National Film And Television School(The)

National Film And Television School(The)

Address: NFTS, Beaconsfield Studios, Station Road, Beaconsfield, HP9 1LG Unique reference number (URN): 2814675

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders identify a range of apprentices’ support needs well from the outset. In addition to self-declaring any barriers to learning, apprentices complete a learning difficulties assessment that identifies any additional support needs. Wellbeing staff discuss these needs with apprentices and develop reasonable adjustment plans that inform staff how best to support apprentices’ learning, such as providing assistive technology for note-taking and additional one-to-one sessions.

p.2

Inclusion Expected standard

Leaders effectively and regularly review the support apprentices receive. Where they identify additional needs, they adapt and develop the support provided to accommodate them.

p.2

Inclusion Expected standard

Leaders and governors are highly inclusive in their approach and are ambitious to meet the needs of all their apprentices. They are in the process of adapting accommodation so that apprentices with disabilities can stay at the school while completing their learning. They recognise that further work can be done to identify and support individuals facing social and economic challenges.

p.2

Inclusion Expected standard

Leaders generally work well with apprentices to give them confidence in sharing their support needs with employers. This results in employers carrying out effective occupational health assessments that inform them how best to support apprentices in the workplace. Apprentices are confident in explaining to colleagues how best to work with and support them in industry.

p.2

Leadership and governance Expected standard

The board of highly experienced governors and senior leaders have sufficient oversight of the curriculum. Leaders report to committees and the board on the effectiveness of their apprenticeship programmes, benefiting from helpful support and challenge that drive continuous improvement.

p.2

Leadership and governance Expected standard

Leaders and governors recognise how apprenticeships add value to the sector and support individuals in accessing careers within the highly desirable television and film industry. As such, they are ambitious to grow their apprenticeship provision through a well-considered and carefully managed approach that ensures they continue to maintain their high standards of education. Governors support leaders in ensuring that they meet their statutory responsibilities.

p.2

Leadership and governance Expected standard

Staff are proud to work for the provider. They feel well supported, report that their workload is manageable and appreciate the strong emphasis placed on their wellbeing.

p.2

Leadership and governance Expected standard

Leaders generally plan appropriate training to help staff carry out their roles effectively. Staff who are new to teaching complete relevant teaching qualifications. Teaching staff continue to work in the sector and use this experience to keep their skills current and up to date. However, professional development is not tailored to meet the individual needs of staff. Leaders work effectively with external stakeholders. They work particularly well with leading studios across the sector to identify skills gaps and workforce shortages and adapt their curriculum in response. For example, they recently introduced an apprenticeship in post- production technical operations. Leaders work closely with employers to co-design apprenticeships, ensuring that they meet the needs and expectations of the creative sector.

p.2

Participation and development Strong standard

Leaders instil into apprentices the high standards expected in the television and film industry and expect them to demonstrate the same standards throughout their learning. Apprentices consistently meet these expectations. Attendance is very high, and apprentices arrive at the school eager to learn and committed to their studies. Employers value the professional behaviours that apprentices demonstrate in the workplace.

p.3

Participation and development Strong standard

Apprentices understand the importance of fundamental British and their companies’ values and how these relate to their roles. For example, those working for leading broadcast companies recognise that they serve diverse audiences and must reflect a broad range of views in television productions and editorial content.

p.3

Participation and development Strong standard

Leaders provide apprentices with high-quality and helpful careers information, advice and guidance throughout their programmes. Apprentices benefit from regular guidance on the importance of networking, support with updating CVs and developing interview techniques, and information about vacancies and employment opportunities. As a result, a significant number secure employment in the sector.

p.3

Participation and development Strong standard

Tutors develop apprentices’ awareness of, and zero tolerance towards, harassment, abuse and discrimination through initiatives such as the ‘Never OK’ campaign. Apprentices are confident that they would recognise inappropriate behaviour in learning and the workplace and know how, and to whom, to report any concerns should they arise.

p.3

Achievement Expected standard

Apprenticeship achievement is above national rates. However, inaccuracies in the recording of data have resulted in published outcomes appearing lower than the provider’s actual performance. Most apprentices make positive progress and achieve their apprenticeship. A high proportion of apprentices achieve a distinction in their final assessment. Apprentices with learning difficulties and/or disabilities achieve as well as their peers.

