Elevated Knowledge Ltd

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Elevated Knowledge Ltd is a national training provider based in Manchester that provides courses in lift engineering and was registered as a training company in 2015. In September 2017, the Education and Skills Funding Agency awarded Elevated Knowledge Ltd an apprenticeship contract.

p.1

Information about this provider

The provider currently has 34 apprentices. Twenty-five apprentices are studying the level 3 lift and escalator electromechanic standard, two apprentices are studying the level 2 stairlift, platform lift, service lift electromechanic standard and seven apprentices are studying the level 3 manufacturing technologies engineering framework.

p.1

Information about this provider

At the time of inspection, learning was delivered both face-to-face and remotely. The team of trainers are made up of industry specific specialists. 10–12 August 2021

p.1

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

Apprentices enjoy their learning. They say it is challenging and rewarding. Apprentices are determined to succeed and become skilled, qualified lift and escalator maintenance engineers in an industry that they are passionate about. They see their apprenticeship as life changing.

p.2

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

Apprentices routinely demonstrate the behaviours and attitudes they need to be successful at work. They know that they are learning vital skills that will make them better at their job. This inspires and motivates them to improve. Apprentices proudly talk about how their employers value their skills and trust them to complete complex tasks. They have become more environmentally conscious. Apprentices considerately dispose of oily rags and recycle batteries.

p.2

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

As a result of their apprenticeships, apprentices increase their confidence and resilience. They confidently manage emergency situations. For example, when people are trapped in lifts, they provide frequent reassurance to help keep them calm.

p.2

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

A few apprentices benefit from additional courses provided by employers. They receive training on asbestos handling, first aid and manual handling. A few apprentices gain their Construction Skills Certificate Scheme card which enables them to work on construction sites.

p.2

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

Apprentices know how to work safely and stay safe at work. They are very aware of the critical dangers to themselves, work colleagues and the public.

p.2

better?

Leaders and managers have a clear strategy for the curriculum that they offer. They offer apprenticeships in lift and escalator maintenance. This is in response to employer and industry needs. Leaders ensure that they meet the principles and requirements of an apprenticeship. For example, they ensure that apprentices receive sufficient off-the-job training.

p.2

better?

Leaders have designed the curriculum to allow apprentices to progressively develop substantial new knowledge. Apprentices gain knowledge and skills in inspecting and maintenance before moving on to more-complex technical skills, such as repairing tensioning systems on lifts and fault-finding and repairing of escalators. However, leaders do not plan for apprentices to complete milestone assessments or practise for their final assessments.

p.2

better?

Leaders have selected experienced industry experts to teach apprentices. Trainers routinely maintain their occupational expertise. They keep up to date with new equipment and technological advancements in the sector. 10–12 August 2021 Apprentices benefit from good on-the-job training. They work with highly qualified and experienced engineers who help apprentices to develop substantial new knowledge, skills and behaviours, which they apply at work. For example, apprentices skilfully replace lift drives, power filters and contactors, and use tools such as a voltage meter to accurately test voltages.

p.2

better?

Leaders have not ensured that all apprentices receive the same high-quality off-the- job training. As a result, a minority of apprentices are behind in their learning.

p.3

better?

Leaders do not ensure that apprentices are fully prepared for their final assessments. Most apprentices do not know the requirements of their end-point assessments or the grades they could achieve. This means that apprentices cannot focus on what work they will be assessed against or what they need to learn to achieve a particular grade.

p.3

better?

Most apprentices do not receive sufficient high-quality, well-planned information and guidance on career opportunities. As a result, they are unsure of the next steps to take within the industry and the wider opportunities available.

p.3

better?

Leaders provide effective support for staff. They are keen to ensure that staff have manageable workloads and a healthy work-life balance. Leaders keep in constant contact with staff who are self-isolating to assure themselves of their well-being.

p.3

better?

Leaders have not been successful in improving the quality of education that apprentices receive. They have not identified that trainers need to develop their teaching skills further.

p.3

better?

A few apprentices who are following the level 3 lift and escalator electromechanic apprenticeship standard have not completed their apprenticeship on time. This is because currently, there are only two end-point assessment organisations approved for this niche market and neither of them are ready to carry out final assessments. Leaders are working closely with the assessment organisations to ensure that arrangements are in place for apprentices to take their final assessments as soon as possible. Trainers continue to work closely with the apprentice and employer to further develop the relevant knowledge, skills and behaviours to prepare apprentices for their final assessments.

p.3

better?

A few apprentices who are on the level 3 engineering maintenance framework have not yet completed their programme because their employers put them on furlough. During this time, apprentices continued to develop their knowledge, but not their practical work skills. Since apprentices' return to work, leaders have not put effective plans in place to help the apprentices to catch up swiftly. As a result, these few apprentices remain significantly behind.

p.3

better?

Governors set and monitor key performance targets on achievement and attendance data for senior leaders. They challenge leaders and hold them to account. However, governors do not know the extent to which the curriculum and trainers' teaching 10–12 August 2021 skills needs improving. This means that governors do not drive the improvements to the quality of education that apprentices receive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders ensure that staff and apprentices receive the appropriate training on safeguarding and the 'Prevent' duty. They complete a range of appropriate checks when appointing new staff, including subcontractor staff, to make sure they are suitable to work with apprentices. All members of the safeguarding team are suitably qualified, including at board level.

p.4

Safeguarding

Apprentices feel safe. They know who to report any safeguarding concerns to. Apprentices have a detailed knowledge of how to keep themselves safe at work. For example, apprentices know how to safely access the top of a lift car to isolate the electrical supply. Not all apprentices know how to keep themselves safe when learning online.

p.4

What does the provider need to do to improve?

 Governors and senior leaders should ensure that they prioritise immediately the further development of trainers' teaching skills in order to improve the quality and consistency of training that apprentices receive.  Senior leaders should ensure that their curricula include milestone attainments that reflect the intended knowledge, skills and behaviours within the apprenticeship.  Senior leaders should ensure that they put incisive action plans in place to help all apprentices who have fallen behind in their learning to catch up swiftly.  Senior leaders should ensure that apprentices are fully prepared for, and know what grade they are aiming for, in their final assessments.  Trainers 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. 10–12 August 2021

p.4

Address

Hyde Park House Cartwright Street Hyde Greater Manchester SK14 4EH

p.5

Address

Website http://www.elevatedknowledge.co.uk

p.5

Address

Provider type Independent Learning Provider

p.5

Address

Date of previous inspection Not previously inspected

p.5

Main subcontractors

JM Excellence in Training University of Northampton 10–12 August 2021

p.5

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 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 visiting learning sessions, scrutinising learners' work, seeking the views of learners, staff and other stakeholders, and examining the provider's documentation and records.

p.6

Inspection team

Kim Bleasdale, lead inspector Her Majesty's Inspector Elaine Price Ofsted Inspector Andrew Scanlan Ofsted Inspector Maria Rayworth Ofsted Inspector 10–12 August 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.

p.6

Inspection team

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.7

Inspection team

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.7

Inspection team

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

p.7

Inspection team

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

p.7