Logistica Training and Consultancy Ltd

Further education and skills inspection report

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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

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Information about this provider

K S Training Limited (KST) is an independent learning provider based in Stoke-on- Trent, Staffordshire. KST began training apprentices on a direct contract in January 2018. KST offers apprenticeships from level 2 through to level 5 in the adult health and social care sector. At the time of the inspection, there were 230 apprentices with 90 employers across the country. Of these, 47 apprentices were following the level 2 adult care worker standard, 91 were on the level 3 lead adult care worker, nine were on the level 4 lead practitioner in adult care framework and 41 apprentices were following the level 5 leader in adult care standard. KST also offers a very small number of apprenticeships in care leadership and management and business administration. The provider does not subcontract any of its provision. 24 to 27 May 2022

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

Leaders have not ensured that the curriculum apprentices follow provides them with sufficient challenge for them to reach their full potential. As a result, too few apprentices complete their apprenticeship within the time allocated and achieve the grades that they are capable of.

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

The feedback apprentices receive does not give them clear enough direction in how to improve the quality of their work.

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

Most apprentices are motivated to succeed, and develop positive attitudes towards learning. They develop suitable knowledge, skills and behaviours that meet their employers’ needs. As a result of their challenging working environments, apprentices develop their confidence and resilience and are determined to succeed and provide high-quality care for their clients.

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

Apprentices do not understand sufficiently the full range of roles and jobs within the care sector, because leaders have failed to ensure that they receive unbiased and high-quality careers guidance.

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

Apprentices value the support from their tutors. Tutors nurture positive relationships with apprentices. For example, tutors provide apprentices with significant support for their mental well-being, making swift referrals to appropriate support services where necessary.

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

Apprentices know how to keep themselves, their service users and their colleagues safe. They also know how to identify and report potential abuse. Apprentices understand the importance of keeping physically and mentally healthy.

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better?

Leaders and managers have a clear rationale for the curriculum they offer. They provide appropriate apprenticeship standards in health and social care, in response to the growing sector need, both locally and nationally. Since their monitoring visit in October 2019, the chief executive has invested significantly in a new senior management team. Consequently, leaders have taken swift action to begin to improve the quality of teaching and learning apprentices receive. However, since these actions are in their infancy, leaders’ progress towards apprentices receiving a coherent and well-taught curriculum has been limited.

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better?

Leaders and managers have taken clear and decisive actions to respond to the impact of the pandemic. Leaders maintained their focus on supporting apprentices through challenging circumstances. For example, managers and tutors plan training flexibly and sensibly around apprentices’ work patterns. Therefore, apprentices are able to participate in learning while balancing the need to support their vulnerable service users. 24 to 27 May 2022 Leaders and managers do not work sufficiently well with employers. They do not ensure workplace mentors work effectively to support apprentices in their skills development. As a result, apprentices do not receive enough opportunities to develop their knowledge, skills and behaviours at work.

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better?

Leaders have not ensured the curriculum is challenging enough so that apprentices reach their potential. Tutors spend too much time helping apprentices to complete their assessments at the expense of teaching them essential topics to help them remember new knowledge long term.

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better?

Tutors are experienced professionals in the care sector. They sequence the training in a logical and well-thought-through manner. They provide apprentices with clear work-related guidance which allows apprentices to understand better their working role. However, tutors do not use information from the apprentices’ starting points well enough to provide learning which challenges all apprentices to achieve their best.

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better?

Leaders do not monitor carefully enough tutors’ teaching skills so that they can ensure apprentices develop their knowledge thoroughly. Although leaders have recently introduced teaching development plans, tutors are not trained sufficiently well with the pedological knowledge needed so that apprentices can develop their skills thoroughly.

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better?

Leaders and tutors do not ensure on- and off-the-job training are planned appropriately. Tutors do not link and consider these activities well enough so that apprentices can make rapid progress. Too often, apprentices undertake training in their own time.

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better?

Leaders and tutors do not place sufficient emphasis on the development of apprentices’ English and mathematical skills. Tutors do not use information about apprentices’ starting points in mathematics and English to ensure that apprentices close knowledge gaps in these subjects. Too few apprentices achieve their functional skills qualifications on time, limiting their progress.

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better?

