Elevated Knowledge 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 Apprenticeships Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Elevated Knowledge Limited (EKL) is a national training provider based in Stockport. EKL specialises in training for the lift and escalator industry and engineering sector. EKL recently increased the numbers of apprentices by accepting entrants who were transferred from a local training provider that has stopped offering apprenticeship training. At the time of the inspection, EKL had 159 apprentices in learning. Three quarters of apprentices study at level 3, with the largest enrolments on lift and escalator electromechanics and maintenance and operations engineering technician apprenticeship standard (MOET). The remaining apprentices study a range of engineering apprenticeships at levels 2 and 3. EKL works with two subcontractors, The University of Northampton and JM Excellence in Training Limited (JMETL). The University of Northampton provides training for the knowledge element of the level 3 lift and escalator mechatronic

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Information about this provider

apprenticeship. JMETL provides training for apprentices undertaking functional skills qualifications in English and mathematics. 24 to 27 October 2023

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

Most apprentices are motivated to achieve their apprenticeship, and speak positively about their training. They demonstrate positive attitudes to their learning and attend their lessons. Most apprentices praise the support and care that they receive from their trainers, which they say helps them to develop the skills they need to be successful on their apprenticeship.

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

Even though apprentices develop new knowledge, skills and behaviours, most trainers do not use assessment well enough to identify gaps in apprentices’ knowledge. In theoretical classroom-based sessions, trainers do not select activities that provide sufficient challenge to apprentices, and in a few cases the pace of learning is too slow. Lift and escalator electromechanic apprentices find the content of the lessons too difficult. Trainers do not check what apprentices have learned before moving on to the next topic. Too many apprentices have a limited recall of what they have been taught.

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

Apprentices learn in a calm, supportive and respectful environment. They demonstrate high levels of respect when in training, and support each other well in training workshops. Apprentices take pride in their work. They value the disciplined environment at the training centre that they say prepares them well for work.

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

Apprentices improve their confidence and communication skills because of the training that they receive. Lift and escalator electromechanic apprentices learn how to speak appropriately to customers and members of the public. They use their knowledge of health and safety to risk assess repairs on public lifts and confidently communicate their actions to members of the public.

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

Apprentices do not benefit from well-planned careers education, information, advice and guidance. Most apprentices do not know about their career pathways or opportunities for further education and training. Trainers do not provide sufficient information to apprentices to help them make informed choices about their next steps.

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

Apprentices feel safe. They know who to report any concerns to and are confident that issues raised will be dealt with quickly by staff. Apprentices learn about healthy relationships, keeping physically healthy and fundamental British values. However, not all apprentices can talk confidently about how these topics relate to them personally or at work.

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better?

Leaders have a clear rationale to provide apprenticeships in the engineering sector. They work with key stakeholders, including large employers and professional bodies, to offer apprenticeships that meet local, regional and national skills shortages. For example, the lift and escalator mechatronic apprenticeship is designed to meet the national skills shortage for lift engineers. 24 to 27 October 2023

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Since the previous monitoring visit, leaders have taken over the training of apprentices from another local training provider. This has resulted in an increase in the number of apprenticeships that they provide. Leaders very recently restructured the leadership and management teams and appointed new teaching staff to improve the quality of training that apprentices receive. However, at the time of the inspection, it was too early to see the impact of these changes.

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Most trainers plan their curriculums in a logical order so that apprentices incrementally build their knowledge, skills and behaviours throughout their apprenticeship. Trainers who teach MOET demonstrate to apprentices how to use hand tools safely. This ensures that apprentices use smaller tools safely before moving on to machining on larger pieces of equipment. Engineering fitter apprentices learn how to wire and test electrical equipment and circuits. Apprentices use this knowledge at work when carrying out testing to accurately interpret the data.

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Leaders do not ensure that trainers use information gathered about what apprentices know and need to learn to plan an ambitious curriculum. Apprentices revisit assessments of their knowledge, skills and behaviours and identify their own learning. These assessments are not routinely reviewed with employers or trainers. Consequently, apprentices are not always set challenging targets to develop their knowledge, skills and behaviours quickly.

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Most apprentices achieve additional qualifications during their apprenticeship. Most level 3 apprentices progress to a higher national certificate in general engineering where they develop their theoretical knowledge skills on more complex topics. Apprentices learn how to use computer programmes and programmable logic controllers and apply these skills at work. As a result of this training, they confidently use light curtains to shut down machinery when people are too close to the machine when it is operating.

