Eliesha Training Limited

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement 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

Eliesha Training Limited has provided training in leadership and management since September 2001. It began providing levy-funded apprenticeships in November 2017 to develop leadership skills within local councils and large national companies across England. At the time of this inspection, 211 apprentices were on standards-based apprenticeships. Of these, 94 apprentices are studying the team leader standard at level 3. There are 117 apprentices studying the operations or department management standard at level 5. Almost all apprentices are over the age of 25. 2 to 5 August 2022

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

In too many cases, apprentices are not prepared well enough to balance their work roles with studying for an apprenticeship. Staff do too little at the start of the programme to rigorously and repeatedly emphasise the commitment required to complete an apprenticeship. Too many apprentices either choose to leave their training altogether or are encouraged by staff to request breaks in learning. Too many who return to training following a break request additional breaks as they struggle to catch up.

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

Apprentices are not encouraged well enough to attend additional support sessions that skills coaches provide. Staff make apprentices aware that there are extra sessions built into the apprenticeship programme, should they need them, but do not insist that those who have fallen behind attend.

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

Apprentices who remain on programme develop the new knowledge, skills and professional behaviours that they need to perform effectively in their workplace. For example, apprentices on the level 5 operations or department manager programme apply their learning well when identifying changing trends in construction sales. They know when they need to act to increase product prices at the same time as maintaining competitiveness in their respective markets.

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

Apprentices enjoy and benefit from studying in small learning groups. They frequently speak with each other and share their ideas about conflict management and the strategies that they use when at work. Apprentices deepen their understanding of how to resolve problems, such as dealing with outspoken team members in meetings.

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

Apprentices produce assignments and written work of a high standard. They routinely use accurate citations and bibliographies within their assignments. Apprentices link well the theoretical knowledge that they learn in their training to the leadership practices they use at work and they are prepared well for their roles as leaders. Those who progress to end-point assessment are successful and a high proportion gain distinction grades in their final examinations.

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better?

Too many apprentices leave their programme early and do not complete their apprenticeship. Leaders are able to describe the sensible actions that they are taking to increase the number of apprentices who remain on their programme. They now hold frequent meetings with contract managers to ensure staff are challenged to provide better support for apprentices who fall behind or find the requirements of the programme challenging. It is too early to see the full impact of these actions.

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better?

Leaders do not have a clear enough oversight of the progress that apprentices are making. In too many instances, programme tutor coaches and managers do not know when apprentices are falling behind due to missing submission dates for their 2 to 5 August 2022

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work or because they are not completing off-the-job training hours during work time. Consequently, too many apprentices are making slower progress than they are capable of.

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Too few employers are involved directly in progress reviews, so they are not aware if their apprentices have fallen behind. Employers often submit general comments about apprentices’ performance at work, but they do not know when they need to intervene to support their apprentices with their off-the job training or to catch up with their work.

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Leaders do not scrutinise or evaluate the useful information that they collect about apprentices’ experience on programme and the frequent lesson observations they conduct to evaluate how well staff teach. They do not know the specific training that programme tutor coaches need to teach effectively, such as how to plan teaching that takes into account apprentices’ prior knowledge.

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Programme tutor coaches do not provide apprentices with enough helpful careers advice and guidance throughout their training. Too many apprentices are unaware of the future career or training opportunities available to them on completion of their apprenticeship. They are unaware that university or apprenticeship degree options are open to them as well as specialist training for leaders and managers that would enhance their knowledge and skills further. When apprentices do receive helpful careers advice and guidance this comes predominantly from their employers.

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Leaders have designed an apprenticeship curriculum to meet the need for improved leadership skills within predominantly large employers across the country. They work closely with employers and have established highly valued relationships with their clients. Apprentices benefit from working in these large and diverse organisations where they have long-term employment and career development opportunities such as progression to senior leadership or regional management roles.

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Managers sequence the curriculum well. Programme tutor coaches introduce increasingly complex and challenging learning for apprentices to deepen their knowledge. Apprentices learn how reflect on their strengths and weaknesses as managers before studying in more detail the GROW model of coaching that helps them, in turn, to coach and guide their own staff effectively.

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Staff support apprentices to develop their English and mathematical skills well. Apprentices are supported to use English in their day-to-day jobs such as taking accurate minutes in meetings and creating spreadsheets that they use when preparing presentations about the financial performance of their department at work.

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Apprentices benefit from useful and relevant feedback on their work. Programme tutor coaches address misunderstandings and identify gaps in apprentices’ knowledge. They offer apprentices suggestions about how to improve their work to gain a higher grade such as by including a wider range of management theories in their assignments and providing more examples of their application to the 2 to 5 August 2022

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workplace. A high proportion of apprentices act on these suggestions and take the opportunity to understand the theories of management in greater detail so they can be more effective at work.

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Leaders have recruited highly qualified and experienced staff with significant experience in a range of leadership positions. Many staff have owned their own business or operated at a senior level within large organisations. Most are qualified to at least degree level and frequently attend industry update training that is relevant to contemporary coaching and leadership and management principles. They use their knowledge to impart highly relevant information about team leading and management techniques to their apprentices that prepare them well for the world of work. Those apprentices who complete their apprenticeship continue successfully as leaders at work.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have taken effective steps to ensure that apprentices are kept safe. Those responsible for safeguarding are trained appropriately and have the experience that they need for their role. Leaders understand the risks that their apprentices may encounter, such as the potential for adults to be targeted through online social media scams. They raise apprentices’ awareness of these risks successfully.

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Safeguarding

Leaders have provided apprentices with helpful additional training to mitigate the pressures associated with lone working and isolation when working remotely. They recognised that significant changes to working practices means many apprentices no longer work in an office environment and in some instances may struggle with their work due to having limited physical contact with their teams.

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What does the provider need to do to improve?

 Ensure that apprentices receive high-quality, impartial careers advice and guidance that prepares them well for progression in line with their future aspirations.  Ensure that staff take effective action to support those apprentices making slow progress to catch up.  Ensure that leaders and staff help to develop apprentices’ resilience so that they are better prepared to study alongside working in demanding leadership roles.  Ensure that staff co-ordinate progress reviews effectively with employers so that they understand the progress that their apprentices are making and can swiftly intervene if they fall behind.  Reduce the proportion of apprentices with breaks in learning so that apprentices are able to make good progress towards achieving their qualification and their career aims. 2 to 5 August 2022

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Provider details

Address Newcastle House Albany Court Newcastle Business Park Newcastle upon Tyne NE4 7YB

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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 N/A 2 to 5 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 monitoring visit 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

Ian Frear, lead inspector Her Majesty’s Inspector Glenise Burrell Her Majesty’s Inspector Sarah Seaman Her Majesty’s Inspector Debra Forsythe-Conroy Ofsted Inspector 2 to 5 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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