Didac Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

Didac Limited (Ltd) trains apprentices across England, mostly at employers’ premises. At the time of inspection, around 200 apprentices were studying with Didac Ltd. Most apprentices study apprenticeships at levels 2 or 3 in wood manufacturing, fitted furniture design technician, customer services, supply chain warehouse operative or trade supplier.

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Information about this provider

Didac Ltd has its headquarters in Bristol, where it also offers level 2 education programmes for young people in furniture manufacturing. At the time of inspection, six students, under 18 years old, were studying on full-time courses. 22 to 25 August 2023

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

Apprentices and students value the high levels of industry expertise that trainers have. Trainers use their experience to make training relevant for apprentices and students. Trainers skilfully plan their teaching so that apprentices can see how what they are learning relates to their workplace. Because of this, apprentices can apply their new knowledge and skills at work quickly, and markedly grow in confidence and skill as they become more effective employees.

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

Apprentices and students are highly motivated and enjoy their training. They aspire to the high levels of professionalism which their trainers and employers demonstrate and promote. They confidently use the technical terminology that trainers teach them, which helps them to become more professional in their job roles. For example, apprentices on the level 3 fitted furniture design technician standard learn to describe fittings as ‘landlord packages and cost-effective’, as opposed to using terms which may imply lesser quality.

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

Apprentices enjoy the face-to-face training sessions which trainers teach. As a result of the care and time that trainers devote, apprentices study new knowledge in detail and swiftly become proficient with their new skills. However, apprentices do not always know what they need to do to improve their work as trainers’ feedback is, sometimes, too congratulatory, and does not tell them how they could improve.

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better?

Leaders and governors have high expectations of staff and students. They promote an effective culture of inclusivity and accountability in which all staff have a part to play in ensuring apprentices and students get a high-quality training experience. Staff adopt this culture well and are highly motivated to improve the training and support they give apprentices and students. For example, trainers devote time to sharing their knowledge with peers, developing their specialist skills and supporting apprentices in practical tasks.

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better?

Leaders collaborate very effectively with employers to plan and adapt training so that it meets the needs of employers in the warehousing, customer services and fitted furniture industries. For example, trainers change the order in which they teach different topics to respond to employers’ cycles of business and to provide apprentices with good opportunities to practise and apply what they have learned on the apprenticeship at work.

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better?

Trainers do not use the information they have about what apprentices know and can do when they start their apprenticeship effectively. For example, trainers do not adjust the curriculum for apprentices who have had recent, and sometimes higher- level, training so that it builds on their previous experiences and knowledge. As a result, a few apprentices do not make progress at the pace they are capable of. 22 to 25 August 2023

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Trainers teach apprentices and students skilfully. As a result, apprentices and students develop the specialist new knowledge, skills and behaviours they need to be successful. Most achieve their qualifications and gain permanent jobs or promotions. For example, as part of their first project, trainers give students on study programmes a cutting list of materials, which they use to make a bookstand. By project four, students can produce the cutting list themselves, as well as calculating the costs of the materials and time it would take to manufacture. Trainers are also highly effective at promoting health and safety in workshops, which contain complex industrial machinery.

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Governors use their extensive experience of training and manufacturing effectively to support senior leaders in improving the quality of education. They meet their statutory duties and have a strong understanding of the provider’s strengths and weaknesses. Governors challenge and empower leaders, drawing from their extensive, relevant industry expertise.

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Trainers complete frequent and thorough reviews of the progress apprentices are making. They collaborate effectively with employers, who provide valuable insights into how well apprentices are performing in their job roles. Trainers use this information to inform future training. For example, customer services apprentices who need to improve their communication and tone of voice when with customers are supported by trainers to practise and improve these skills.

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Trainers use questioning skilfully to explore technical content and to assess what apprentices and students have learned. Trainers make good use of their specialist knowledge by using realistic industry scenarios to challenge apprentices and students to apply what they have learned. They lead effective discussions with apprentices to help them develop realistic strategies that they can apply in their jobs. As a result, apprentices and students understand how their training is preparing them to work in their chosen industries.

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Trainers use relevant industry examples to help apprentices and students to improve their English and mathematical skills. This helps them understand the importance and relevance of these skills at work. For example, on the level 2 trade supplier apprenticeship, apprentices are taught how to convert imperial measurements into metric, because a minority of customers measure in feet and inches. Customer services apprentices develop their written and spoken communication skills so that they can interact fluently with their clients. Trainers teach apprentices who are also studying for English and mathematics qualifications adeptly. They ensure that apprentices take the time they need to revisit complicated new learning, and the proportion who pass these qualifications is high.

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Trainers provide apprentices and students with useful careers advice and guidance at the start of their courses. They build on this well over time so that most apprentices and students understand the training and employment options open to them. Leaders have not yet given apprentices and students opportunities to take part in skills competitions or charity projects, to widen their understanding of life in modern Britain and careers in their industries. 22 to 25 August 2023

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders set high expectations for safeguarding for all staff, apprentices and students. Apprentices and students know whom to speak to if they need help.

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Safeguarding

At the time of inspection, leaders adopted a new process for reviewing the actions taken to support apprentices and students who disclose safeguarding concerns. As a result, oversight of the completion of actions taken has been improved.

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What does the provider need to do to improve?

 The provider should ensure that apprentices receive relevant and individual feedback that identifies how they can improve their work.  The provider should use all available information about what apprentices know and can do at the start of their course to plan their training.  The provider should offer opportunities for apprentices to take part in relevant skills competitions and social or charity projects. 22 to 25 August 2023

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Provider details

Address Woodwise Academy, Riverside, Crews Hole Rd Bristol BS5 8BB

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Provider details

Principal, CEO or equivalent Gavin Lewis

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 10 March 2015

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Provider details

Main subcontractors None 22 to 25 August 2023

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Information about this inspection

The inspection team was assisted by the education 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 students’ work, seeking the views of students, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Paul James, lead inspector His Majesty’s Inspector Cliff Shaw His Majesty’s Inspector Karen Bill Ofsted Inspector Helen Kinghorn Ofsted Inspector Neil Clark Ofsted Inspector Paul Addis Ofsted Inspector 22 to 25 August 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 students 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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