Bespoke Professional Development and Training Limited (t/a BePro)

Limited (t/a BePro)

Address: 2nd Floor, St. Clare House, 30-33 Minories, Hazel Grove, London, EC3N 1DD Unique reference number (URN): 1278637

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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 established a culture where apprentices, including those who are disadvantaged, are welcomed and supported very effectively to achieve. Leaders provide precise training for staff that results in highly effective support for apprentices.

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Inclusion Strong standard

Leaders use a range of detailed assessments and interviews to quickly establish any barriers to learning. Staff use this information skilfully, to adapt the curriculums and put appropriate support in place. Adaptations include frequent breaks, simplified terminology, breaking tasks into smaller components and providing feedback in bullet points for ease of understanding. Trainers and coaches are skilled at adapting support as apprentices' needs change.

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Inclusion Strong standard

Leaders monitor the progress that apprentices who face barriers make precisely. They collect data to evaluate progress and identify trends. They use this information well to make rapid improvements when needed. If apprentices fall behind in their studies, leaders promptly establish support to help them get back on track. Apprentices who face barriers to learning achieve well and achievement rates are increasing year on year.

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Inclusion Strong standard

Leaders adapt their inclusion strategy astutely. Governors are very proactive in their support for leaders. Leaders reflect, analyse and gain feedback from apprentices to continually update their approaches to support. This approach ensures the support provided is responsive and highly effective.

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Leadership and governance Strong standard

Leaders manage change well. Since the previous inspection, the provider has integrated with a larger organisation. There have been significant changes in leadership, course content and delivery. Throughout these changes leaders have had a relentless approach on quality improvements and staff accountability. This has significantly increased the number of apprentices who achieve their apprenticeship.

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Leadership and governance Strong standard

Leaders carry out a range of highly effective quality assurance activities. They use observations of training and progress reviews effectively to identify areas of strength and areas for improvement. Leaders use this information very effectively to drive improvement and create a culture of continual improvement across the organisation.

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Leadership and governance Strong standard

Governors are skilled and knowledgeable, they know the providers strengths and focus areas very well. They are ambitious for the provider and set high expectations for leaders and staff. Governors rigorously challenge leaders when monitoring progress against quality improvement actions. They use their expertise very effectively to provide external support and guidance on areas such as safeguarding and inclusion.

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Leadership and governance Strong standard

Leaders provide a range of well-planned highly tailored professional learning opportunities for staff. They use the outcomes of lesson observations very effectively to create bespoke training and coaching sessions for staff. Monthly bitesize training provides helpful information on topics such as the ethical use of artificial intelligence. Professional upskilling opportunities include teaching and professional body qualifications.

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Leadership and governance Strong standard

Staff feel valued and well supported by leaders, they find their workload manageable. Leaders provide a range of benefits including access to healthcare and flexible working arrangements.

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Achievement Expected standard

Most apprentices pass their apprenticeship and most achieve this in the planned time. Apprentices who face barriers to learning achieve in line with their peers. Overall achievement rates have improved substantially over the past 3 years. Apprentices develop valuable new knowledge, skills and behaviours that supports their performance at work. Level 5 apprentices develop their critical-thinking skills and become reflective practitioners. Level 3 apprentices apply their new knowledge of policy and legislation to human resources processes effectively.

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Achievement Expected standard

Apprentices develop new English and mathematical skills during their apprenticeship. For example, they develop their academic writing skills, produce executive-board level papers, and take on greater budget responsibilities. Apprentices typically produce well-presented written work of a high standard. The small number of apprentices who take functional skills mathematics and English qualifications achieve these. Almost all apprentices who complete their apprenticeship remain with their employer. A few gain promotion and an increase in salary.

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Curriculum and teaching Expected standard

Leaders provide a range of apprenticeships in human resources (HR) and learning and development to meet the needs of a wide range of businesses. Much of the curriculum offer is aimed at upskilling those already in the sector to equip them with the knowledge and skills to perform higher level tasks. The curriculum offer also supports those in the initial stages of their HR career. Trainers and coaches are experienced HR professionals. They use their knowledge to contextualise new learning to the workplace skilfully. Trainers explain concepts clearly and use resources such as videos, case studies and breakout rooms to engage apprentices in learning. However, trainers occasionally do not effectively check that apprentices fully understand the content they are taught.