p.4

Achievement Expected standard

Apprentices develop substantial new knowledge, skills and behaviours. For example, they learn how to shoot and edit footage to produce short films and news broadcasts. Apprentices produce work to an appropriate standard and, in many cases, exceed expectations.

p.4

Achievement Expected standard

Apprentices are well prepared for their next steps and typically progress into valued roles within the film and television sector, such as production coordinators and production assistants.

p.4

Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum. They use this knowledge to drive improvements in teaching, such as supporting tutors to improve the quality of feedback that apprentices receive.

p.4

Curriculum and teaching Expected standard

Leaders develop well-sequenced curriculums that enable apprentices to acquire substantial new knowledge and skills. Tutors typically revisit topics effectively so that apprentices consolidate their learning and remember more over time. For example, apprentices draw on what they learn in audio-based modules when learning about how film and television technology works.

p.4

Curriculum and teaching Expected standard

Tutors use a range of effective strategies to help apprentices learn. They effectively demonstrate the correct use of film and television technology, such as the positioning and movement of cameras. Tutors plan activities that give apprentices sufficient time to practise and master their new skills.

p.4

Curriculum and teaching Expected standard

Tutors link theoretical learning to practical activities well. For example, apprentices accurately select the most appropriate microphone for a particular situation because they understand the implications for productions if the wrong microphone is chosen.

p.4

Curriculum and teaching Expected standard

Apprentices generally benefit from feedback that helps them improve their work and skills. Tutors identify what apprentices do well and what they need to do to improve further, such as developing effective academic writing skills and improving the structure of their work. Apprentices use this feedback to make suitable improvements.

p.4

Curriculum and teaching Expected standard

Employers value the apprenticeship programmes and the impact they have on supporting workforce development. However, they are not consistently clear about the skills that apprentices have developed and, therefore, do not always know how best to utilise them in the workplace.

p.4

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

Apprentices benefit from a positive learning environment where they feel welcome. They enjoy their learning and appreciate how the apprenticeship allows them easier access to a notoriously difficult sector to enter. They are positive about the range of work they complete on placement, such as opportunities to participate in studio and on-set productions and in the recording of documentaries.

p.5

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

Apprentices access a range of positive learning and support opportunities that help them in their personal and professional lives. They learn how to work safely and stay healthy in a sector that often involves irregular schedules and varied locations. Apprentices receive support with their wellbeing, psychological challenges and morale, particularly in response to the instability of work and the frequent rejections that can occur in the sector.

p.5

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

Apprentices value highly opportunities to attend masterclasses delivered by industry experts. They work well together as part of control room and studio floor teams to record live studio productions. They recognise the importance of opportunities to work with and learn from industry leaders, including prominent directors and producers. Apprentices develop broadcast, media and production skills alongside effective workplace behaviours, such as teamwork and communication.

p.5

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

Apprentices access industry-standard equipment and up-to-date facilities and technologies, such as the digital screen that enables in-camera effects, surround sound facilities, and a 4K cinema where they can view the latest releases and screen their own productions.

p.5

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

Apprentices understand the importance of social responsibility in the sector and the communities in which they learn and work. They participate in events such as fundraising galas and festivals and create films to help charities raise awareness of teenage mental health.

p.5

Next steps

Leaders should further strengthen the alignment between on- and off-the-job training, so that employers can support apprentices to master their skills in the workplace. Leaders should individualise professional development for tutors to support consistently high-quality teaching. Leaders should continue to strengthen their use of data to understand better, identify and support the diverse needs of apprentices.

p.5

Lead inspector:

Richard Kirkham, His Majesty's Inspector

p.6

Team inspectors:

Jaswant Mann, Ofsted Inspector Jo-Ann Henderson, His Majesty's Inspector

p.6

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.

p.6

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.

p.6

About this inspection

Inspectors spoke with governors, directors, registrar, leaders, staff, apprentices and employers during the inspection.

p.6

About this inspection

The National Film and Television School is based at Beaconsfield in Buckinghamshire. It has been offering apprenticeships since December 2023. At the time of the inspection, there were 30 apprentices on the level 3 broadcast and media systems technical operator standard and 9 apprentices on the level 4 production coordinator apprenticeship. All apprentices were aged over 18 years old. The provider is operating as a flexi-job apprenticeship agency for the level 4 junior production coordinator programme.

p.6

national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

p.7

Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.7

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8