Fit UK Training & Education Ltd

Inspection of Fit UK Training and Education Limited

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Overall effectiveness Good

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

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Information about this provider

Fit UK Training and Education Limited is an independent learning provider based in Batley. It began delivering apprenticeship programmes in 2018 and provides training to apprentices across the country.

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Information about this provider

At the time of the inspection, there were 54 apprentices enrolled on standards- based programmes. Thirty-four apprentices are on level 3 personal trainer, seven are on level 3 teaching assistant, five are on level 3 early years educator, and fewer than five are on each of level 3 community sports and health officer (CSHO), level 3 leisure duty manager and level 2 community activator coach. Eighteen apprentices are aged 16 to 18, and 36 are aged 19 or over. Inspection report : Fit UK Training and Education Limited 17–20 August 2021

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

Apprentices benefit from working in a respectful and inclusive environment both at work and during training. Tutors set clear expectations for apprentices and teach them to model appropriate behaviour. As a result, apprentices are polite and courteous, and conduct themselves appropriately in the workplace. Tutors teach apprentices about British values, such as respect and tolerance, and work with them to develop their understanding of diversity. This enables apprentices to work confidently with people from a range of backgrounds and cultures.

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

Apprentices have a positive attitude to learning. They talk confidently about the new knowledge, skills and behaviours that they are developing and how they apply these to their work roles. Employers are pleased with apprentices' progress and how they demonstrate appropriate work-related attitudes. For example, apprentices on the level 3 personal trainer programme are keen to take on more responsibility such as working with children at summer fitness camps.

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

Tutors provide apprentices with helpful information about how to keep themselves mentally and physically well. The pastoral officer is a 'champion' for mental health and also promotes physical well-being. He provides apprentices with valuable resources about the benefits of physical exercise in improving mental health. Tutors discuss these topics in progress reviews and agree activities that apprentices will undertake, such as joining the gym.

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

Most tutors have high expectations of apprentices and expect them to attend sessions and be on time. However, in few instances, tutors do not follow up on non- attendance or punctuality. As a result, a few apprentices are not motivated to attend sessions at the time arranged.

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better?

Leaders have a clear vision to provide high-quality training though apprenticeships for people working in the sport sector, and implement this vision successfully. They provide apprenticeships that successfully meet employers' needs. Leaders work closely with employers to review the curriculum and include additional qualifications at the request of employers, such as the level 2 gym instructor qualification. They prepare apprentices to take this qualification at the start of the level 3 personal trainer apprenticeship so that apprentices can work unsupervised in the gym.

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better?

Leaders work closely with employers to ensure that most apprentices are suitable for an apprenticeship and are enrolled on programmes that develop the skills, knowledge and behaviours that they need in their job roles. However, for a very small minority of apprentices, who are full-time rugby players, the apprenticeship is not a suitable training programme because these apprentices are not able to apply at work the knowledge, skills and behaviours that they gain from their training. Inspection report : Fit UK Training and Education Limited 17–20 August 2021 Leaders recognise this, and have ceased recruiting professional rugby players to the personal trainer apprenticeship.

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better?

Leaders and managers have good oversight of the quality of education and training for apprentices. They use a broad range of quality assurance activities, such as observations of training, to identify accurately the areas for improvement, such as the quality of support for apprentices studying towards functional skills qualifications in mathematics and English.

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better?

Leaders effectively monitor the progress that apprentices make in developing their knowledge, skills and behaviours. Tutors check the progress of apprentices and provide regular updates to leaders. Leaders ensure that tutors intervene quickly where they identify apprentices at risk of falling behind.

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better?

Leaders have appointed governors who have appropriate expertise and understand their role. Governors have relevant experience in education, quality assurance and finance. However, governors have only recently been appointed, so it is too soon to see the impact of their work.

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better?

