FLM Training Ltd

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Adult learning programmes Good Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

FLM Training Limited (FLM) is based in Wigan, Greater Manchester. It was established in January 2013. The company operated as a subcontractor from May 2013 until it received its own contract for delivering apprenticeships in May 2017. FLM introduced advanced adult learner loans in October 2017. FLM offers apprenticeships, mainly in fitness, leisure and management, for leisure trusts and councils across the North West of England.

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Information about this provider

At the time of the inspection, there were 96 learners on programmes funded through advanced adult learner loans. Of these, 86 learners were studying level 3 gym instructor and personal trainer programmes and 10 learners were studying level 3 and 4 sports massage programmes. Of the 49 apprentices, 31 were on fitness and leisure standards-based apprenticeships at levels 2 and 3. Of the remaining apprentices, 11 were on business administration standards-based apprenticeships at levels 2 and 3, five were on apprenticeship frameworks in cleaning at level 2, and two apprentices were on adult care worker standards-based apprenticeships at levels 2 and 3. 9–14 June 2021

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What is it like to be a learner with this provider?

Adult learners and apprentices enjoy their education and training because they understand the relevance it has to their job roles and/or future career aspirations. They are highly motivated and committed to their learning. Most adult learners and apprentices develop resilience because of their training. They are overcoming the challenges of COVID-19 (coronavirus) national and regional restrictions and the disruption this has had on their learning. Adult learners and apprentices are supported effectively with personal matters and their well-being, such as maintaining good mental health.

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What is it like to be a learner with this provider?

Adult learners make consistently good progress. They are keen to develop the knowledge and skills that will help them to achieve the qualifications they need to get jobs in fitness instructing and personal training. The quality of their written and practical work is good because tutors consistently challenge them to be the best that they can. Most adult learners have ambitious plans for their future careers, including working in gyms and starting their own businesses as personal trainers.

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What is it like to be a learner with this provider?

Most apprentices develop substantial new knowledge, skills and behaviours as a result of their apprenticeship. Apprentices remain in employment and many gain promotions.

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What is it like to be a learner with this provider?

A few apprentices make slow progress because assessors do not have sufficient ambition for them. For example, the targets set by assessors for, and with apprentices, are still not sufficiently personalised. Targets focus too much on the completion of units of the qualification and not enough on the development of apprentices’ wider skills and behaviours.

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What is it like to be a learner with this provider?

Apprentices do not receive effective careers advice and guidance that helps them to achieve their career aspirations. FLM relies too heavily on the expertise of employers to provide apprentices with guidance about their next steps in training or employment.

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better?

Leaders and managers have not fully resolved all the areas of weakness identified in both the new provider monitoring visit and the progress monitoring visit. Leaders have a clear ambition to be recognised as one of the best providers of learning and development programmes, particularly in fitness, leisure and management. However, they have not set clear and challenging targets against which they can measure how well they are performing towards achieving their ambition. Since the new provider monitoring visit and the progress monitoring visit, leaders and managers have not improved the quality of self-assessment. The current self-assessment does not identify clearly the strengths and weaknesses of the provision. The quality improvement plan does not contain precise actions to improve the quality of education and training, particularly for apprenticeships. 9–14 June 2021

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Adult learners are well prepared for the demands of their courses. They complete a thorough assessment of their starting points, including English and mathematics, previous qualifications and practical skills. Tutors plan personalised learning programmes that build incrementally on what adult learners already know and can do. Adult learners can explain why they learn subjects in a particular order. For example, they understand the need to learn about professional behaviours and health and safety very early in the course before developing their knowledge of anatomy and physiology.

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Leaders and managers do not accurately identify the starting points of apprentices on both standards-based apprenticeships and apprenticeship frameworks. Apprentices undertake assessments in English and mathematics and core competencies required for the workplace. However, leaders and managers do not use apprentices’ prior experiences, knowledge and skills, particularly for those who have experience of working in leisure centres, to plan work that is challenging enough.

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Assessors work closely with employers to plan training that is personalised for apprentices and is delivered in an order that helps apprentices build on their knowledge and skills. Assessors, apprentices and employers plan training programmes that meet the needs of apprentices and their employers. For example, on level 2 adult care worker apprenticeship standards, assessors, employers and apprentices select relevant additional units in dementia care, cause and spread of infection and supporting individuals who are distressed, to complement apprentices’ job roles and their apprenticeship.

