Ofsted seal of approval for BPN programmes

Inspectors gave their seal of approval to Best Practice Network programmes after two in-depth inspections.

An Ofsted inspection team visited BPN’s headquarters in May for a lead provider monitoring visit – the first since BPN started to deliver the ECF and the new-look NPQ programmes.

And in September an Ofsted inspection team looked at early years apprenticeship programmes.

The inspection team’s spring report praised the leadership of the programmes, highlighting a range of positive features.

These included:

Ҍ Effective systems have been established for managing the delivery of the NPQ and ECF programmes and leaders are “highly responsive” to the needs of participants. They added: “Leaders have established strong relationships with delivery partners to ensure consistency of delivery and the speedy resolution of any issues. They check regularly that facilitators are well trained to deliver the respective programmes.”

Ҍ Self-evaluation is effective, drawing on a breadth of information about the delivery of the programme, including the views of participants. “This information is analysed and informs leaders’ continual evaluation of the programmes and enables them to adapt and improve,” the report adds.

Ҍ Governance continued to be strengthened, the report notes. This includes an advocacy board where delivery partners can raise concerns and share their views about the programmes.

Ҍ Leaders are highly responsive to stakeholder feedback, with the result that programme delivery is continually revised to reduce unnecessary workload.

Ҍ The report highlighted the importance placed on equalities and inclusion in NPQ and ECF programmes.

The inspectors said programme leaders had made significant progress to meet all the requirements of successful apprenticeship provision.

“The fact that leaders focus solely on a sector in which they have provided training for many years is a significant strength,” they said. “The apprenticeship programme builds on this experience by using BPN’s existing relationships, resources and expertise to construct highly effective curriculums and a highquality service to employers.”

The report added: “Senior leaders have managed the rapid growth in apprenticeships well. When introducing new apprenticeships, they ensure that well-qualified and experienced staff are in place and learn from their experience of running other apprenticeships. For example, when introducing apprenticeships for teaching assistants this year, they included training and information about the final assessments early in the apprenticeship. This was because tutors and apprentices recognised how this could help apprentices prepare for their final assessment.”

The report went on to state that programme leaders had “well-established and highly effective relationships with employers,” adding: “Employers are highly committed to the apprenticeships and give their apprentices opportunities to apply their new knowledge in the workplace. They provide apprentices with the time they need to study and complete assignments. Employers gave inspectors many examples of how apprenticeships have increased their staff’s confidence to take on a wider range of responsibilities. These include management apprentices taking on the role of mentor to other staff in their school.”

“Apprentices are well-prepared for the next steps in their careers,” says the report. “Tutors provide them with useful information about the options they have to develop their career once they finish the apprenticeship. Apprentices and employers told inspectors about how the apprenticeship had raised their aspirations for the career they might pursue in the future.”