FLM Training Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Adult learning programmes Requires improvement Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

FLM Training Limited (FLM) is based in Wigan, Greater Manchester. It offers programmes funded through advanced adult learner loans and apprenticeships in fitness, leisure and management for leisure trusts and councils across the North West of England. At the time of the inspection, there were 176 adult learners. The vast majority were on the level 3 diploma in gym instructing and personal training, with fewer learners on level 3 diplomas in sports massage therapy and exercise referral. There were 26 apprentices: 15 on the level 2 leisure team member standard and 11 on the level 3 leisure duty manager standard. 20 to 23 June 2023

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

Most adult learners and apprentices enjoy their learning and are enthusiastic and motivated to succeed. They value highly the support that they receive from their tutors, and this supports them to make progress. Learners and apprentices display high levels of respect for their peers, tutors and clients. Many demonstrate a passion and aptitude for their work in the leisure and fitness sector.

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

Managers provide adult learners with different ways to learn to ensure that training is accessible and inclusive. They make lessons available online, face-to-face or via a blended model to meet individual learners’ needs. However, managers do not provide learners with enough teaching, and the curriculum content cannot be covered in sufficient depth on courses of such short duration. Learners must undertake substantial self-directed study to cover the course content. Around a third of adult learners leave the course before they complete it.

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

Apprentices speak highly of their training. They benefit from the industry expertise of their tutors who support them to develop new knowledge, skills and behaviours swiftly. They also develop their confidence because of their training. They participate in local career events in which they promote their leisure centre to pupils from local schools. Apprentices improve their communication skills and confidently speak to clients.

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

Learners and apprentices feel safe. Most know who to contact if they have any safeguarding concerns. Learners find FLM’s culture to be welcoming, as staff care about their welfare and how they are progressing. Apprentices receive training in relation to a variety of topics, such as healthy relationships, sexual harassment and bullying.

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

Tutors revisit these topics throughout the programme. Adult learners do not have a secure understanding of the dangers of radicalisation and extremism.

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better?

Leaders have a sound rationale for their adult learning provision. This allows them to meet the needs of local and regional employers in sport and leisure. Leaders know that the sector is growing considerably and has many vacancies projected in the next four years. However, the design of the adult learning curriculum is not sufficiently ambitious. Learners do not receive sufficient teaching to cover the course content.

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better?

Leaders have made the strategic decision to specialise in providing apprenticeships in the leisure sector. Tutors sequence the curriculum well and in a logical order. Apprentices begin by learning about the responsibilities for opening and closing a leisure centre so that they are confident carrying out this task independently. Apprentices then move on to learning the difference between formal and informal communication so that they can write emails to managers and customers. 20 to 23 June 2023

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Apprentices quickly make a valuable contribution to their workplaces.

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Tutors have expert knowledge of the subjects that they teach and possess recent industrial experience. As a result, learners are introduced to training approaches used in industry and tutors provide examples to contextualise theory. For example, sports massage tutors describe the importance of modesty and being considerate when they ensure clients are comfortable when removing clothing.

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Tutors plan on- and off-the-job training effectively. Most employers are aware of what their apprentices are learning and what skills they need to practise. For example, leisure team member apprentices who need to improve their swimming techniques are given additional support from their employer to enable them to complete this part of the apprenticeship.

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Tutors provide developmental feedback on apprentices’ and adult learners’ written assignments. Learners on the diploma in gym instructing and personal training receive feedback on exercise selection and how to target specific muscle groups based on a client’s personal goals. However, a few adult learners do not always act on the feedback they receive and consequently continue to make the same errors in their assignments. Tutors’ feedback on learners’ practical work is less effective. Learners do not get enough opportunities to refine their techniques under guidance. For example, when learners are directed to practise massages outside of their lessons, there is no opportunity for the tutor to review or correct learners’ technique.

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Tutors prepare apprentices well for their final assessments. Apprentices complete a mini project and presentation to develop their skills. The majority of apprentices are on target to achieve their apprenticeships on time. Too many adult learners have fallen behind in their learning and a significant proportion have left their course before completing it. Leaders find it difficult to ascertain why learners leave their courses early.

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Tutors support apprentices with additional learning needs well. They use the initial assessment at the start of the course to establish starting points and ensure that all apprentices are using the appropriate software and coloured paper. As a result, apprentices make progress in line with their peers. However, adult learners who have additional learning needs are more likely to leave their courses before they complete it.

