Dove Nest Management Training and Development Limited

Further education and skills inspection report

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Inspection of Dove Nest Management Training and Development Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding 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

Dove Nest Management Training and Development Limited (Dove Nest) began to provide apprenticeships under its own direct contract in March 2018. It provides apprenticeship training for several large national companies. Currently, there are 292 apprentices in learning. Of these, 131 are on level 3 team leader or supervisor. There are 153 apprentices on level 5 operations and departmental manager, and eight apprentices on level 7 senior leader.

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Information about this provider

Dove Nest subcontracts three apprenticeships to another provider. This includes around 30 apprentices who follow level 3 security first line manager, safety, health, and environment technician, and learning mentor. All apprentices are aged 19 and above.

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Information about this provider

The majority of apprentices attend training online. A few employers also opt for additional residential courses provided at Dove Nest’s premises in the Lake District. 14 to 17 June 2022

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

Apprentices are enthusiastic about the quality of training they receive at Dove Nest. This new knowledge enhances their skills and behaviours in the workplace. Employers see significant improvement in apprentices’ management skills because of their training. Apprentices are often promoted or move into more challenging roles.

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

Trainers pay particular attention to building apprentices’ confidence, resilience, and character. Apprentices learn about the importance of emotional intelligence and communication. This helps them to have more difficult and challenging conversations with colleagues. This results in improved outcomes and more positive relationships at work.

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

Apprentices in first-line management positions learn important team management skills. They have introduced new professional development plans in the workplace to capture their colleagues’ training and professional development needs. Apprentices use coaching techniques to motivate others and manage meetings well.

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

Apprentices value the opportunities their training provides for them. They enjoy learning and the positive rapport they share with their trainers. They show high levels of respect and professionalism throughout their studies.

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

Apprentices feel safe during training and at work. Managers provide thorough safeguarding training at the start of the apprenticeship. Trainers review apprentices’ well-being and safety during coaching sessions and progress reviews.

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better?

Managers recognise the skills gaps that exist in leadership and management roles across various sectors. They work with national and local employers to design a curriculum to fill these gaps and meet individual employers’ needs. Managers spend time getting to know apprentices’ organisations well. They use this information to adapt the curriculum to meet their needs. This ensures apprentices return to work with relevant new knowledge, skills and behaviours that make a positive contribution to their businesses.

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better?

Trainers structure courses in a clear, coherent manner. This helps apprentices build their understanding of different management topics in a way that makes sense. Level 3 team leader apprentices complete a self-awareness module before they move on to consider how to manage others. They thereby gain a sound understanding of their own leadership style before they move on to people management. At level 5, apprentices build on fundamental concepts, such as communication skills, before they progress to more-complex skills. These include managing conflict and the use of negotiation. 14 to 17 June 2022

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The curriculum is ambitious for apprentices, including those who have additional learning needs. Managers use a variety of methods to assess apprentices’ needs prior to the start of their course. They make use of effective technical tools, such as a neurodiversity platform, to provide personal support and helpful learning strategies.

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Trainers’ planning of the curriculum does not always allow more-advanced apprentices to make swift progress in their learning. Apprentices are often taught the same curriculum in distinct employer cohorts. However, trainers provide relevant support and coaching for those apprentices who fall behind.

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Trainers are well-qualified and experienced. They undertake relevant professional development to maintain the quality of their training as well as their subject expertise. They use a range of teaching strategies skilfully to help apprentices understand key concepts. This includes team-building exercises, group tasks and reflections. However, during online training, trainers do not always make effective use of questioning to check that apprentices understand what they have learned.

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Trainers use assessment to check and extend apprentices’ understanding further. Trainers’ feedback is comprehensive and constructive. They provide helpful advice on how apprentices can further improve. In functional skills, trainers work well with individual apprentices. They provide informative feedback which helps apprentices to develop their confidence in English and mathematics. At level 7, apprentices need more-challenging feedback to help them to develop their higher-level academic skills.

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Apprentices’ work is often of a high standard. They articulate the new knowledge, skills and behaviours they have learned and how they apply them in the workplace. Apprentices feel suitably prepared for their assessment at the end of their course. The majority of apprentices gain distinction grades.

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Although managers assess apprentices’ skills at enrolment, those who need to improve their English and mathematics skills wait too long to receive training. Managers do not ensure that the functional skills curriculum is planned well for apprentices on subcontracted courses. Several apprentices have not yet completed this element, despite being at the end of their apprenticeship.

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COVID-19 has had a significant impact on some of the sectors that apprentices work in. This is particularly the case with those who work in healthcare, hospitality and retail. As a result, at the time of the inspection, around 40 apprentices were on breaks in learning. Managers have put appropriate interventions in place to support these apprentices and get them back on track.

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Apprentices are highly motivated and positive. They understand their responsibilities and want to get the most out of their learning. Apprentices demonstrate consistently high levels of professionalism. They feel comfortable discussing topics openly, often using real examples from their workplace. They are respectful of others’ views and opinions. 14 to 17 June 2022

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Trainers promote fundamental British values effectively. They provide apprentices with information on British values at the start of their course. Apprentices use this to develop a code of conduct for classroom work. Trainers link this well to discussions about democracy, inclusion, and diversity.

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Apprentices are highly ambitious about what they can achieve in their careers. However, managers and trainers do not provide a consistently high standard of careers advice and guidance. Not all apprentices are aware of how they can progress in their careers.

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Leaders and managers have high expectations for their trainers and apprentices. They are committed to providing a high standard of training. They make use of a range of quality assurance and improvement tools to monitor and improve training. They pay close attention to the workload and the well-being of staff. Managers meet with tutors frequently to discuss their welfare and support needs, as well as to drive improvements. As a result, trainers state they feel proud to be a member of staff at Dove Nest.

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Governors are experienced and well qualified to fulfil their roles. They know Dove Nest well and use this information to provide support and challenge. They were integral in introducing a new system to help prepare apprentices for success in their final assessments. Governors fulfil their statutory responsibilities in terms of safeguarding, health and safety, and staff well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have an appropriate range of policies and procedures in place to help safeguard apprentices. When they appoint new staff, managers undertake appropriate recruitment checks.

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Safeguarding

Leaders have appointed two experienced and suitably qualified designated safeguarding leads (DSLs). DSLs ensure apprentices have access to the support they need to help them with their welfare or safeguarding needs. DSLs deal with safeguarding incidents in a timely and appropriate manner. Where appropriate, they make referrals to external agencies.

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Safeguarding

Trainers receive annual safeguarding and ‘Prevent’ duty training to ensure they have an up-to-date understanding of risks. Apprentices have access to appropriate safeguarding and well-being resources on an online platform. 14 to 17 June 2022

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What does the provider need to do to improve?

 Leaders and managers should improve the arrangements for functional skills, including at the subcontracted provision.  Leaders and managers should ensure trainers’ professional development includes a focus on developing their online teaching skills. For example, how to involve apprentices in discussion through effective questioning.  Leaders and managers should ensure that apprentices have access to impartial careers advice and guidance so that apprentices understand the career options available to them. 14 to 17 June 2022

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Provider details

Address Millness Mill Crooklands Milnthorpe LA7 7NS

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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 Equals training and associates 14 to 17 June 2022

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Information about this inspection

The inspection team was assisted by the head of quality and compliance, 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

Helen Whelan, lead inspector Her Majesty’s Inspector John Kendal Ofsted Inspector Kate Wallace Ofsted Inspector Angus Forsyth Ofsted Inspector Karen Bill Ofsted Inspector Robert Marshall-Slater Ofsted Inspector Dilys Taylor Ofsted Inspector 14 to 17 June 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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