicate effectively with both colleagues and clients.

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Next steps

Leaders should continue their effort and actions to improve qualification achievement rates for all apprenticeships. Leaders should ensure that apprentices have a clear understanding of the options available to them when they finish their apprenticeship and how to achieve them. Leaders should ensure that tutors thoroughly check and ensure that apprentices have a secure understanding of each topic before moving to the next.

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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 and managers, those responsible for governance, subcontractors, tutors, coaches, apprentices and their employers during the inspection.

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Team inspectors:

Steve Lambert, His Majesty's Inspector Kanwaljit Dhillon, Ofsted Inspector Colin Smith, Ofsted Inspector Liz Greenhalgh, Ofsted Inspector Gareth Luke, Ofsted Inspector Jane Hughes, His Majesty's 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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2850

The inspectors confirmed the following information about the provider:

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2850

First Intuition Limited is a large national provider of accountancy-related apprenticeships, with a head office in London. There are currently approximately 2,850 apprentices, of whom around 2,200 are on the level 7 accountancy or taxation professional standard, 390 are on the level 4 professional accounting technician and 250 are on the level 3 assistant accountant standard.

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2850

First Intuition Limited works with several subcontractors for a very small part of their provision. Many of these subcontractors are part of the First Intuition group. RELX is a subcontractor that teaches units related to taxation to small number of apprentices.

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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. 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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