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Curriculum and teaching Expected standard

Trainers and coaches mostly provide detailed feedback on apprentices' written work that ensures they improve the quality of their assignments. Most apprentices clearly understand what they do well and how to make improvements. However, level 7 apprentices do not consistently receive clear and helpful feedback on their assignments. Leaders make sure that on- and off-the-job training is well coordinated. In progress reviews, employers discuss workplace activity, targets and apprentices' progress. Coaches use this information effectively to align to the curriculum content and work-based projects.

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Curriculum and teaching Expected standard

Leaders make sure that apprentices are effectively prepared for their final assessments. They hold specific workshops for apprentices and meet with employers to assess their readiness. Apprentices have a clear understanding of what to expect at their final assessments.

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Participation and development Expected standard

Apprentices develop the wider skills they need to succeed in their current roles and future careers quickly. Many apprentices become members of professional bodies, such as the Chartered Institute of Personnel and Development. They complete additional courses and gain professional qualifications. This supports their longer-term career development.

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Participation and development Expected standard

Apprentices benefit from a broad professional development curriculum. They attend live and recorded ‘spotlight sessions’ on a wide range of topics, including mental health, financial wellbeing, social responsibility and the dangers of radicalisation.

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Participation and development Expected standard

Most apprentices understand and apply fundamental British values effectively in their workplace. They promote fairness, inclusion and the rule of law through their work. For example, level 7 apprentices apply the rule of law when discussing ethical employment practices and global workforce issues. However, a few level 3 apprentices do not have a secure understanding of these values and how these relate to their work and wider society.

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Participation and development Expected standard

Most apprentices receive effective and individualised careers guidance. Coaches support apprentices with career-mapping activities, using professional self-assessment tools. These tools help apprentices to identify skills, knowledge gaps and potential career pathways. However, careers guidance for a minority of level 3 apprentices is not consistently effective. Consequently, these apprentices cannot confidently explain their next steps.

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

Apprentices enjoy their training. They particularly like the workshops that provide opportunities to discuss case studies with apprentices that work in different sectors to their own. Apprentices are polite, respectful and professional, both at work and in their training sessions. Apprentices benefit from an effective network of support from trainers, coaches and their employers. This support helps them meet the academic demands of their training, keep up to date with their work and overcome barriers such as returning to study after a long break.

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

Apprentices are highly motivated to achieve their apprenticeship. They attend well and contribute positively in workshops. Apprentices are proud of the progress they make, most pass their apprenticeship and about half achieve merit or distinction grades. Apprentices build new skills that help them become more confident and effective in their roles. Level 7 apprentices lead organisational change projects, level 5 apprentices take responsibility for training budgets and lead training sessions and level 3 apprentices take on additional human resource responsibilities such as interviews, audits and payroll.

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

Apprentices benefit from opportunities to develop wider professional and academic skills. For example, they receive training on how to conduct research, data analysis and evidence- based review. The assignments apprentices complete help them apply their academic writing skills to real organisational problems. Apprentices feel safe, including when online. They know how to report a safeguarding concern if they need to.

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Next steps

Leaders should ensure that trainers consistently check apprentices' understanding of new topics, and that feedback to apprentices helps them improve the standard of their work. Leaders should ensure that level 3 apprentices benefit from revisiting topics, such as fundamental British values, the risks of radicalisation and career opportunities, more frequently so that they have a better 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

Inspectors spoke with senior leaders, trainers, coaches, apprentices and employers 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

BePro is an independent learning provider based in London. It specialises in providing apprenticeships in human resources, and learning and development across the country. In December 2023, BePro became part of the Leep Group, joining 3 additional independent learning providers. Teaching and coaching takes place online. At the time of the inspection, there were 309 apprentices in learning. Of these, 120 were studying the level 7 senior people professional apprenticeship, 61 on the level 5 people professional apprenticeship, 44 on the level 4 coaching professional apprenticeship, 47 on the level 3 HR support apprenticeship and 24 on the level 5 learning and development consultant apprenticeship. A

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Team inspectors:

Jon Bowman, His Majesty's Inspector Saher Nijabat, His Majesty's Inspector Graham Heath, 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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national average

2024/25 65 65 Close to average few apprentices were studying the level 5 learning and development practitioner, level 5 operations manager and level 3 team leader apprenticeships. A few apprentices were undertaking functional skills English and/or mathematics as part of their apprenticeship.

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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. 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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