South West Association of Training Providers Limited

Limited

Address: Unit 6, First Floor Offices, 6 Marsh Green Road, Exeter, Devon, EX2 8NY Unique reference number (URN): 59093

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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 Strong standard

Leaders have developed a highly effective inclusion strategy. This ensures that apprentices, including those with special educational needs and/or disabilities, disadvantage or barriers to learning are very well supported. They have introduced inclusion champions to ensure that the strategy is consistently and successfully implemented across the provider and its subcontracted partners. Leaders gather information about apprentices at the start of and throughout their training. They use this information effectively to ensure that apprentices receive the right level and type of support. Leaders use learning support reviews to closely monitor the impact of the support they provide, reducing it as necessary where possible.

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Inclusion Strong standard

Leaders take a highly effective approach to ensure that all apprentices receive appropriate, fit-for-purpose support. Where apprentices have personal education plans, they are reviewed frequently and updated to inform valuable targets. Apprentices are well supported and make positive progress towards their targets.

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Inclusion Strong standard

Leaders have focused sharply on improving outcomes for apprentices with barriers to learning. Leaders use data effectively to understand apprentices' needs and requirements and have put in place extensive systems to establish a culture where apprentices, including those with a barrier to learning, are welcomed, and their needs are met.

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Leadership and governance Expected standard

Leaders and those responsible for oversight maintain an accurate understanding of the provider's strengths and areas for improvement. They take action through quality assurance activities, such as improvement planning, operational monitoring and effective partnership working. However, these actions have not yet secured consistently high standards of teaching across all apprenticeship provision. For example, in a minority of sessions, a few teachers do not sufficiently deepen apprentices' understanding, particularly when challenging misconceptions or explaining the workplace implications of errors.

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Leadership and governance Expected standard

Leaders and board members share a clear strategic vision centred on high-quality provision, strong partnerships and community impact within a sustainable not-for-profit model. Leaders and board members bring extensive expertise across education, teaching and training, safeguarding and industry sectors. They provide effective support and challenge through thorough scrutiny of quality, safeguarding, financial performance and operational delivery.

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Leadership and governance Expected standard

Leaders ensure that apprentices and adult learners studying with subcontracting partners experience the same high expectations and standards as those in directly taught provision. This is due to thorough, rigorous due diligence, quality assurance and frequent monitoring. Leaders and staff work highly effectively with employers, NHS trusts, local authorities and other stakeholders to enhance apprentices' and adult learners' experiences, wellbeing and progression.

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Leadership and governance Expected standard

Staff undertake a wide range of professional learning. This ensures they have current subject knowledge and become better teachers. Staff report high levels of support and feel valued, with leaders prioritising manageable caseloads and a clear focus on staff wellbeing.

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Achievement Expected standard

Leaders and employers identify apprentices' starting points effectively and provide tailored support if needed. Most apprentices achieve well, and almost all apprentices who stay pass their apprenticeship. Apprentices with barriers to learning broadly achieve in line with their peers. Apprentices' achievement in key sectors such as early years and healthcare are in line with or above the national average.

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Achievement Expected standard

Apprentices successfully develop and apply substantial new knowledge, skills and behaviours. Apprentices take on increased responsibility in the workplace. For example, accountancy apprentices become successful in managing client portfolios, and healthcare apprentices develop clinical competence. Apprentices improve their English, mathematics and digital skills well, which they apply competently at work.

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Achievement Expected standard

Those who complete their apprenticeships are well prepared for employment and career progression. Many remain with their employers and progress to higher-level study or move into positive destinations, such as promotions or new roles.

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Curriculum and teaching Expected standard

Leaders closely align the apprenticeships they teach, such as health and social care, early years, engineering and construction, to meeting local, regional and national employment and training needs. Leaders know their provision well and have comprehensive quality assurance processes that they use to identify performance gaps accurately.

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Curriculum and teaching Expected standard

Leaders and staff have designed well-sequenced curriculums that meet apprentices' and their employers' needs. Strong collaboration with employers ensures that apprentices develop the skills, knowledge and behaviours required for them to perform their current job role successfully . For example, level 3 machining apprentices use a variety of lathes and milling machines during the first year of their apprenticeship. This helps them to develop the key practical skills required by their employers, early in their apprenticeship. However, on health care apprenticeships, in a minority of teaching sessions, there is no explicit link between curriculum content and the workplace, leaving some apprentices unprepared for what to expect at work.

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Curriculum and teaching Expected standard

Teaching staff have expertise in the subjects they teach. They use their sector experience well to help apprentices deepen their understanding. Most teaching staff reinforce apprentices' knowledge by using effective teaching methods, and, with successful coordination, apprentices have opportunities to apply and practise their new skills in the workplace.

