Mighty Oak Training Ltd

Overall effectiveness Good

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

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Information about this provider

Julie Maycock (trading as Mighty Oak Training) is a training provider based in Oxford- shire. Julie Maycock became an apprenticeship provider in January 2019 and began teaching apprentices in September 2019. At the time of the visit, 19 apprentices were on the standards-based revenues and welfare benefits practitioner apprenticeship at level 4. Julie Maycock is one of only two providers offering this programme to appren- tices nationally. Apprentices work for local authorities, charities and housing associations across the country.

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Information about this provider

Staff provide training primarily through live video conferencing software, although trainers do also visit the apprentices at their workplaces.

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Information about this provider

Julie Maycock works with Twenty Twenty Learning as a sub-contractor to provide training in functional skills English and mathematics for those apprentices who need these qualifications. 5 to 7 July 2022

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

Apprentices benefit from a calm and supportive learning environment. They value working in small groups, which helps them to build relationships, support each other and learn from one another.

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

Apprentices are highly motivated. Trainers help them to understand how each part of the programme builds their skills and knowledge to prepare them for their end point assessments. Apprentices value their training. They speak positively about ongoing opportunities to consolidate their knowledge and skills in the workplace. For example, employers help apprentices to develop their knowledge and skills practically with the systems and processes they use. Consequently, apprentices secure specific knowledge and skills prior to moving on to the next subject.

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

Apprentices grow in confidence in their job roles as they become much more aware of their employer’s and customer’s needs. For example, employers value apprentices’ ability to challenge decisions because of their increased knowledge of the relevant legislation behind them. Most employers have noticed improvements in apprentices’ customer service skills and confidence in dealing with more challenging situations.

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

Most apprentices benefit from discussions with their employers about possible next steps at work. However, they do not benefit from activities to prepare for their next steps or impartial careers information, advice and guidance.

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

Apprentices understand well how to keep themselves those around them safe and when and who to report to should they have any concerns.

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better?

Leaders and trainers have a wealth of experience of working in the specialist area of revenue and benefits. They have used this experience to participate in the development of the apprenticeship standard, so that it meets the needs of local authorities and other providers, such as charities. Trainers plan the order of topics effectively, so that apprentices rapidly build their knowledge, skills, and behaviours over time. As a result, apprentices can combine earlier learning with current topics to gain and retain knowledge more quickly. For example, apprentices use their early learning about the background of benefits and council tax support to help them more quickly learn how to set these benefits up using the electronic systems at work.

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better?

Leaders are ambitious for apprentices, including those with any additional needs, to achieve the highest possible grade. Trainers use the distinction criteria to mark assessment activities and provide feedback, which apprentices find useful to improve their work to a high standard. As a result, most apprentices achieve a distinction in their end point assessment. 5 to 7 July 2022

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Trainers use a wide range of methods and resources successfully to teach topics to apprentices, which include classroom activities, self-led learning, useful workbooks, and a broad range of assessment activities. For example, trainers use a range of useful scenario-based activities, which help apprentices to consider the action they would take in different situations. They support apprentices to effectively help their clients, who have very different circumstances, to access the benefits or support they are eligible for.

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Staff and employers work extremely well together to make sure that each apprentice has an individualised training plan to ensure the on- and off-the-job training is well aligned. Trainers and employers regularly review and adapt training plans to respond to apprentices’ training needs and the requirements of the business.

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Leaders have improved their oversight of the sub-contractor who delivers functional skills qualifications on their behalf. They have formal monthly meetings to track the progress of apprentices and take appropriate action to challenge the very detailed reports provided. As a result, most apprentices who study functional skills pass their qualifications in a timely manner.

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Leaders have engaged a critical friend, who is suitably qualified and experienced in providing apprenticeship programmes to provide oversight, scrutiny, and support of the provision. Leaders have benefited from useful initial advice that has ensured swift improvements to the quality of training. However, the arrangement is still in its infancy and, therefore, it is too early to see the long term impact on the quality of apprenticeships.

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Leaders recognise that the personal development curriculum requires improvement. Very few apprentices currently benefit from the new initiative to embed learning to help them stay mentally healthy and prepare them for life in modern Britain. Leaders have appropriate plans in place to rapidly develop this curriculum for all apprentices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have appointed a designated safeguarding lead (DSL), who is suitably experienced and trained. The DSL and staff update their training annually or when there are changes to guidance. Consequently, they know how to ensure that apprentices are safe while in learning and at work.

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Safeguarding

The DSL and trainers follow sensible and clear policies and processes. They keep detailed records of safeguarding concerns and monitor these closely. They identify, monitor and intervene when a safeguarding concern occurs to make sure it is resolved quickly.

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Safeguarding

The DSL uses effective partnerships with external safeguarding groups to stay informed of local and regional risks. They know who and how to refer any concerns 5 to 7 July 2022

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of safety or risks of radicalisation, so that they are able to keep their apprentices safe.

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What does the provider need to do to improve?

 Leaders must rapidly develop the personal development curriculum to ensure that all apprentices have opportunities to develop their knowledge, skills and behaviours beyond the content of the apprenticeship standard.  Leaders must quickly ensure that all apprentices benefit from an appropriate and useful careers information, advice and guidance curriculum to prepare them for their next steps.  Leaders should develop their arrangements for oversight and scrutiny of the provision to ensure that they continue to put the learner first and comply with all statutory requirements. 5 to 7 July 2022

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Provider details

Address 4 Parkside North Leigh WITNEY Oxfordshire OX29 6SG

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Twenty Twenty Learning 5 to 7 July 2022

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Information about this inspection

[Edit as required] The inspection team was assisted by the [role], 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

Emma Leavey, lead inspector Her Majesty's Inspector David Towsey Her Majesty's Inspector 5 to 7 July 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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