Tutors do not always provide accurate and developmental feedback to apprentices. The feedback apprentices receive is not helpful enough so that they know how to improve their work to a sufficiently high quality. As a result, apprentices do not produce work of the standard that they are capable. Apprentices do not know with sufficient clarity the skills they are learning and those which require further development.

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better?

Since the previous monitoring visit, leaders have failed to ensure that apprentices receive unbiased and high-quality careers guidance. Consequently, apprentices do not understand sufficiently the full range of roles and jobs within the care sector.

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better?

Leaders and tutors now ensure apprentices are suitably able to achieve their apprenticeship. Apprentices progressively build their knowledge and practical skills of the care sector and become confident practitioners. For example, level 3 adult care 24 to 27 May 2022 worker apprentices develop communication skills early into their programmes to communicate sensitively and empathetically, particularly when discussing end-of-life care plans with relatives and service users. However, tutors do not always ensure apprentices are prepared well enough for their end-point assessments. Tutors do not revisit taught topics and skills sufficiently. As a result, too few apprentices remember the knowledge and skills necessary to achieve their very best.

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better?

Since the previous monitoring visit, the chief executive officer has strengthened their governing body significantly. The recently appointed non-executive chair of governors is an expert in the sector, with substantial experience of managing apprenticeships. As a result, they challenge leaders about their actions to improve provision. However, leaders do not always ensure governors receive sufficiently useful information so that they can fully enable apprentices to achieve their best.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders focus clearly upon safeguarding apprentices and have established an effective culture of safeguarding. Apprentices are aware of their safeguarding rights and responsibilities at work. They know well how to keep themselves and their clients safe. Apprentices are confident that staff will respond appropriately to their safety concerns.

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Safeguarding

Leaders have clear and appropriate safeguarding policies and procedures. The designated and deputy safeguarding leads are suitably qualified and trained. Leaders apply appropriately a well-defined safer recruitment policy. Leaders ensure that appropriate pre-employment checks are undertaken, including the requisite disclosures and other relevant checks.

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Safeguarding

All tutors undertake safeguarding training routinely. Leaders plan for tutors to revisit topics such as the ‘Prevent’ duty, peer-on-peer abuse and e-safety during apprentices’ reviews, to deepen their knowledge. However, too few apprentices have a clear understanding of the safeguarding risks associated with their locality.

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Safeguarding

Managers log safeguarding concerns appropriately when they occur. The safeguarding team handles them diligently and with professionalism. Leaders ensure that safeguarding issues are resolved swiftly.

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What does the provider need to do to improve?

 Leaders must ensure that employers work with tutors to plan effectively on- and off-the-job training, so that apprentices receive the teaching and practical skills necessary for them to flourish.  Leaders must ensure that employers attend apprentices’ reviews and provide them with helpful feedback and support to ensure that they are able to achieve their best. 24 to 27 May 2022  Leaders must ensure that all tutors have sufficient knowledge of teaching and learning so that they can develop apprentices’ skills and knowledge effectively.  Leaders must ensure that tutors provide apprentices with sufficiently helpful feedback on their work, so they know what to do to improve. They must also prepare apprentices for their end-point assessments early enough, so they have the skills and knowledge to achieve the grades of which they are capable.  Leaders need to ensure that tutors use information about apprentices’ English

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What does the provider need to do to improve?

and mathematical skills so that apprentices close gaps in their knowledge and develop their understanding in these subjects.  Leaders must ensure that all apprentices receive unbiased careers advice and guidance, so they are fully informed about their next steps.  Leaders must ensure that governors receive sufficiently helpful information about apprentices’ progress so that they are able to hold leaders fully to account.  Leaders must ensure that all apprentices have a clearer understanding of the safeguarding risks in their locality. 24 to 27 May 2022

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Provider details

Address Acacia House Unit C1 Trentham Business Quarter Bellringer Road Trentham Stoke on Trent ST4 8GB

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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 24 to 27 May 2022

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Information about this inspection

The inspection team was assisted by the head of quality, 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

Mark Parton, lead inspector Her Majesty’s Inspector Karen Tucker Ofsted Inspector Maggie Fobister Ofsted Inspector Alison Loxton Ofsted Inspector 24 to 27 May 2022 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

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