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Trainers do not carry out reviews of apprentices’ progress regularly enough. The vast majority of MOET and engineering technician apprentices have not received a review of their progress since joining this provider. Where reviews do take place, most trainers do not focus sufficiently on the development of apprentices’ skills and behaviours. In too many cases, employers do not take part in the review process and therefore do not know the progress that their apprentices make. As a result, apprentices do not catch up quickly enough when they fall behind or make the progress of which they are capable.

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Most trainers coordinate on- and off-the-job training effectively with employers. Most apprentices benefit from effective training in the workplace and refine their practical skills swiftly. For example, trainers teach engineering technician apprentices how to use design software in 3D computer aided design. Apprentices apply this learning at work to redesign reciprocating pump and fluid cylinders. This results in apprentices reducing production costs and improving sustainability. 24 to 27 October 2023

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Most trainers use demonstrations and questioning effectively in workshop sessions to develop apprentices’ knowledge and skills. Trainers teach engineering operative apprentices how to measure the stress balance of a range of materials using different feed rates. Apprentices receive individual support while they practise their skills. Apprentices complete these tasks accurately and apply this new learning confidently when carrying out tasks in the workplace.

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Most trainers provide useful feedback to apprentices that helps them to improve the quality and accuracy of their work. Trainers provide individual support and use questioning effectively to enable apprentices to learn from their mistakes. However, in a few instances apprentices do not benefit from useful feedback. In these cases, feedback is too focused on the completion of units and progress to the next unit as opposed to developing the knowledge and skills that they need to acquire. As a result, these few apprentices do not improve the quality of their work.

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Trainers do not effectively support all apprentices with identified additional support needs. In a few cases apprentices do not know why they have been given support. Leaders have very recently put in place training for staff and implemented new software to help trainers support apprentices more effectively. For example, apprentices with dyslexia now use ‘read back’ software to help them with their written work.

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Most apprentices are supported well to complete their final assessments. They complete practice assessment tasks and take part in mock discussions. Apprentices that remain on their apprenticeship and take their assessments achieve. However, too few apprentices achieve the highest grades available to them. MOET and engineering technician apprentices are not introduced early enough to the requirements of their final assessments. They do not know what they need to do to achieve the highest grades. As a result, these apprentices do not achieve the grades of which they are capable.

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Leaders do not focus sufficiently on the key priorities for improvement. They have been too slow to improve the weaknesses identified at the previous inspection. Leaders’ quality improvement processes do not support them to put robust actions in place to improve the quality of training that apprentices receive. Where actions are identified, leaders do not monitor the impact of these actions on improving the quality of training. As a result, too many weaknesses remain.

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Governors have appropriate expertise and experience in the skills sector to carry out their roles. However, they do not have sufficient understanding of the areas of improvement. This is because leaders do not provide governors with sufficiently detailed reports about the quality of training that apprentices receive. Consequently, governors are not able to effectively hold leaders to account for their actions to improve apprentices’ training. 24 to 27 October 2023

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the use of information on what apprentices already know and can do at the start of their apprenticeship to plan an ambitious curriculum.  Provide effective feedback so that apprentices know how to improve their work and achieve their potential.  Complete regular reviews of apprentices’ progress and improve attendance of employers at reviews of progress.  Improve the careers information, advice and guidance that apprentices receive so that they are aware of the further study and career pathways available to them.  Improve the use of assessment in classroom-based sessions so that apprentices recall previous learning.  Establish robust quality assurance and improvement procedures to improve the quality of education that apprentices receive.  Provide accurate and useful reports to the board so that it can provide effective scrutiny and challenge. 24 to 27 October 2023

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Provider details

Address 18 Hammond Avenue Whitehill Industrial Estate Stockport SK4 1PQ

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 10 to 12 August 2021

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Provider details

Main subcontractors University of Northampton JM Excellence in Training Limited 24 to 27 October 2023

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Information about this inspection

The inspection team was assisted by the CEO, 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

Alison Humphreys, lead inspector His Majesty’s Inspector Zoe Ibbotson His Majesty’s Inspector Sarah Houghton His Majesty’s Inspector Robert Marshall-Slater Ofsted Inspector 24 to 27 October 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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