Nextstep Training Limited

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

NextStep Training Limited is an independent learning provider based in the London Borough of Hackney. The provider has experience of teaching apprenticeships and traineeships as a subcontractor and started training apprentices on its direct contract in February 2020. NextStep Training offers standards-based apprenticeships primarily in the subject sector areas of information and communication technology, business, adult care and early years.

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Information about this provider

At the time of the inspection, the provider had ten apprentices in learning, five on a break in learning and nine awaiting their final assessments. Three apprentices were studying early years educator at level 3, four were studying leader in adult care at level 5, two were studying children and young people and families manager at level 3, and one was studying information technology solutions technician at level 3.

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Information about this provider

Since the new provider monitoring visit in May 2021, the provider has not been able to recruit any new apprentices. 25 to 27 April 2022

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

Apprentices learn in a supportive environment in which staff take a positive interest in their progress and their well-being. They appreciate the coaching they receive from their tutors, and the relevance of what they learn to their jobs in sectors such as early years education and adult care.

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

While apprentices learn new knowledge and skills that they need for their jobs, tutors do not challenge them sufficiently to extend their knowledge beyond the requirements to pass their qualifications. Few apprentices achieve high grades.

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

Apprentices are interested in their studies and are committed to their jobs, but too many have struggled to complete their assignments on time.

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

Apprentices are confident in their job roles, and because of the new knowledge that they gain, employers give them increased responsibility at work. Most apprentices stay in their jobs when they complete their programme.

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

Apprentices know how to raise concerns about their safety, should they have any. They feel safe at work and in training.

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better?

Since the new provider monitoring visit in May 2021, leaders have taken positive steps to make improvements and start to rectify the weaknesses identified. They have the right staff in place, with suitable knowledge of managing and teaching apprenticeships. They make good use of the support of two consultants, for example to make sure they have accurate data about their apprentices. They have a comprehensive and purposeful quality improvement plan. They evaluate accurately the quality of provision and are realistic about the improvements required. Leaders know that they need to strengthen the governance oversight they have to support them with further developments.

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better?

Staff make sure that the various parts of each apprenticeship are in place, including teaching the knowledge required to achieve qualifications, timely progress reviews and the participation of employers in the apprenticeship. However, they do not link these components together well enough. For example, in reviews, assessors do not discuss adequately with the apprentice or the employer how the off-the-job training, and the knowledge learned, links to tasks coming up in apprentices’ work. Similarly, tutors do not integrate early enough into the apprenticeship, preparation for apprentices’ final assessments.

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better?

As a result of the impact of COVID-19, tutors teach most of their lessons online. Leaders acknowledge that staff have not had enough training on teaching effective online lessons. This is reflected in apprentices’ experiences. Tutors do not design effectively enough lesson activities that build apprentices’ knowledge gradually. At 25 to 27 April 2022

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times, tutors plan to teach too much knowledge in one lesson and do not link topics together well enough. Consequently, apprentices struggle to recall topics taught from one lesson to the next.

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Tutors and assessors are not consistently skilled enough at checking what apprentices have learned in training sessions, nor in using written or other forms of assessment to test apprentices’ knowledge. In information technology, teachers use effective strategies at the end of lessons to check that apprentices understand the concepts taught and have a secure knowledge of the technical vocabulary. In adult care courses, assessors do not check sufficiently enough what apprentices learn during lessons. In the early years programme, assessors leave too much of the assessment to late in the programme, which puts adverse pressure both on the apprentices and employers.

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Assessors provide apprentices with effective coaching on topics related to equality and diversity, especially as it relates to their work. For example, they teach apprentices in adult care how to meet the individual needs of their clients according to their culture, religion or ethnicity.

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Tutors assess apprentices’ knowledge of English and mathematics accurately at the start of the programme. They provide effective support and apprentices are up to date in achieving qualifications in these subjects where necessary. Most apprentices have good oral and written communication skills. For example, adult care employers say that apprentices have improved their professional competencies, such as the quality of notes they keep about clients, and the quality of handover information they give to colleagues when shifts change.

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Leaders have not established a coherent personal development curriculum so that apprentices on all programmes receive the same quality of information and guidance. For example, while some assessors provide good support to apprentices on their next steps on completing their apprenticeship, this is not the case for others. Apprentices who have been unable to complete their studies have not had good enough guidance on their future options.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have created a positive culture regarding safeguarding. They have suitable policies and procedures in place, including in relation to the ‘Prevent’ duty. The designated safeguarding lead and the deputy lead have completed appropriate training. Leaders ensure that staff are safe to work with their apprentices. Staff training for safeguarding is relevant and up to date. Staff are sensitive to cultural or family circumstances that may bring increased vulnerability for some learners, and in the rare occasions where concerns have been raised, have dealt with them appropriately. 25 to 27 April 2022

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Staff have identified suitable risks and mitigations in their ‘Prevent’ risk assessment, but do not have a secure enough oversight of local risks, or risks associated with specific employment sectors in which their apprentices work.

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What does the provider need to do to improve?

 Leaders should ensure that tutors and assessors receive training in how to teach online lessons effectively.  Assessors should plan assessments over the duration of the apprenticeships to test knowledge learned and to avoid overloading apprentices and employers at the end of the programme. They should start preparation for the end-point assessment earlier so that apprentices are better prepared for the tasks set.  Leaders should ensure that the various components of the apprenticeship are well integrated. They should ensure a close link between the training apprentices receive off-the-job, the evaluation of the knowledge and skills assessors review with apprentices and employers, and the tasks that apprentices complete at work.  Leaders should develop a coherent personal development curriculum so that apprentices on all programmes receive consistent guidance in relation to their next steps on completing their apprenticeship.

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Provider details

Address Unit A2 1b Mentmore Terrace London E8 3DQ

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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 n/a 25 to 27 April 2022

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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 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.

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Inspection team

Rieks Drijver, lead inspector Her Majesty’s Inspector Sue Hasty Her Majesty’s Inspector 25 to 27 April 2022

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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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