Enterkey 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 Requires improvement Leadership and management Requires improvement Adult learning programmes Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Enterkey Training Limited (Enterkey) is a private training provider based in Birmingham, West Midlands. Enterkey offers training courses to adult learners, all of whom are funded by the West Midlands Combined Authority. At the time of the inspection, there were 206 learners enrolled on these courses. Of these, 104 were on functional skills English and mathematics qualifications and 46 on English for speakers of other languages (ESOL) courses. In addition, there were 56 learners studying a variety of vocational courses to develop awareness of mental health and well-being. The provider works with one subcontractor. 11 to 14 July 2023

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

Learners gain communication skills successfully and can express themselves, share their opinions and contribute to group discussions effectively. They develop the confidence to apply their learning in their everyday lives. For example, learners on functional skills English feel able to support their children with homework tasks because of their studies.

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

Learners study in supportive, inclusive, calm and well-ordered environments. Learners feel valued, respected, and enjoy their learning sessions. Through their studies, learners feel positive about their futures.

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

Learners who attend courses that are taught face to face develop a clear understanding of fundamental British values and can apply this understanding successfully. For example, learners on ESOL courses discuss topics such as the rule of law as it relates to the need to have insurance, tax and a driving licence to drive legally. However, learners on remote courses do not develop a sufficient understanding of life in modern Britain through their studies.

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

Learners who attend courses that are taught face to face are supported well to stay mentally and physically healthy. They develop an understanding of healthy eating, exercise and mental well-being. For example, learners on ESOL courses participate in yoga exercises to help them to understand ways to cope with stress-related conditions. However, learners on remote courses do not benefit from the same learning opportunities.

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

Learners’ attendance and punctuality is high, and instances of absence are rare. Tutors take sensible actions to maximise learners’ attendance. For example, learners studying functional skills mathematics often attend additional lessons on a Saturday morning due to existing work commitments.

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

Learners feel safe. They know who to contact if they feel unsafe and are confident that any issues or concerns will be resolved quickly. Learners follow practices to keep themselves safe. For example, they sign in and out of learning premises and always wear their lanyards.

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better?

Leaders and managers provide curriculums with a sharp focus on the needs of the communities they serve. They provide courses that support some of the most hard- to-reach adults in developing their employability and life skills. Nearly all courses serve to support these adults to develop new and worthwhile knowledge, skills and behaviours.

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better?

In most cases, learners follow well-sequenced curriculums. The curriculums support them to deepen their understanding over time. However, in courses taught by 11 to 14 July 2023

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subcontractors, such as the level 3 health and social care, the curriculum has not been planned, sequenced or taught effectively. This curriculum does not provide learners with sufficient opportunities to successfully develop and retain significant new knowledge, skills and behaviours over time.

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Tutors are well qualified in the areas they teach. Tutors on face-to-face courses share their knowledge and experience well with learners. In most cases, learners use the knowledge they gain from tutors to build on prior understanding effectively. For example, ESOL learners learn to analyse text before progressing on to identifying adjectives and irregular adjectives confidently.

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Too few tutors assess learners’ starting points effectively. In some instances, tutors have a clear understanding of the knowledge learners possess at the start of their studies. However, in too many cases, the results of these assessments, particularly in remote functional skills courses, are not used well enough to inform future planning of the taught curriculum. The learning that learners undertake is not sufficiently targeted to ensure that gaps in their understanding are closed quickly. Learners in these cases do not always make the progress of which they are capable.

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Tutors frequently monitor the progress that learners make on their courses. Tutors meet with learners to undertake monthly progress review meetings, in which learner progress is established well in most cases. Learners who fall behind or are not making sufficient progress through their studies are supported by tutors to catch up successfully.

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Tutors ensure that face-to-face teaching is effective in most cases. They incorporate a wide range of teaching, learning and assessment approaches in lessons. These approaches serve to extend learners’ command of English successfully. For example, ESOL tutors identify where there are deficits in learners’ understanding of terminology and readily correct this to ensure high levels of grammatical accuracy.

