Learnmore Network Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Provision for learners with high needs Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Learnmore Network Limited (Learnmore) is a training provider based in Fitzrovia, London. Learnmore offers management apprenticeship standards across England to adult apprentices. They teach apprentices using both face-to-face and online methods.

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Information about this provider

At the time of this inspection there were 179 apprentices studying level 3 team leader/supervisor, 113 studying level 5 operations/department manager, 39 studying level 4 facilities manager, 35 on level 3 hospitality supervisor and 42 working towards level 4 hospitality manager apprenticeship standards. An additional three apprentices were on a break in learning. 9 to 12 August 2022

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

Apprentices benefit from studying a thoughtfully planned curriculum that teaches them to become good leaders. Apprentices consolidate their existing skills and gain significant new knowledge. For example, apprentices studying hospitality management adapt their communication styles to strengthen staff relationships. They learn how to improve teamwork. They understand how this leads to increased revenue through food sales. As a result, apprentices apply their new knowledge to make improvements.

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

Apprentices are inspired to be successful on their programmes and at work. Most apprentices who achieve their programme gain high grades in their final assessments. Over half gain a promotion at work. Apprentices appreciate the supportive culture staff create. Apprentices value that staff respond to their queries promptly. Apprentices and teaching staff treat each other with consideration and respect.

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

Apprentices are enthusiastic about their training. They confidently contribute to professional group discussions and classroom activities. They value learning from their peers in group sessions.

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

Apprentices feel safe when in training and at work. Teaching staff prepare them to handle the many different situations they face in work as front-line managers in the rail industry, pubs and restaurants, and as facilities managers. Apprentices are clear on what to do if they need support with their welfare or mental health.

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better?

Leaders and managers have used their leadership expertise to design and implement specialist leadership programmes effectively. They work collaboratively with employers to develop the curriculum. Leaders include specific additional training at the request of employers. They ensure that they include employer- specific terminology in lessons. Employers also teach aspects of the curriculum.

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better?

Leaders ensure that apprentices learn highly relevant content in a logical order. For example, team leader apprentices first develop their understanding of themselves as leaders. They develop a personal development plan. They later move onto more complex topics such as strategy, culture, compliance and governance.

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better?

Leaders and managers have high ambitions for apprentices. They offer extra qualifications beyond the requirements of the apprenticeship. For example, a few level 5 operations/departmental manager apprentices study and gain additional nationally recognised management qualifications. As a result, apprentices deepen their knowledge about leadership and management and improve their career prospects. 9 to 12 August 2022

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Workplace coaches check what apprentices know and can do at the start of their course. Teaching staff use this information effectively to tailor what they teach apprentices. They adapt apprentices’ learning plans frequently to ensure apprentices learn new knowledge and skills. Coaches ensure that apprentices are aware of the course requirements and assessments.

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Trainers and coaches have relevant industry expertise to teach the nuances of the industries in which apprentices work. Leaders and managers promote a positive culture of professional development across the organisation. For example, some coaches study level 7 management qualifications to further enhance their knowledge. As a result, apprentices benefit from curriculum content that is current and that they can apply directly at work.

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Trainers and coaches give apprentices clear explanations when teaching new topics. They use assessment strategies effectively to check that apprentices remember key concepts. Workplace coaches and trainers use assessment to identify and fill any gaps in apprentices’ knowledge. They provide helpful feedback on apprentices’ written work that indicates what they have done well and how to improve. As a result, apprentices improve their work over time.

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Teaching staff ensure that apprentices develop the English and mathematics skills they need. They teach apprentices key industry terminology such as in employment law. Trainers develop apprentices’ mathematics skills, for example, through the study of profit and loss accounts in a restaurant. As a result, apprentices gain the necessary understanding of business contexts to flourish in their roles.

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Staff at Learnmore do not ensure that apprentices’ individual line managers are informed enough about apprentices’ progress. On too many occasions, they hold discussions with higher level managers who do not work directly with apprentices or plan apprentices’ workloads. As a result, apprentices do not always have opportunities to apply their learning in the workplace.

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The proportion of apprentices who achieve their programmes is low. The hospitality and facilities companies that apprentices work for have been significantly affected by job losses during the pandemic. Several apprentices were unable to complete their programmes. Leaders and managers are taking appropriate actions to improve apprentices’ achievement back to their pre-pandemic levels.

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Leaders and those responsible for governance focus on improving the quality of training. They review and analyse information effectively to identify areas for improvement. For example, leaders took substantial action to improve the mathematics curriculum to meet apprentices’ needs. As a result, more apprentices gain skills and achieve their mathematics functional skills qualifications at their first attempt.

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Leaders did not set clear enough expectations at the start of the programme for the early cohorts of level 4 facilities management apprentices. Too many apprentices have not completed their programme in the expected timeframe. Leaders have since 9 to 12 August 2022

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made several appropriate changes to the programme. Apprentices who have started their programme more recently are clear about expectations and are making positive progress.

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Staff do not inform apprentices enough about the range of career opportunities or further study available to them on completion of their programme. Leaders do not provide enough opportunities for apprentices to develop their interests and talents outside of their vocational training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders promote safeguarding across the organisation. They have clear safeguarding and ‘Prevent’ policies in place. Trained designated safeguarding leads respond in a timely manner to apprentices who have any concerns. They offer helpful guidance and support.

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Safeguarding

Leaders check that staff are safe to work with apprentices. Staff complete appropriate training. Staff teach apprentices about the risks of sexual harassment in the workplace. Apprentices know what they should do if they or others experience harassment at work.

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Safeguarding

Leaders include ‘hot topics’ in the curriculum, including the risks of extremism and radicalisation, and promoting British values. However, a few apprentices do not understand the dangers of extremism or the importance of British values.

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Safeguarding

Apprentices know how to report any safeguarding concerns and as a result, feel safe.

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What does the provider need to do to improve?

 Leaders must ensure that line managers participate in reviews of apprentices’ progress to ensure that apprentices have the opportunity to practise and apply what they have learned.  Leaders must ensure that apprentices and employers are aware of what is expected of them at the start of their programme and have the support in place to achieve all aspects of the programme, including substantial qualifications.  Leaders should ensure that apprentices receive comprehensive and impartial careers information, advice and guidance.  Leaders should enhance their offer of opportunities for apprentices to explore their interests and talents beyond the vocational curriculum. 9 to 12 August 2022

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Provider details

Address 85 Tottenham Court Road LONDON W1T 4TQ

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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 9 to 12 August 2022

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Information about this inspection

The inspection team was assisted by the managing 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

Rebecca Jennings, lead inspector Her Majesty’s Inspector Paul Manning Ofsted Inspector David Baber Ofsted Inspector Maggie Fobister Ofsted Inspector Jon Bowman Her Majesty’s Inspector Andrea McMahon Her Majesty’s Inspector 9 to 12 August 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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