Stepping Stones Education and Training Limited

Further education and skills inspection report

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Inspection of Stepping Stones Education and Training Limited

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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

Stepping Stones Education and Training Limited is a family-run independent training provider located in Newcastle-Under-Lyme. They started to teach apprentices in 2010 through subcontracted provision. In January 2018, they received their own publicly funded contract to teach apprentices. At the time of the inspection, they had 90 apprentices enrolled across 13 differing standards-based apprenticeships. They had 47 apprentices studying at level 2, 40 apprentices studying at level 3 and three apprentices studying at level 4. The highest numbers of enrolments were in level 2 hospitality team member with 14 apprentices and level 2 adult care worker with 11 apprentices. 28 to 30 June 2022

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

Apprentices enjoy working with experienced tutors. They continue to develop their English and mathematics well throughout their apprenticeship. They are mostly motivated to achieve their apprenticeship and their attendance at sessions is high. This results in most apprentices achieving well and gaining high grades.

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

Apprentices’ learning is too focused on the requirements of the qualification. Tutors do not consider apprentices’ wider learning needs or their past experiences. All apprentices follow a generic plan of learning. This plan is not tailored to help them progress at the rate they are capable of or to support them to meet their potential.

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

Apprentices do not benefit from studying topics such as mental and physical health or healthy relationships to help prepare them well for life. They have limited knowledge of British values and the ‘Prevent’ duty, which means they are less aware of local risks.

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

Apprentices develop the skills they need for the workplace. As their skills develop, they become more confident in their abilities. Employers value their apprentices’ contribution to their business.

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better?

Leaders work well with employers to understand their skills needs. They have worked with some employers for many years and developed good relationships. They meet regularly with local stakeholders such as Jobcentre Plus and use these discussions to understand the context of local needs. As a result of these conversations, they offer a flexible curriculum across a broad range of apprenticeship standards.

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better?

Tutors do not use information gathered at the start of the apprenticeship to plan apprentices’ learning effectively. For example, apprentices undertake assessments in English and mathematics. Tutors also complete a review of apprentices’ current knowledge and skills. However, tutors do not use this information to create a structured plan of learning that meets the individual needs of the apprentice. Most apprentices undertake a generalised learning plan that focuses too heavily on the qualification structure. It does not consider apprentices’ existing skills, nor does it quickly address immediate gaps in apprentices’ knowledge. As a result, apprentices can repeat learning, or miss opportunities to consolidate their learning in a timely manner.

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better?

Leaders do not plan the coordination of on- and off-the-job learning effectively. Tutors plan visits around the assessment requirements of the qualification. They do not link opportunities for apprentices to practise and embed new learning in the workplace. For example, tutors set targets based on the next assessment in the qualification. They do not take the time to focus on the learning taking place in- between visits. In some cases, apprentices plan their own learning based around set 28 to 30 June 2022

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targets. As a result, learning is too focused on the achievement of qualifications. It does not support apprentices to embed long-term knowledge and skills.

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Tutors work closely with employers to identify the initial learning needed for apprentices to become useful staff members quickly. They identify units within the qualification structure to help apprentices to learn basic knowledge and skills first. For example, hairdressing apprentices undertake learning in shampooing, health and safety and communications. They then move on to more complex technical skills such as colouring. As a result, apprentices become confident in their skills which develop in complexity over time.

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Tutors use assessment effectively to help apprentices embed skills and check their understanding. For example, during assessments, tutors provide detailed and developmental oral feedback. This helps apprentices become confident in their abilities and know what they need to do to improve. Tutors are experts in their field and appropriately qualified. They undergo regular professional development, and most are current practitioners.

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Tutors continue to develop apprentices’ English and mathematics well. For example, an apprentice practised calculating area and volume on an electrical planning project. Another apprentice improved their grammatical skills in report writing. This results in apprentices becoming more confident in their English and mathematics.

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Tutors have a good understanding of the requirements of standards-based apprenticeships. They support most apprentices well in preparation for end-point assessment. Consequently, apprentices achieve well on their first attempt. Most gain a high grade at their end-point assessment.

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Apprentices’ attendance at sessions is high. They demonstrate a positive attitude towards their learning and value the skills and experience of their tutors. They are enthusiastic and committed to doing their best in their apprenticeship. They see the value the apprenticeship offers to their work and put in the effort required to do well.