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In most cases, tutors provide frequent oral and written feedback to learners. As a result, learners are clear on where they are doing well and how they need to improve their work. Nearly all learners produce work in response to feedback, which demonstrates improvement. However, in a minority of cases, particularly in subcontracted learning, learners do not receive feedback on their work quickly enough, which does not ensure that they can make improvements to their work in a timely fashion.

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In face-to-face classroom learning, tutors use skilful questioning to check learners’ understanding. For example, in level 1 health and wellbeing courses, tutors elicit responses from learners about how to manage stress and to deepen their understanding about the physical impacts of stress, such as obesity, insomnia, and increased blood pressure. However, during remote sessions, tutors do not always take clear actions to establish learner understanding. In these cases, learners make slower progress as they move through their studies. 11 to 14 July 2023

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Leaders and tutors do not ensure that enough learners benefit from worthwhile careers advice that supports them to achieve aspirational job roles. A small minority of learners make use of the provider’s jobs board and jobs club. However, too many learners are unsure of the actions they need to take to reach their next steps.

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Tutors support employed learners to gain additional skills effectively. Learners can apply these skills in practice confidently. For example, health and wellbeing learners can recognise the signs of stress and mental ill health in themselves and others. As a result, they can support others by offering tools and strategies to manage their stress or mental health concerns.

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A high number of learners complete their qualifications successfully. As a result, a high number move on to study additional or higher-level courses. However, leaders acknowledge that too few learners progress into employment when they complete their studies.

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Leaders do not ensure that all curriculum areas are thoroughly quality assured in advance of being taught. Leaders do not work with subcontracting partners well enough to ensure that all taught courses offer challenge to learners sufficiently well. In too many cases, learners on subcontracted courses are not supported effectively to achieve their very best.

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Leaders have recently established suitable arrangements for external scrutiny and challenge regarding their performance. Leaders now take greater steps to identify their strengths and areas for improvement. However, current self-assessment processes are not effective in identifying areas of development well enough.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders create a culture in which safeguarding is prioritised. The designated safeguarding lead and deputy are suitably qualified and experienced to carry out their roles.

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Safeguarding

Leaders have a clear approach to safer recruitment and have put in place appropriate procedures to onboard new staff safely. Leaders ensure that subcontracting partners adhere to these procedures diligently.

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Safeguarding

Leaders and managers ensure that staff are trained on safeguarding topics such as the risks of radicalisation and identifying and supporting those susceptible to domestic violence.

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What does the provider need to do to improve?

 Leaders and managers should ensure that a greater number of learners make successful progression into employment because of their studies. 11 to 14 July 2023

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 Leaders should thoroughly quality assure the curriculums offered by their subcontracting partner in advance of being taught to ensure they meet the needs of learners.  Leaders should ensure that the quality of teaching remotely taught learners receive is strengthened rapidly so that they can make the progress they are capable of and can apply their learning fluently.  Leaders should ensure that all learners benefit from high-quality careers advice and guidance, which supports them to make informed decisions about their futures and helps them to acquire aspirational job roles.  Tutors should ensure that all courses successfully serve to build learners’ personal development skills beyond their qualifications, ensuring they develop their interests and are fully able to contribute to life in modern Britain.  Leaders should ensure that self-assessment processes highlight sufficiently well the areas of improvement across all taught curriculums so that improvements can be

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Provider details

Address 337-339 Coventry Road Small Heath Birmingham B10 0SN

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Provider details

Principal, CEO or equivalent Mumtaz Ahmed

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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 GHC Training 11 to 14 July 2023

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Information about this inspection

The inspection team was assisted by the head 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

Mark Parton, lead inspector His Majesty’s Inspector Stuart Collett His Majesty’s Inspector Ravinder Jhite Ofsted Inspector Rebecca Gater Ofsted Inspector Karen Tucker Ofsted Inspector Kirstie Kohling Ofsted Inspector 11 to 14 July 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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