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Curriculum and teaching Expected standard

Apprentices benefit from regular progress meetings with training staff and employers. Staff and employers identify individual support needs, check on progress and give apprentices suitable targets to ensure most stay on track and pass their apprenticeship.

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Participation and development Expected standard

Leaders have established a shared culture across directly taught provision and the subcontract partners, in which apprentices are treated as individuals. Leaders and staff recognise apprentices' unique strengths and provide carefully tailored, effective support to help them overcome barriers and succeed. Apprentices are motivated to learn, they listen attentively to the teacher and to one another, valuing each other's contributions and experiences.

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Participation and development Expected standard

Leaders ensure that most apprentices have opportunities to extend their learning beyond their apprenticeship programmes, for example by participating in activities that build confidence and develop transferable skills. Apprentices develop their understanding of inclusive citizenship and have a secure understanding of life in modern Britain. However, leaders do not ensure that apprentices are routinely taught wider development topics to deepen their knowledge and understanding.

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Participation and development Expected standard

Leaders ensure that apprentices receive comprehensive and effective careers advice, alongside opportunities to explore career progression in their sectors. For example, bricklaying apprentices learn about further skills development opportunities, including plastering, to complement their bricklaying skills. Apprentices use these experiences to make informed decisions about their next steps, with many progressing to higher-level apprenticeships, further study or achieving workplace promotions.

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

Apprentices benefit from highly personalised support that helps them overcome barriers to learning and wellbeing. Staff take time to understand apprentices' individual needs and adapt learning and support arrangements when apprentices' circumstances change. Apprentices with a barrier to learning, mental health concerns or challenging personal situations receive tailored support that enables them to remain engaged and make progress in line with their peers. Apprentices speak positively about the support they receive and value the inclusive culture fostered by leaders, staff and employers.

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

Apprentices develop substantial new knowledge, skills and behaviours that enable them to make meaningful contributions in the workplace. They apply their learning confidently, with most taking on increasing responsibility over time. For example, accountancy apprentices progress from undertaking routine financial tasks to managing more complex work independently. Similarly, construction, engineering, early years and healthcare apprentices acquire specialist technical skills that are highly valued by employers. Apprentices benefit from effective teaching and training across both directly delivered and subcontracted provision.

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

Apprentices enjoy their learning and are motivated to succeed. They value their teachers' strong industry expertise and the relevance of their training to their current roles. They receive effective careers guidance, including mentoring, leadership opportunities and progression planning. Consequently, many progress to further or higher education and/or more senior roles in their organisations.

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

Apprentices feel safe, respected and valued. They learn in environments where there is a positive relationship between staff and apprentices. Apprentices understand how to keep themselves safe, including online, and know how to report concerns. They develop a thorough understanding of safeguarding, fundamental British values, protected characteristics, and how to stay safe from extremism. Most are able to apply this knowledge confidently in their workplaces and to wider society.

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Next steps

Leaders should ensure that all apprentices receive a consistently high quality of teaching and training. Leaders should continue to improve outcomes for all apprentices, including those with barriers to learning. Leaders should ensure that staff teach apprentices wider development topics to deepen their knowledge and understanding.

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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 leaders, board members, teachers, staff, apprentices and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: The South West Association of Training Providers (Swatpro) is a not-for-profit group of direct-delivery and subcontracted training providers. Swatpro refers to its subcontractors as partners. Swatpro and partners provide apprenticeships and adult learning programmes, predominantly in the South West of England.

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About this inspection

The partnership currently comprises of 11 training partners. Collectively, they offer apprenticeships at levels 2, 3, 4 and 5, as well as adult learning programmes, including Skills Bootcamps. Swatpro also delivers its own apprenticeships through the Swatpro academies. At the time of the inspection, there were no adult learners in learning, so this provision was not inspected.

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About this inspection

At the time of the inspection, Swatpro and its partners had 556 apprentices in learning. Over three quarters of apprentices are aged 19 or over. Nearly half are studying qualifications in the health and care sector, with other apprentices studying construction, engineering, child development, business management and accounting.

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About this inspection

Royal Devon & Exeter NHS Foundation Trust

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About this inspection

North Bristol National Health Service Trust

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About this inspection

Devon & Somerset Fire and Rescue Authority

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Lead inspector:

Steve Battersby, His Majesty's Inspector

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Team inspectors:

Paul James, His Majesty's Inspector Christine Lacey, Ofsted Inspector Esther Williams, Ofsted Inspector Rachael Johnstone, 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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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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