Learning and Development Bureau Ltd

Learning and Development Bureau Ltd Report following a monitoring visit to a ‘requires improvement’ provider

p.1

Name of lead inspector: David Towsey, His Majesty's Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Suite 15 105 Hopewell Business Centre Hopewell Drive Chatham ME5 7DX Monitoring visit: Learning and Development Bureau Ltd, 25 and 26 July 2023

p.1

Context and focus of visit

Learning and Development Bureau Ltd (LDB) was inspected in June 2022. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

p.2

Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in addressing the main areas for improvement identified at the previous inspection.

p.2

Context and focus of visit

LDB is an independent learning provider based in Kent. At the time of the monitoring visit, LDB had 100 standards-based apprentices. Of these, 37 apprentices were studying adult care apprenticeships from levels 2 to 5. There were 14 apprentices enrolled on level 4 children, young people and families practitioner, 13 on level 4 data analyst, 9 on level 4 business analyst and 6 on level 5 children, young people and families manager. Very small numbers of apprentices were enrolled on level 3 mortgage adviser, level 4 insurance professional and level 5 HR consultant partner.

p.2

Context and focus of visit

LDB does not work with any subcontractors.

p.2

Insufficient progress

Leaders do not manage their relationships with employers effectively. For example, in a small minority of cases, employers are not aware their staff are apprentices and leaders and managers are not aware that apprentices have left their employer or are no longer engaging with their apprenticeship. As a result, too many employers are not able to support their apprentices appropriately.

p.2

Insufficient progress

Trainers do not work effectively with employers to ensure that most apprentices can apply what they have learned in the workplace quickly. For example, although trainers describe what apprentices have learned in their review meetings with employers, they do not identify specific knowledge, skills and behaviours they need to improve. They do not discuss how apprentices can apply their training at work. Consequently, apprentices are slow to apply new knowledge and skills in their job roles. Monitoring visit: Learning and Development Bureau Ltd, 25 and 26 July 2023 Since the last inspection, leaders have recognised that they need to ensure employers benefit from improved information about the knowledge, skills and behaviours their apprentices are developing. They now ensure that trainers inform employers in review meetings what apprentices have done in their training. Trainers ask most employers what skills their apprentices need to develop. However, trainers

p.2

Insufficient progress

do not work with most employers to ensure apprentices apply new learning at work effectively.

p.3

Insufficient progress

Since the last inspection, leaders have increased their observations of online teaching sessions, where nearly all teaching takes place. They are working to develop the teaching skills of staff by enrolling them on LDC’s own level 5 learning and skills teacher apprenticeship. However, in most online teaching sessions, trainers do not establish suitable learning environments or check apprentices’ understanding sufficiently. Trainers make few checks on apprentices’ understanding. As a result, apprentices make too slow progress in teaching sessions.

p.3

Insufficient progress

Leaders state that staff now use initial assessment to identify apprentices’ suitability for their training programme and to tailor their learning based on their existing skills and knowledge. However, in nearly all cases, staff do not take apprentices’ previous learning or goals into account when designing their learning programmes. Consequently, nearly all apprentices do not benefit from an ambitious curriculum that enables them to make swift progress.

p.3

Insufficient progress

A few apprentices benefit from studying part of their qualifications at a higher level to help them work towards higher grades. For example, a few level 2 adult care worker apprentices study an optional level 3 unit on diabetes care. As a result, these apprentices progress faster due to trainers’ adaptations of their learning to meet their needs.

p.3

Reasonable progress

Trainers now support most apprentices appropriately by checking their career goals at the start of their apprenticeship and continuing to discuss their next steps during their apprenticeship. For example, level 2 adult care worker apprentices discuss their plans to progress to mental health nursing and other nursing roles with their trainers. Level 4 data analyst apprentices benefit from guidance from their trainers on career Monitoring visit: Learning and Development Bureau Ltd, 25 and 26 July 2023 options, such as working in the medical sector or as a data scientist. As a result, most apprentices benefit from appropriate guidance from their trainers on their next steps.

p.3

Reasonable progress

Leaders have started to implement plans to improve careers advice and guidance for apprentices further. For example, they have appointed a member of staff as a careers officer and given them training in careers information, advice and guidance. A few apprentices benefit from individual careers advice sessions with them. Consequently, it is too early to see the full impact of these plans.

p.4

Reasonable progress

Leaders continue to work with a governance board that includes suitably experienced external governors. Governors are now beginning to challenge leaders and have identified a small number of areas for improvement. For example, governors have challenged leaders to improve further the number of apprentices who achieve their qualifications successfully and to improve the assessment of apprentices who speak English as a second or other language. As a result, governors are holding leaders to account successfully in these areas.

p.4

Reasonable progress

Leaders have appointed an additional member of the leadership team to the governing body as a governance officer who has encouraged governors successfully to question and challenge leaders on the quality of education. However, governors have not yet focused sufficiently sharply on LDB’s most significant areas for development, such as leaders’ management of their relationships with employers. Consequently, although governors are now supporting leaders to improve the quality of their provision, it is too early to see the full impact of this. Monitoring visit: Learning and Development Bureau Ltd, 25 and 26 July 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

p.4

Reasonable progress

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.

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