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Leaders have high expectations for attendance on most courses. Attendance for apprentices and face-to-face adult courses is high. However, on online and blended learning courses leaders and tutors do not monitor attendance closely enough.

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Adult learners develop their knowledge of equality and diversity and can consider its importance in the context of leisure centres and gyms. On the diploma in gym instructing and personal training, tutors discuss how clients’ training and nutrition routines may be impacted when they are fasting during Ramadan. 20 to 23 June 2023

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Learners and apprentices understand how to keep themselves fit and healthy. Adult learners study the principles of fitness and nutrition and health and lifestyle issues.

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Apprentices can identify the fundamental British values and give examples of how these apply to their roles. Adult learners do not have a comprehensive understanding of fundamental British values and how these apply to their personal lives or at work. It is unclear from tutors’ curriculum plans how learners are supported to develop their knowledge of fundamental British values and the dangers of radicalisation and extremism. On some shorter courses, tutors do not revisit these topics after the first day of the course.

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Learners and apprentices discuss their career choices during their initial meeting with FLM staff and these are revisited during progress reviews. Adult learners complete additional modules on FLM’s learning platform. This includes topics on business planning, sales and marketing, pre- and post-natal nutrition and sleep cycles. Learners therefore develop additional new knowledge and skills to prepare them for working in the fitness industry.

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Leaders ensure that all tutors have a teaching qualification and are working towards a higher-level teaching qualification or specialist qualification in English and/or mathematics. Managers provide monthly standardisation meetings and continuous professional development events that focus on the craft of teaching and allow tutors to share effective practice.

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Managers review the quality of training via ‘deep dives’ that include lesson observations, reviews of learners’ work and discussions with learners, apprentices and their mentors. The resulting reports do not focus sufficiently on the quality of education that learners and apprentices receive and their progress through the curriculum. Consequently, managers have not identified some of the key weaknesses found in adult learning provision during the inspection.

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Governors bring considerable experience of education and the leisure sector to their roles. They have supported managers to improve the quality of education that apprentices receive. Although governors challenge leaders about the retention of adult learners, this remains far too low.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have in place a designated safeguarding lead (DSL) and deputy DSL. Both have received appropriate training in safeguarding and safe recruitment. Leaders use comprehensive safe recruitment procedures to make sure staff are suited to work with their learners.

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Safeguarding

Leaders have in place a comprehensive suite of procedures to help them safeguard learners. The DSL meets with all new staff to train them in safeguarding. All staff 20 to 23 June 2023

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complete a level 2 mental health awareness course and use appropriate resources to place safeguarding issues in the context of the leisure industry.

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Tutors discuss learners’ and apprentices’ welfare during their progress reviews. Managers check that learners feel safe as part of their quality assurance activities. Managers keep a detailed log of reported incidents and the actions they have taken.

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What does the provider need to do to improve?

 Leaders should ensure that the adult learning programmes include sufficient teaching, so that learners have enough time to develop, in depth, the substantial knowledge, skills and behaviour that they need.  Tutors should provide more effective feedback to learners on their practical skills development so that learners can refine their techniques under their tutors’ guidance.  Leaders and tutors should work closely with all employers to ensure that they are fully aware of what their apprentices are learning and the skills they need to practise in the workplace.  Leaders and tutors need to monitor more closely adult learners’ attendance and take swift action if learners do not attend regularly.  Leaders and tutors need to ensure that adult learners are aware of the dangers of radicalisation and extremism and the importance of fundamental British values, particularly in the context of the leisure sector.

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What does the provider need to do to improve?

 Leaders and governors should ensure that their quality assurance arrangements pay sufficient attention to the content of the curriculum and learners’ and apprentices’ progress over time. 20 to 23 June 2023

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Provider details

Address Suite 101, Atlas House Caxton Close WIGAN WN3 6XU

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Provider details

Principal, CEO or equivalent Gary Wiswell, Director

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 9–14 June 2021

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Provider details

Main subcontractors N/A 20 to 23 June 2023

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Information about this inspection

The inspection team was assisted by the director of quality, 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

Helen Whelan, lead inspector His Majesty’s Inspector Liz Greenhalgh Ofsted Inspector Amanda Mackinnon Ofsted Inspector Zoe Ibbotson Ofsted Inspector Alison Humphreys His Majesty’s Inspector 20 to 23 June 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 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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