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Tutors support apprentices to develop confidence in their abilities. For example, apprentices in hairdressing carrying out a cut and colour received encouraging and effective feedback. In addition, apprentices in team leading reported gaining confidence to delegate to their line reports. This results in more confident apprentices who are better equipped for the workplace.

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Leaders and tutors talk about career opportunities and progression routes with apprentices. Many apprentices have a good understanding of what they want to do next. For example, level 3 team leading apprentices receive information and guidance on how to set up their own business. Level 3 lead care worker apprentices know they can progress on to study nursing. However, in level 2 hairdressing, guidance mostly relates to their future qualifications.

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Leaders and tutors do not routinely develop apprentices’ understanding of mental 28 to 30 June 2022

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and physical health or healthy relationships. During induction, apprentices do receive teaching on sexual harassment. However, tutors do not take the time to explore fully the wider subjects. This results in some apprentices not having the opportunity to understand these topics in greater depth, helping them better prepare for life.

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Some apprentices’ understanding of the ‘Prevent’ duty and British values is superficial. Apprentices undertake learning on these subjects during induction. At the 12-week reviews, tutors explore this further with questions. However, often, these questions require only a ‘yes’ or ‘no’ response. They do not challenge apprentices’ deeper understanding of these topics. This results in apprentices struggling to understand how this learning relates to themselves or their workplace.

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Leaders do not have a sufficiently accurate view of the quality of teaching. They use a variety of activities such as observations of coaching sessions. However, observation reports are overly descriptive. They focus too much on the actions of tutors. They place insufficient emphasis on teaching strategies or effective planning. As a result, some apprentices are making slower than expected progress.

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Leaders do not ensure that arrangements for governance are appropriately robust. Governors have a broad understanding of the provider’s business. However, leaders do not provide governors with sufficient information to help them to make informed decisions about the quality of the apprenticeship provision. Governors do not have enough knowledge of the education and training sector to enable them to provide appropriate challenge to leaders. Consequently, leaders do not focus on the most significant aspects of education that need improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding officer (DSO) and deputy DSO are appropriately qualified. Tutors and governors undertake relevant training in safeguarding and the ‘Prevent’ duty. The DSO has put in place a referral process for the tracking and monitoring of apprentices who raise a safeguarding concern. At the time of inspection, the provider had not had any safeguarding referrals.

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Safeguarding

Leaders ensure all staff undergo appropriate checks on recruitment. They maintain up-to-date, detailed records of all employees. All leaders have undergone training in safer recruitment.

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Safeguarding

Apprentices receive training in safeguarding and the ‘Prevent’ duty during induction. They receive a handbook that provides them with the contact details of the DSO and other relevant agencies. Tutors discuss safeguarding topics with apprentices at induction and during progress reviews. This covers aspects such as bullying in the workplace and cyberbullying. As a result, apprentices feel safe and know how to report any concerns they may have. 28 to 30 June 2022

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What does the provider need to do to improve?

 Leaders need to make sure that on- and off-the-job training are planned and coordinated effectively, ensuring that they provide and utilise opportunities for apprentices to practise their new knowledge and skills. This will help them to embed their learning into their long-term memory.  Leaders must make sure that tutors use the information gathered at the start of apprentices’ courses to create a learning plan that supports apprentices effectively to progress through their apprenticeship swiftly.  Leaders need to ensure that governors have sufficient knowledge of the further education sector to be able to provide challenge and hold leaders to account for improving the quality of learning.  Leaders must make sure quality assurance processes are rigorous enough to identify strengths and weaknesses within the quality of teaching and learning.  Leaders must make sure to deepen apprentices’ understanding of British values

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What does the provider need to do to improve?

and the ‘Prevent’ duty. This is to ensure apprentices can recognise how these topics impact their daily lives and their workplace.  Leaders need to ensure that tutors develop apprentices’ understanding of how to keep physically and mentally healthy and develop age-appropriate healthy relationships. 28 to 30 June 2022

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Provider details

Address Unit 2 Brindley Court Dalewood Road Newcastle-under-Lyme Staffordshire ST5 9QA

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Directors

Rebecca Miller, Andy Talbot and Annetta Talbot

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Directors

Provider type Independent training provider

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Directors

Date of previous inspection Not previously inspected 28 to 30 June 2022

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Information about this inspection

The inspection team was assisted by one of the directors, 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

Bev Ramsell, lead inspector Her Majesty’s Inspector Maggie Fobister Ofsted Inspector Helen Morgan Her Majesty’s Inspector Joanne Keatley Ofsted Inspector 28 to 30 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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