The Institute Of Revenues, Rating And Valuation

The Institute Of Revenues, Rating And Valuation

Address: 167-169 Great Portland Street, 5th Floor, London, W1W 5PF Unique reference number (URN): 2556377

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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 and managers have developed a caring and welcoming culture in which staff and apprentices feel valued, respected and included. This supports a professional online learning community in diverse environments.

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Inclusion Strong standard

Leaders have put in place highly effective measures to identify and assess apprentices' needs. They have devised rigorous processes to identify apprentices with special educational needs and/or disabilities (SEND) and barriers to learning. Leaders and managers know their apprentices very well and understand their needs. This encourages apprentices to ask for support and guidance when needed.

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Inclusion Strong standard

Managers and tutors meet frequently with apprentices on a one-to-one basis to review and amend support arrangements. They respond swiftly and effectively to any emerging and undisclosed support needs that apprentices may have. SEND and inclusion managers use their expertise very effectively to coach tutors. This helps tutors to apply strategies outlined in individual plans and to provide comprehensive support for apprentices very effectively.

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Inclusion Strong standard

Leaders have very rigorous processes to identify apprentices who may be disadvantaged due to their current or past circumstances. These include those who have been known to social care or are eligible for free school meals. Apprentices from these disadvantaged groups progress and achieve at the same rate as their peers.

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Leadership and governance Expected standard

Leaders have a secure understanding of the quality of their apprenticeship provision. They carry out a range of purposeful quality assurance activities which lead to improvements in the planning and assessment of learning. However, these activities do not have a sufficiently sharp focus on developing individual tutors' teaching practice.

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Leadership and governance Expected standard

Governors have a secure understanding of the quality of training provided to apprentices by frequently reviewing data and information from leaders. They use their extensive experience in the revenues and benefits sector to ensure that the curriculum remains relevant for local authorities and other employers. Leaders are considerate of tutors' wellbeing and workload. Leaders and managers have frequent and useful meetings with staff. Staff feel cared for and find their managers available and approachable when they need their support. Managers review and discuss tutors’ caseloads before allocating any additional apprentices.

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Leadership and governance Expected standard

Leaders communicate effectively with stakeholders to inform and enhance their curriculum content. They frequently use professional networks to consult with experts from the sector and government policy representatives. Leaders have developed a programme of professional learning that broadly meets staff's needs. They ensure that tutors are experts in their field. Tutors continually enhance and update their knowledge of the specialist subjects they teach. However, leaders do not have an equally sharp focus on developing individual tutors’ pedagogical knowledge. This limits tutors' opportunities to develop their teaching practice to a higher level, particularly the skills and resources needed to provide expert online teaching and learning.

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Achievement Strong standard

Most apprentices, including those with barriers to learning, complete their apprenticeships within the planned time. Overall achievement rates are high and have improved over a sustained period, with most apprentices achieving distinction grades.

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Achievement Strong standard

Apprentices, including those who are disadvantaged, make extensive progress from their starting points. They swiftly gain confidence, competence and independence in the workplace. Apprentices develop the extensive new knowledge and skills needed to be successful in their roles. They quickly develop a secure understanding of theory, practice and behaviours expected of a revenue and benefits professional.

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Achievement Strong standard

Apprentices produce work of a consistently high standard. They develop the mathematical, English and digital skills that they need for working in the sector. This prepares them thoroughly for the next steps in their development and career. On completion of the programme, most apprentices take on additional workplace responsibilities, become mentors to new apprentices and undertake further training in their workplace.

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Curriculum and teaching Expected standard

Leaders have designed a relevant and highly specialised apprenticeship for the revenues and benefits sector. Managers and tutors understand the quality of the curriculum and use leaders' specialist knowledge to ensure that the curriculum is up to date and meets employers’ needs. Leaders work with employers and apprentices to design skilfully individual learning plans that best suit apprentices’ current and future needs.