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Assessors do not support apprentices effectively enough to develop their English and mathematical skills. Learning resources do not meet the individual needs of apprentices as they are not sufficiently personalised. Assessors spend too little time supporting the development of English and mathematics during training sessions. Apprentices do not develop these skills quickly enough.

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Apprentices receive comprehensive on-the-job training to develop substantial new knowledge, skills and behaviours. Employers value the job roles that apprentices undertake as they increase their skills and knowledge, for example as emergency responders and lifeguards.

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Leaders and managers do not coordinate apprentices’ on- and off-the-job training well enough. Too often, off-the-job training is based around completion of the qualification rather than the wider aspects of the apprenticeship. During COVID-19 national and regional restrictions, most apprentices on fitness and leisure, and business administration programmes completed the theory aspects of their apprenticeship because leisure centres were closed to the public. Employers were not fully informed about apprentices’ progress so that they could coordinate apprentices’ learning with on-the-job training when leisure centres reopened. Consequently, apprentices’ progress has slowed. 9–14 June 2021

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Leaders and managers provide effective support for staff. Leaders have considered staff’s workloads and well-being during the pandemic. For example, staff have benefited from training on mental health awareness to help them, their apprentices and adult learners maintain good mental health and well-being. Leaders have ensured that staff feel safe and confident to return to the workplace after national and regional lockdowns. Leaders make positive contributions to improving the quality of education, such as providing recent mentoring training, so that staff can support new members of staff. As a result, staff feel valued and listened to. Leaders meet frequently with staff to help them identify and support individual adult learners and apprentices who are falling behind so they can help them catch up quickly.

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Governance is not yet effective. Since the new provider monitoring visit, the board has been too slow to provide challenge and scrutiny to leaders to improve the quality of provision. A review of the role of the board and how it functions has recently been completed. It is too soon to measure any impact the board has had on improving the quality of education and training for apprentices and adult learners.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices and adult learners feel safe and are safe. Leaders and staff have created a safe and supportive culture for apprentices and adult learners. Leaders have put in place appropriate policies and processes to ensure that staff know how to keep apprentices and adult learners safe. They ensure that all staff are appropriately trained and provided with safeguarding updates during monthly meetings, for example on the recent local increase in the use of vehicles as weapons.

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Safeguarding

As a result of the coronavirus pandemic, staff have received additional enhanced safeguarding training to raise their awareness of potential safeguarding concerns while using technology to teach remotely and online, for example when adult learners and apprentices suddenly, and without reason, fail to participate in online learning.

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Safeguarding

Apprentices have a limited understanding of how the threats of radicalisation and extremism may affect them in the workplace, such as how hazardous chemicals used in leisure centres could be used in acts of terrorism.

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What does the provider need to do to improve?

 Board members, leaders and managers need to ensure that they identify accurately the strengths and weaknesses of the provision and take swift action to secure improvements. Board members should challenge leaders vigorously and hold them to account for their actions to improve the quality of education and training.  Leaders, managers and assessors need to work with employers to ensure that the coordination of on- and off-the-job training enables apprentices to apply their 9–14 June 2021

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knowledge and understanding in the workplace to rapidly develop their practical skills and behaviours.  Leaders and managers need to make sure that they improve the support and teaching that apprentices receive so that they quickly develop their English and mathematical skills.  Assessors must ensure that the targets set for, and with apprentices, are ambitious and personalised to meet individual apprentices’ development needs so that apprentices develop the knowledge, skills and behaviours needed to make good progress and complete their apprenticeship.  Assessors need to ensure that apprentices receive impartial careers guidance so that apprentices know what their options are for further training and employment to achieve their career aspirations. 9–14 June 2021

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Provider details

Address Atlas House Caxton Close Wigan WN3 6XU

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Information about this inspection

The inspection team was assisted by the director, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous new provider monitoring visit report and progress monitoring report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including observing practical assessments, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Anita Pyrkotsch-Jones, lead inspector Her Majesty’s Inspector Elaine Price Ofsted Inspector Alastair Mollon Her Majesty’s Inspector Maria Rayworth Ofsted Inspector 9–14 June 2021

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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