Equestrian Training Limited

Further education and skills inspection report

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Inspection of Equestrian Training Limited

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Inspection dates: 14 to 16 February 2023

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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 Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Equestrian Training Limited (ETL) became an approved training provider of levy- funded apprenticeship programmes in 2018. It began recruiting apprentices in May 2018. There are currently three apprentices enrolled to the level 2 equine groom and three apprentices enrolled to the level 3 senior equine groom apprenticeship standards. At the time of the inspection, apprentices were based in equine centres in Cumbria, Lancashire and Tyne and Wear.

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Information about this provider

ETL provides a range of specialist courses to the equine industry in Cumbria, Lancashire and Northumberland as a subcontractor. 14 to 16 February 2023

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

Relationships between apprentices, staff and employers reflect a positive and respectful culture where apprentices flourish. Through their apprenticeships, apprentices master the knowledge, skills and behaviours that they need to be successful in the equine industry. They grow in confidence, resilience and self-belief. Apprentices state that their apprenticeship experiences change their lives for the better.

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

Apprentices demonstrate positive working relationships with each other. Level 3 senior equine groom apprentices often mentor level 2 apprentices and use their own experiences to support newer colleagues through their learning and development. Apprentices work together respectfully to complete work such as sharing the responsibility of returning tack to the correct place in the tack room.

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

Apprentices follow the required regulations for personal protective equipment closely. They carry out detailed risk assessments for the activities they take part in. Level 3 senior equine groom apprentices complete risk assessments before they provide riding lessons for young children. Apprentices understand extremist views in relation to the equine industry, such as activists who are opposed to hunting or show jumping. However, they are not always aware of the local risks in the locations that they work.

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

Most apprentices develop a broader understanding of the equine industry beyond their current job roles. Apprentices who are based in riding schools visit other approved equine centres. They learn about different career pathways in the equine industry, such as breeding and competition work. A few gain experience in schooling untrained horses.

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better?

Leaders and managers have a clear rationale for the curriculum. They recognise that there are very few equestrian training centres in the local area. This results in a lack of training opportunities for those who want to gain the high-quality knowledge and skills that they need to work successfully in the equine industry. While leaders acknowledge that most apprentices have some prior experience of working with horses and ponies as volunteers, they often need to retrain them to meet the professional standards and high expectations of the industry.

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better?

Training advisers have expert knowledge in the subjects that they teach. They use this expertise to plan the curriculum logically to build on apprentices’ individual starting points and job roles. Apprentices start their training by learning about safe working practices and yard and stable duties before moving on to more complex topics such as the anatomy and physiology of horses and ponies. Training advisers consider the time of year and plan into the curriculum appropriate seasonal activities, such as clipping during the colder months. Apprentices become competent swiftly in a range of skills required to ensure the safety and welfare of 14 to 16 February 2023

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horses and ponies. For example, they understand the use of different saddles, bridles and bits for different equestrian sports, such as show jumping and dressage.

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Apprentices apply their theoretical knowledge effectively at work. Level 3 senior equine groom apprentices utilise their understanding of the anatomical structure of a horse’s leg to help to create comprehensive rehabilitation plans when horses need to recover from an injury. Level 2 equine groom apprentices develop a good understanding of the law relating to the equine industry, such as compliance with the requirements of the Department for Environment, Food and Rural Affairs in relation to horse and pony welfare, horse passports and transportation.

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Training advisers and employers work closely together to develop curriculums that meet employers’ business needs. They create tailored learning pathways to develop the knowledge, skills and behaviours required for working in a riding school or in a breeding centre. Employers provide the relevant opportunities for apprentices to meet the needs of their pathway. For example, they provide apprentices with a wide range of horses and ponies to ensure that apprentices develop their skills in different levels of schooling, exercise and riding. Apprentices who complete their apprenticeships gain promotion or are given increased responsibilities such as yard management.

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Training advisers support apprentices with additional learning needs to achieve as successfully as their peers. Apprentices with learning difficulties such as dyslexia improve their writing skills over time. Training advisers make appropriate arrangements in apprentices’ final assessments to ensure that they are not disadvantaged, such as by providing a reader, scribe and/or extra time.

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In most instances, training advisers and employers help apprentices to understand the career opportunities that their apprenticeship can lead to in the equine industry. Employers refer apprentices to their contacts at other equestrian centres to help them to broaden their understanding of the career opportunities available to them. The majority of apprentices progress on to higher levels of training and/or continue their learning through British Horse Society coaching qualifications. However, leaders recognise that they need to better structure the careers information, advice and guidance that apprentices receive.

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Leaders and managers have a good oversight of the quality of education. They hold monthly quality meetings to monitor the progress of apprentices and to identify the strengths and areas for improvement in the curriculum. Leaders use the outcomes of lesson observations to identify staff development needs. They set appropriate actions and targets that help staff to develop and improve their teaching and training practices. Leaders create training and development plans for staff to ensure that they keep their vocational expertise up to date.

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Leaders and governors use their links with local learning and enterprise partnerships effectively in order to understand the regional needs of employers. They intend to increase the number of apprenticeships they offer to meet the skills gaps in the equine industry. Leaders plan to adapt their curriculum to better meet 14 to 16 February 2023

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employers’ and apprentices’ needs. For example, they want to create more opportunities for apprentices to learn together instead of having a dependence on individual online training sessions.

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Governors are effective in their roles. They have a broad range of experience in the equine and land-based sectors. Governors utilise this experience to help to determine the strategic direction of the organisation. They are fully aware of the strengths and weaknesses of the apprenticeship provision. They ensure that leaders meet statutory obligations in relation to safeguarding, health and safety, and the equality of opportunity. However, governors have not yet set sufficiently challenging targets for leaders to further improve the quality of the apprenticeship provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders prioritise safeguarding and health and safety in all that they do. Apprentices feel safe and follow safe practices at work. They understand and respond quickly to the sometimes unpredictability of working safely with horses and ponies. Apprentices know who to contact if they have any safeguarding concerns. They discuss issues such as sexual harassment and consent during reviews with their training advisers.

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Safeguarding

The designated safeguarding leads (DSLs) are suitably qualified and experienced in safeguarding practice. DSLs report and follow up safeguarding referrals quickly and thoroughly.

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Safeguarding

Leaders ensure that all staff receive appropriate training in safeguarding and the ‘Prevent’ duty. They ensure that employers are fully aware of their duties and responsibilities in keeping their apprentices safe.

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Safeguarding

Leaders carry out appropriate checks when recruiting new staff.

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What does the provider need to do to improve?

 Leaders and managers should record and monitor their actions for improvements to the quality of education carefully to ensure that, as the organisation grows, they maintain an effective oversight of the quality of education across the apprenticeship provision.  Governors should ensure that they set appropriate and challenging targets to help leaders to improve further the quality of the apprenticeship provision.  Leaders and managers should ensure that they provide structured careers information, advice and guidance for all apprentices to enable them to make fully informed decisions about their futures.  Leaders and managers should ensure that apprentices are fully aware of the general risks relating to radicalisation and extremism in the areas that they work. 14 to 16 February 2023

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Provider details

Address Bell House Ainstable Carlisle CA4 9RE

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Provider details

Website https://equestriantrainingltd.co.uk

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Provider details

Principal, CEO or equivalent Amy Hodgson

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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 14 to 16 February 2023

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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 apprentices’ work, seeking the views of apprentices, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Suzanne Wainwright, lead inspector His Majesty’s Inspector Kelly Perkin His Majesty’s Inspector 14 to 16 February 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for apprentices 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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