Endorphins Group Ltd

Endorphins Group Limited Monitoring visit report

p.1

Name of lead inspector: Ian Frear, His Majesty’s Inspector

p.1

Inspection dates: 11 and 12 January 2023

p.1

Type of provider: Independent learning provider

p.1

Address: Sedbergh Community Centre Huddersfield Road Bradford BD6 1DJ Monitoring visit: Endorphins Group Limited, 11 and 12 January 2023

p.1

Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Endorphins Group Limited is an independent learning provider located in Bradford. In September 2021, it started delivering employability programmes for adult learners at its centres in Rotherham, Doncaster and Barnsley, with funding from South Yorkshire Combined Authority.. At the time of this visit, there were seven learners on short, non-accredited employability and social support programmes for adults with a wide range of support needs to help them move into employment or education, or to integrate into their communities more effectively.

p.2

Reasonable progress

Leaders have designed a curriculum to meet the training needs of a wide range of learners, many of whom are from disadvantaged backgrounds. They work effectively with local partner agencies to identify disadvantaged and marginalised individuals who require specific support, training and intervention in their lives. Staff deliver training that aims to improve the confidence and resilience of learners and enable them to progress successfully towards their personal, academic and career goals.

p.2

Reasonable progress

Leaders support staff effectively to enhance their skills in topics relevant to their clients’ needs. Teaching staff have recently completed the level 2 certificate in initial advice and guidance so that they are better prepared to guide clients to the right course. Staff frequently complete other short courses, such as mental health awareness in young people. Where leaders do not have staff expertise, such as in delivering training to non-English speakers, they employ translators to provide support in training sessions.

p.2

Reasonable progress

Leaders ensure that staff accurately record and measure learners’ progress. Leaders hold detailed information on the retention, achievement and progression of learners. Most learners successfully complete their course, and a high proportion progress to positive destinations from their low starting points, including those with low literacy Monitoring visit: Endorphins Group Limited, 11 and 12 January 2023 levels, those in long-term unemployment, or other barriers to employment, such as a criminal conviction.

p.2

Reasonable progress

Leaders undertake a range of useful quality assurance activities. They carry out observations of lessons, sample learner files and conduct quarterly curriculum reviews. These activities help leaders to identify what actions they need to take to improve the quality of education. Where leaders identify a weakness in teaching practice, such as setting targets for learners, they provide additional coaching and training to help teachers improve.

p.3

Reasonable progress

Leaders often spend too much time auditing files and checking compliance against financial targets rather than planning to make improvements. For example, they record learners’ attendance but do not have any plans in place to improve attendance.

p.3

Reasonable progress

Teachers and recruiters use their skills and experience to establish learners’ starting points accurately. They use information from initial assessments and thorough interviews with learners to plan individualised learning programmes. For example, where learners need to gain more confidence or social skills, teachers focus sessions on mindfulness and techniques to mitigate anxiety or overcome the barriers that are impeding learners from progressing. Those learners aiming to secure employment learn and practise interview skills, develop skills in writing CVs and undertake effective job-search training.

p.3

Reasonable progress

Staff develop learners’ English skills well throughout the course. Teachers encourage learners who aim to find employment to use dictionaries to correct their work independently when they write CVs and apply for jobs. They mark learners’ written work accurately and highlight any errors in job applications. Learners work diligently to correct and improve their writing so that they have the best chance of securing employment when they submit their applications.

p.3

Reasonable progress

Staff successfully help learners to develop their personal, social and employability skills. Learners are encouraged to communicate their thoughts and feelings during lessons but understand that inappropriate opinions will be challenged. A high proportion of learners start the programme with poor communication skills but quickly develop these as a result of the high-quality teaching they receive. Most learners progress well into further training, employment or voluntary work.

p.3

Reasonable progress

Teachers monitor most learners’ progress well throughout the programme. They support learners to complete frequent self-reflections so that learners understand Monitoring visit: Endorphins Group Limited, 11 and 12 January 2023 how well they are progressing towards their goals. However, in a few instances, achievement targets for learners are too broad or difficult to measure, such as ‘improve confidence’. Consequently, it is sometimes unclear whether learners have achieved their intended goals.

p.3

Reasonable progress

Teachers do not have high enough expectations for learners to attend their sessions. They are too willing to authorise absence. Across too many cohorts, attendance is too low.

p.4

Reasonable progress

Staff are suitably trained in safeguarding. The designated safeguarding officer (DSO) is trained to level 3 in leading safeguarding, and the deputy DSO has previous experience of working with local authority safeguarding partners. Leaders provide staff with mandatory, accredited training in safeguarding, ‘Prevent’ duty and other topics, including data protection.

p.4

Reasonable progress

Staff refer safeguarding incidents appropriately. They escalate their concerns and disclosures swiftly to those responsible for safeguarding within the organisation. Vulnerable learners, such as those at risk of suicide, are referred appropriately to local service experts who are trained to deal with such instances.

p.4

Reasonable progress

Leaders ensure that staff deliver information to learners about safeguarding and ‘Prevent’ duty. They recap these topics at every session to reinforce learners’ knowledge and understanding of how to stay safe. However, teachers do not identify specific risks, such as sexual exploitation across county lines, that may be relevant to learners in their community. Therefore, learners’ knowledge and understanding of such risks is limited. Monitoring visit: Endorphins Group Limited, 11 and 12 January 2023 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

p.4

Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

p.5

Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Reasonable progress

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5