Keyturn Training Limited

Further education and skills inspection report

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Inspection dates: 12 to 14 September 2023

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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 Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Keyturn Training Limited is an independent training provider based in Rugby, Warwickshire. The company was founded in 1992 and specialises in the training of leaders and managers. At the time of the inspection, the company had eight adult apprentices in learning, all employed by the same Doncaster-based employer. All apprentices were studying an apprenticeship in team leader or supervisor at level 3. Apprentices receive their training through a series of online webinars and monthly coaching sessions delivered in their place of work. 12 to 14 September 2023

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

Most apprentices develop the knowledge, skills and behaviours needed to become better leaders. Most apprentices learn to collaborate and manage colleagues effectively. Apprentices, in some cases, gain new skills that allow them to progress to positions of higher responsibility within the workplace.

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

Apprentices develop self-confidence and independence successfully. Apprentices learn to present information clearly and to speak well in public. They learn to communicate with their colleagues more confidently. For example, apprentices can resolve workplace conflicts with skill and sensitivity.

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

Apprentices attend their learning well. Instances of absence are rare. Where apprentices cannot attend learning sessions, assessors usually take swift actions to support them to catch up on missed learning. For example, assessors offer additional online or one-to-one tutorials.

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

Apprentices, through their studies, do not develop a deeper understanding of the risks posed by extremist and radicalised behaviours. As a result, apprentices are not able to recall or identify, with confidence, the risks they may face in their daily lives or in their locality.

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

Apprentices feel safe. They are aware of who to inform if they or their colleagues feel unsafe. Through their studies, apprentices develop new skills to monitor and support the mental health of those whom they manage.

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better?

Leaders, in most cases, offer curriculums which are well shaped to meet employers’ and apprentices’ needs. For example, those apprentices who undertake project management as part of their job role study these topics earlier in their studies. As a result, most apprentices have numerous opportunities to practise and hone their workplace skills.

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better?

Leaders do not provide sufficiently challenging and ambitious curriculums for those apprentices who study functional skills qualifications as part of their apprenticeship. Staff who support apprentices with their functional skills qualifications do not check understanding or misconceptions well enough. Staff do not adjust teaching to remedy identified skills gaps in English and mathematics. Apprentices do not practise a sufficient range of learning tasks to ensure new learning is retained successfully in their long-term memory. These apprentices do not progress quickly enough or develop the skills required to achieve their qualifications in a swift enough timeframe.

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better?

Assessors are knowledgeable and have a keen understanding of leadership and management theories. Assessors share this knowledge with apprentices successfully in most instances. Apprentices use this knowledge to carry out their job roles more 12 to 14 September 2023

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effectively. For example, apprentices can confidently manage staff in relation to absenteeism and underperformance.

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Assessors, in some cases, use face-to-face sessions to help apprentices understand key concepts well. In better sessions, apprentices undertake thought-provoking learning that allows them to share and build upon their existing knowledge. For example, apprentices analyse case studies from various industries and sectors and consider how this applies to their own places of work. In most cases, apprentices, because of their teaching, can recall previously taught content confidently and with fluency.

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In too many cases, assessors’ written feedback to apprentices is not sufficiently developmental. The feedback apprentices receive often places too much emphasis on task completion and fails to highlight areas for personal development. As a result, apprentices are not always clear on what actions they need to take to improve the quality of their work.

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Assessors ensure apprentices have a sufficient understanding of the options available to them after their studies. Most apprentices understand the transferability of their qualifications to other management sectors. A few apprentices intend to progress to a higher level of study within leadership and management because of their studies.

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Leaders do not ensure apprentices complete their studies within adequate timeframes. Too many apprentices have passed their planned end date of study and are unaware of the timescales to complete their qualifications. Leaders have plans in place to support these apprentices to complete their qualifications. However, it is too early to assess the impact of these plans.

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Apprentices produce work which is in line with the level of study. The quality of apprentices’ assessed work improves over time in most cases. For example, apprentices learn to write more concisely and clearly, and the complexity of their written work develops over time.

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Leaders do not ensure that those who govern understand the quality of education that apprentices receive. They do not have sufficient expertise in the apprenticeship sector. As a result, leaders’ actions are not held to account fully. Leaders recognise this and are currently working to adapt their governance arrangements. It is too early to assess the impact of these adaptations.

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Safeguarding

The arrangements for safeguarding are effective. 12 to 14 September 2023

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What does the provider need to do to improve?

 Ensure all apprentices make rapid and sustained progress as they move through their studies and complete their qualifications in the required timeframe.  Improve the quality of written feedback apprentices receive so that they are aware of how to improve their work.  Improve significantly the quality of the functional skills curriculums that apprentices follow so that they achieve their qualifications successfully.  Improve the quality and rigour of the governance arrangements so that the actions leaders and managers take are held to account fully.  Ensure all apprentices develop a deeper understanding of the risks posed by extremist and radicalised behaviours and that they are aware of the dangers they could face in their localities. 12 to 14 September 2023

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Provider details

Address Unit 3 Coventry Innovation Village Cheetah Road Coventry CV1 2TL

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Provider details

Principal, CEO or equivalent Cheryl Shepherd

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 12 to 14 September 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 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 Sharon Dowling His Majesty’s Inspector 12 to 14 September 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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