Love and Tate Limited

Love and Tate Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Claudia Harrison, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

First floor, Boardman House 64 Broadway Stratford London E15 1NT Monitoring visit: Love and Tate Limited, 6 and 7 March 2024

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Context and focus of the visit

Love and Tate Limited (Love and Tate) was inspected in December 2022. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of the visit

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

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Context and focus of the visit

Love and Tate, also known as Pitman Training, is an independent learning provider based in Newham. At the time of the visit, fewer than five apprentices were studying the level 3 business administrator and the level 3 team leader apprenticeship standards. Two apprentices were taking a break in their learning.

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Reasonable progress

Since the previous inspection, leaders and managers have taken positive steps to improve their oversight of apprentices’ progress. They check the quality of apprentices’ work thoroughly and request the resubmission of work that does not meet the required standard. Apprentices diligently upload the amended work, which tutors reassess quickly. Apprentices’ work shows improvement over time.

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Reasonable progress

Caring staff use monthly review meetings well to check whether apprentices are on track with their work. Consequently, the majority of apprentices stay on and complete their programmes. Of those apprentices who complete, the vast majority achieve distinctions.

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Reasonable progress

When apprentices struggle to manage their workload and personal commitments, staff offer appropriate support, such as extending deadlines and offering apprentices a break from their studies. However, in a few instances, leaders rightly recognise that they could take action earlier to avoid apprentices taking long breaks in their studies. In these cases, apprentices’ achievement and plans for future study or employment are delayed.

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Reasonable progress

In most cases, staff set apprentices helpful targets in progress review meetings. Employers attend these meetings and help apprentices plan opportunities to practise their new skills and knowledge at work. For example, business administration Monitoring visit: Love and Tate Limited, 6 and 7 March 2024 apprentices studying meetings and minute-taking apply these new skills by taking notes on company awaydays. However, in a few cases, staff set apprentices actions at review meetings that are not specific enough and do not help apprentices make meaningful progress towards developing new knowledge, skills and behaviours.

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Reasonable progress

Since the previous inspection, leaders and managers have had a clear focus on improving the quality of English and mathematics teaching and assessment. Leaders correctly identified that the quality of teaching of English and mathematics their subcontractor was offering was not good enough. They stopped subcontracting this part of their training and now use a well-structured online self-guided learning system alongside a suitably qualified tutor to teach and assess mathematics and English.

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Reasonable progress

Managers use diagnostic testing well to identify gaps in apprentices’ knowledge and skills. They use the results to provide a tailored programme of learning for apprentices, broken down into manageable modules. Apprentices find the self-guided learning helpful. They know where to find help should they need support with a particular aspect of their English or mathematics course. The few apprentices who have taken mathematics or English examinations since the previous inspection have passed.

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Reasonable progress

Leaders and managers use suitable management activities to monitor the effectiveness of English and mathematics teaching. For example, they review assessment results during monthly quality meetings and in progress review discussions with apprentices. Leaders and managers know how well apprentices are making progress towards gaining their English or mathematics qualifications.

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Reasonable progress

Leaders and managers have taken suitable steps to make certain that the apprenticeship curriculums contain opportunities to improve apprentices’ English and mathematical skills. Managers and tutors have developed high-quality teaching resources that include relevant literacy and numeracy tasks. For example, level 3 team leader apprentices studying operational management learn how to collate and analyse statistical information for financial reporting. As a result, apprentices develop mathematical skills and knowledge relevant to their job roles. Monitoring visit: Love and Tate Limited, 6 and 7 March 2024

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Significant progress

Leaders have taken swift, effective action to make sure that apprentices have suitable training in the ‘Prevent’ duty and fundamental British values. Apprentices complete comprehensive online courses at the start of their programmes. They further explore these topics in detail with their tutors, and discuss how these issues impact their lives and work in lessons and review meetings. Consequently, apprentices have a good understanding of fundamental British values and the risks of radicalisation and extremism.

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Significant progress

Tutors teach apprentices about a wide range of issues associated with radicalisation and extremism. They use examples that are relevant to apprentices, who live in diverse communities and work in the financial sector, such as online grooming by extremists and cybercrime attacks that fund terrorist groups. They discuss how to protect themselves and others. As a result of their training, apprentices demonstrate a good awareness of the different risks relevant to their local areas and industries.

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Significant progress

Staff skilfully embed fundamental British values into the curriculum. They link topics to apprentices’ work and lives during workshops and progress review meetings. For example, tutors and apprentices discuss conflict in the Middle East and how that can play out at work in passionate conversations between people with different viewpoints. Apprentices understand the importance of respecting those with different beliefs. They develop the confidence to deal with challenging situations at work respectfully. Apprentices greatly benefit from learning about how these values relate to them.

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Insufficient progress

Leaders do not provide apprentices with an effective and well-structured careers programme that prepares them well for their next steps. Leaders do not provide suitable opportunities for apprentices to develop a wide understanding of potential career and educational pathways. For example, staff do not discuss how apprentices can explore employment and further study opportunities on completion of their apprenticeship. They do not make sure that apprentices have access to external guest speakers, employers or opportunities to network with other apprentices. As a result, apprentices do not know about careers and study opportunities beyond their sectors.

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Insufficient progress

Leaders have recently introduced appropriate careers resources for tutors to use with apprentices during workshops. However, they have not implemented these consistently across the provision. They have draft plans to offer further support to Monitoring visit: Love and Tate Limited, 6 and 7 March 2024 apprentices, such as CV writing, help with job applications and interview preparation, to enable them to apply for job opportunities.

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Insufficient progress

In a few cases, managers have arranged useful meetings where apprentices and careers specialists explore different development opportunities. For example, in discussions with advisers, apprentices identify training courses to improve their knowledge and skills beyond their current area of work. Apprentices find these discussions helpful. However, not all apprentices receive this support.

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Insufficient progress

Apprentices have access to suitable advice and guidance through their line managers at work. For example, level 3 business administration apprentices receive regular emails on courses and new job roles. Apprentices feel well informed about progression opportunities within their organisations. Monitoring visit: Love and Tate Limited, 6 and 7 March 2024 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

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Insufficient progress

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Insufficient progress

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Insufficient progress

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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