Apprentices benefit from useful careers information about opportunities to progress in their chosen area and with their employer. Tutors provide this information in training sessions and progress reviews. A few apprentices receive helpful information about wider careers opportunities, such as teaching and working in exercise referral for the NHS. However, tutors do not provide this information routinely, which means that many apprentices do not receive it.

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better?

Tutors plan and teach the curriculum in a logical order that enables apprentices to build on their prior learning and gradually deepen their knowledge, skills and behaviours over time. For example, apprentices on the personal trainer programme learn about health and safety and nutrition at the start of the programme and use this knowledge to create training plans for clients.

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better?

Tutors use initial assessment effectively to identify accurately apprentices' starting points. They use this information well to plan a learning programme for each apprentice. When apprentices on the teaching assistant programme have little or no knowledge of education for children with special educational needs and disabilities, tutors teach them about the different strategies that can be used to support children in their learning, such as using visual learning methods.

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better?

Tutors use a range of assessment methods well to check apprentices' understanding. They ask probing questions and give clear feedback that apprentices use to improve their work. However, in a few instances, tutors' feedback contains grammatical errors and misspelled words.

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better?

Apprentices benefit from effective support from well-qualified tutors who have significant vocational experience. Employers are confident in the ability of their apprentices and allow them to take on more responsibility at work as a result of Inspection report : Fit UK Training and Education Limited 17–20 August 2021 their training. For example, apprentices on the CSHO programme have been made signatories on a company's bank account.

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better?

Tutors embed mathematics well into training sessions so that apprentices improve these skills in the context of their work. For example, on the personal trainer programme, apprentices learn how to calculate a client's body mass index and calorie intake . Most tutors provide valuable support to apprentices that enables them to improve their English skills. However, a few apprentices studying for functional skills mathematics and English qualifications do not receive training in these subjects early enough on their apprenticeship programme. This delays the completion of the apprenticeship within the planned time for these apprentices.

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better?

Tutors provide effective additional learning support to apprentices. They accurately assess apprentices' needs and use this information to identify the support required to enable apprentices to develop their knowledge, skills and behaviours. For example, apprentices who suffer from anxiety and struggle with confidence in group situations receive individual support from a tutor to help them prepare for group discussions. As a result, these apprentices develop their confidence and skills to participate in group activities and to deliver presentations.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead and safeguarding officer have appropriate training to be effective in their roles. Leaders have implemented appropriate safeguarding policies and procedures such as a safe recruitment policy, which ensures that staff are appropriate to work with apprentices.

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Safeguarding

Apprentices feel safe and feel comfortable to raise any concerns with their tutor or line manager. They are confident that any safeguarding concerns will be dealt with swiftly by staff.

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Safeguarding

Most apprentices have a good understanding of safeguarding. Apprentices on the teaching assistant and CHSO programmes have a good understanding of the risks of extremism and radicalisation. However, too many apprentices on the personal trainer programme do not have a well-developed understanding of these risks in the workplace and the community in which they live.

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What does the provider need to do to improve?

 Ensure that tutors provide effective support to all apprentices who are studying towards functional skills qualifications in mathematics and English.  Ensure that tutors provide impartial careers information to all apprentices about the full range of opportunities in the sectors in which they work. Inspection report : Fit UK Training and Education Limited 17–20 August 2021  Ensure that tutors provide effective training to all apprentices about the risks of extremism and radicalisation.  Ensure that all tutors follow up on non-attendance and punctuality issues with apprentices at training sessions.

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Address

Titan Business Centre Bradford Road Birstall Batley West Yorkshire WF17 9PH

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Address

Provider type Independent learning provider

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Address

Date of previous inspection Not previously inspected

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Address

Main subcontractors N/a Inspection report : Fit UK Training and Education Limited 17–20 August 2021

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Information about this inspection

The inspection team was assisted by the director of education, 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

Jacquie Brown, lead inspector Her Majesty's Inspector Chloe Rendall Her Majesty's Inspector Nikki Botterill Ofsted Inspector Inspection report : Fit UK Training and Education Limited 17–20 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.

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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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