Developing 'U' Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Developing ‘U’ Limited (ltd) is an independent learning provider based in Milton Keynes delivering apprenticeships nationally. Developing ‘U’ ltd offers apprenticeships in engineering, construction, business and administration, digital, hair and beauty and education and childcare. At the time of the inspection, there were 54 apprentices on programmes from levels 2 to 5. Around a third of apprentices are 16 to 18 years old. There were 29 apprentices on a level 2 construction-related apprenticeship. There were five apprentices studying the level 3 engineering standards-based programme. There were five apprentices on a level 2 engineering framework apprenticeship. A small number of apprentices were studying on the other apprenticeships Developing ‘U’ ltd offers. There was one apprentice following the level 5 learning and skills teacher apprenticeship, which was not in scope for this visit and will be inspected separately under the initial teacher

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

Apprentices are enthusiastic about their training and their roles at work. They have high aspirations for themselves and their future careers. Apprentices know the opportunities available to them when they complete their training and in the future. Employers want apprentices to succeed and inform them carefully about promotion at work and opportunities with other employers in the industry.

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

Apprentices develop good skills during their training and produce high-quality work. For example, engineering apprentices work on high-profile tasks for clients producing parts used in formula one racing, aeroplanes and in National Health Service Nightingale hospitals.

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

Apprentices recognise the importance of gaining new knowledge and skills and know how these help them at work. Apprentices have a positive attitude to their learning; they concentrate hard and behave well in training sessions and at work. Staff and employers help apprentices to develop high levels of confidence and good self- esteem on their apprenticeship.

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

Apprentices, especially those that work in potentially hazardous environments, understand well how to work safely. For example, construction apprentices learn at the start of their training about the hand signals to use for the safe marshalling of lorries. Apprentices feel safe at work and college.

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better?

Leaders have a clear strategy for the programmes they offer. They have identified sectors where there are skills gaps. Leaders use their industry knowledge and expertise to design effective training programmes which help apprentices develop the new knowledge and skills they need for the industries they work in. Leaders work closely with employers to make sure training is successful, ambitious and provides apprentices with the high-quality skills employers demand. Leaders make sure apprentices complete essential training, such as the construction skills certification scheme, before they start their apprenticeships to help them understand their learning more clearly.

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better?

Leaders know the strengths and weaknesses of their apprenticeship programmes. They identify weaknesses and use this knowledge well to improve apprentices’ training quickly. For example, leaders rapidly implemented an online learning system to make sure all apprentices could benefit from the full curriculum remotely. Leaders made sure apprentices affected by COVID-19 (coronavirus) made good progress towards completing their apprenticeship, and staff supported them well to continue to develop their knowledge.

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better?

Staff swiftly develop good working relationships with employers. Tutor assessors work effectively to plan on- and off-the-job training to make sure apprentices can quickly apply what they learn in their training at work. Apprentices who fall behind 21–23 July 2021 or underperform at work benefit from rapid and effective support from staff, employers and parents if necessary, to keep them on programme and get back on track with their learning.

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better?

Tutor assessors train apprentices well. Apprentices benefit from well-planned, useful teaching sessions that ensure they understand key information and how they apply this at work. For example, testing apprentices learn about the reasons why lathes and pillar drills use belts rather than chains to drive motors. Tutor assessors use assessment effectively to identify gaps in apprentices’ knowledge. They check that apprentices understand and know how to apply what they have learned in training. Apprentices benefit from useful feedback on their written work that encourages them to think about the implications of what they have learned.

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better?

Tutor assessors use information about apprentices’ starting points effectively to plan and train apprentices. Most apprentices develop substantial new knowledge and skills quickly. Staff make sure that they understand how they will be assessed at the end of their courses. A few employers are not given enough information about the apprenticeship by staff and do not know well enough how their apprentices will be assessed at the end of their training. As a result, they are not able to help apprentices prepare for their assessments.

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better?

Leaders’ lack of planning for apprentices’ personal development means they do not benefit from an effective programme of learning outside their vocational subjects. Staff do not use teaching sessions or reviews well enough to develop and test apprentices’ knowledge of equality, diversity, extremism and radicalisation. As a result, apprentices’ knowledge of these subjects is basic. Leaders have recently introduced useful resources to help apprentices learn more, but it is too early to judge the effectiveness of these resources.

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better?

Leaders use staff’s appraisals well to identify the individual training needs of most staff. Tutor assessors maintain their subject expertise well and keep up to date with industry changes and techniques. For example, engineering tutor assessors train in employer premises to update and improve their knowledge of specialist composite materials. When observing learning, managers concentrate too much on what the tutor assessor is doing and do not focus on checking the new knowledge and skills apprentices develop. Staff do not always benefit from useful feedback that helps them improve their teaching. As a result, leaders cannot assure themselves all apprentices benefit from consistently high-quality teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make sure they have appropriate safeguarding policies and procedures in place to keep apprentices safe. Staff that lead on safeguarding are well trained. All staff and apprentices complete useful safeguarding training at the start of their employment or apprenticeship. Most apprentices know how to report safeguarding concerns. Staff deal with safeguarding concerns swiftly and effectively and work 21–23 July 2021 closely with employers and parents to resolve issues. Staff do not continue to improve apprentices’ knowledge well enough after they have completed the initial training.

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What does the provider need to do to improve?

 Leaders should ensure staff benefit from useful training, support and feedback to help them develop and improve their teaching skills to make sure all apprentices receive consistently high-quality teaching.  Leaders and managers should ensure all apprentices benefit from a well-planned and structured personal development programme that helps them develop valuable knowledge and skills beyond their vocational learning. 21–23 July 2021

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Provider details

Address 12 James Way Bletchley Milton Keynes MK1 1SU

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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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Provider details

Main subcontractors None 21–23 July 2021

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Information about this inspection

The inspection team was assisted by the apprenticeship learning and development manager, as nominee. Inspectors took account of the provider’s most recent self- assessment report and development plans, and the previous inspection 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 learning sessions, 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

Emma Barrett-Peel, lead inspector Her Majesty’s Inspector Martin Hughes Ofsted Inspector Carolyn Brownsea Her Majesty’s Inspector 21–23 July 2021 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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