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Curriculum and teaching Expected standard

Apprentices benefit from tutors’ expertise in well-planned online sessions and have access to resources on legislation, case law and local authority practices. Tutors reinforce technical terms, such as hierarchy of liability, chargeable dwelling, material interest and hereditament, ensuring that apprentices understand and use them accurately.

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Curriculum and teaching Expected standard

Tutors provide clear explanations and break down topics well to support apprentices' understanding and reflection. For example, when discussing universal credit, tutors review the government's rationale and features of this benefit. Apprentices work together in breakout rooms to consider and provide feedback on the advantages and disadvantages of universal credit for both claimants and the local authority.

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Curriculum and teaching Expected standard

Tutors largely use assessment and feedback effectively. They provide helpful feedback to apprentices on how to improve their understanding of legislation, case law, workplace reflection practice and the formatting of their work. However, on a few occasions, tutors do not check in learning sessions the depth of apprentices’ understanding or how this new learning links to their existing knowledge.

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Participation and development Expected standard

Leaders ensure that apprentices develop the necessary behaviours and attitudes to work as professionals in the revenues and benefits sector. They place significant emphasis on attendance, punctuality and participation, resulting in high standards of conduct. Apprentices are professional and respectful in their studies and workplaces.

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Participation and development Expected standard

Leaders provide extensive opportunities for apprentices to pursue professional development through their institute student membership. Apprentices benefit from access to publications and attend networking events and conferences. They achieve professional technician status on completing their apprenticeship, which is recognised by employers in the sector. They develop a secure understanding of protected characteristics, fundamental British values and cultural diversity in modern Britain. Tutors relate these topics meaningfully to the sector in which apprentices work by, for example, considering citizens’ rights to access benefits to which they are entitled.

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Participation and development Expected standard

On the whole, apprentices receive coherent careers guidance to help them make informed decisions about their next steps. However, leaders have not yet implemented a careers education programme that provides apprentices with a broader understanding of potential future career pathways.

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

Apprentices benefit from the wealth of experience and knowledge that tutors have gained working in the revenue and benefits sector. They learn through engaging and interesting online group and one-to-one learning and support sessions. Apprentices study the level 4 revenue and welfare benefits course. They follow one of two core pathways: revenues (council tax and business rates), or generic (council tax and welfare benefits). Tutors work closely with apprentices and workplace mentors to ensure that the units selected for each apprentice align closely with their current job role. This helps apprentices apply their new knowledge and skills in the workplace.

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

Apprentices develop in-depth knowledge of the relevant legislation linked to their job roles. This ensures that those new to the role can quickly take an active role in their team. More experienced apprentices learn new skills which support them to work in other teams and provide a more flexible workforce for their employers.

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

Apprentices feel valued and listened to by leaders and staff. Leaders have used their feedback to improve the online learning experience. Following feedback, tutors now visit each breakout room during group learning activities to encourage more participation and dialogue. This helps apprentices to learn from their peers and tutors.

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

Apprentices collaborate well with their peers from other local authorities in online group learning. They value greatly the support that they receive and the chance to learn from others in these learning communities. Apprentices feel well supported and are confident that any individual support needs will be catered for during their studies. They feel safe in their workplaces.

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Next steps

Leaders should ensure that tutors consistently check the depth of apprentices’ understanding and effectively link new learning to existing knowledge in lessons. Leaders should expand their careers guidance programme, so apprentices understand potential wider career pathways and opportunities for their future. Leaders should devise a highly tailored and focused programme of professional learning that develops tutors' teaching skills to a more advanced level.

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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 HMI.

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About this inspection

Inspectors spoke with leaders, governors, managers, support staff, employers, tutors and apprentices during the inspection.

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Team inspectors:

Alison Whatsize, Ofsted Inspector Angela Twelvetree, 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

The Institute of Revenues, Rating and Valuation, known as the IRRV, is the professional membership body for those working within the revenues and benefits profession. It offers professional training and qualifications to members. The provider specialises in teaching the level 4 revenue and welfare benefits practitioner apprenticeship. At the time of the inspection, 152 apprentices were in learning. Training is tailored to employers' requirements and delivered entirely online.

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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

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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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