Bright Direction Training Limited

Further education and skills inspection report

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Inspection of Bright Direction Training Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Good

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Information about this provider

Bright Direction Training Limited (BDT) was established in 2010. Initially, it taught courses through subcontracted arrangements. The company became a levy-funded apprenticeship training provider in May 2017 and taught apprenticeships from September of that year. BDT has less than five apprentices on the level 3 team leader or supervisor apprenticeship. Leaders and managers now focus their teaching on adult learning courses. They offer courses from level 1 to level 3. The courses they teach include security, construction, leadership and management, personal training, health and safety, employability and customer service. BDT holds direct contracts with the West Midlands Combined Authority, South Yorkshire Combined Authority and the Greater Manchester Combined Authority. At the time of the inspection, it had 143 learners enrolled on courses. All learners were over the age of 19.

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Information about this provider

Leaders do not work with any subcontractors. 19 to 22 March 2024

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

Learners demonstrate positive attitudes and commitment to their learning. They enjoy their lessons. In many lessons, tutors use their experience to make learning relevant to learners’ interests. For example, in the level 3 leadership and management course, tutors link theoretical knowledge and research to learners’ workplaces. Because of this, learners use their new knowledge to motivate their teams in the workplace.

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

Learners value the supportive and positive relationships that they have with their tutors. Tutors are responsive to learners’ needs, and caring. For example, during Ramadan, tutors ensure that learners who are fasting take regular breaks. This understanding results in a positive and productive relationship with learners. Learners consistently demonstrate mutual respect towards each other.

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

Learners have a broad understanding of radicalisation and extremist behaviour. They know how to recognise the signs of radicalisation in others. Additionally, learners who study security undertake ‘action counterterrorism’ training. This means that these learners know how to respond to terror threats in their workplace.

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

Most learners know how to keep themselves mentally and physically healthy. Learners gain an understanding of mental health issues in the workplace. They can recognise the signs and symptoms of work-related stress such as weight loss, migraines, anxiety and depression. However, a minority of learners cannot recall teaching on diet, nutrition and maintaining a healthy lifestyle which could be essential to staying fit for their future careers.

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

Learners develop their character and confidence throughout their training. Tutors provide one-to-one pastoral and study support to help learners to succeed. Tutors use lesson-based activities to build learners’ confidence. This can be seen when learners provide support to each other before presenting to an audience.

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

Learners feel safe and know who to talk to about any concerns. They understand the importance of health and safety in their chosen areas of study. For example, personal training learners use a self-screening tool to effectively identify the health of clients before exercise. Learners are confident of the safety measures they need to undertake in their chosen sector.

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better?

Leaders provide bespoke training packages for adult learners to support the needs of employers. They collaborate with a range of networks and companies to ensure that they have a good understanding of local employment needs. They use the knowledge of employers, along with their own, to co-create relevant courses that meet individual and employer demands. For example, in the level 3 leadership and management course, leaders work closely with employers to identify current concerns such as communications across the company. They then select unique 19 to 22 March 2024

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topics of learning to create resolutions to this concern. As a result, many learners in the level 3 leadership and management course gain promotions.

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Leaders and managers have developed appropriately structured curriculums. They have created unique pathways of learning that map out the learners’ journey to employment. Learners in security build on previous teaching around health and safety before learning new skills in performing continuous dynamic risk assessments when dealing with physical intervention. Because of this, learners build their knowledge and skills over time.

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Tutors do not routinely use the starting points of learners to plan teaching. All learners take an assessment at the start of the course. This is to allow them to understand the initial knowledge and skills of learners. However, tutors do not use the information they collect from these assessments. Because of this, all learners undertake the same courses, despite many of them having prior experience and knowledge. Therefore, learners do not progress at the rate at which they are capable.

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Tutors are skilful in their teaching. They design and use teaching activities effectively. Many tutors break down information into smaller chunks and use a range of activities such as group tasks, questionnaires, quizzes, presentations and discussions to inform learners’ learning. They systematically check learners’ understanding and if needed challenge misconceptions. This means that learners know and can remember more.

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Tutors do not routinely provide helpful feedback on learners’ English skills. In the best cases, tutors use feedback to help learners develop their use of capital letters, sentence structures and style of writing. However, in a few cases, workbooks are not appropriately assessed, and no feedback is provided. This means that learners continue to make the same mistakes with spelling and grammar.

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Tutors provide useful careers education, information, advice and guidance at the start of the course. Tutors on employability courses have a good understanding of the labour market and the skills that are required for the region. They discuss career options available to learners. Consequently, learners understand the several types of work that are available to them.

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Leaders set high expectations for learners’ success. Leaders have recently changed tutors’ job descriptions to ensure that these represent their aspirations. Tutors acknowledge leaders’ expectations and focus on the learner’s journey and how they can help them to succeed. Tutors are highly skilled in supporting learners who are returning to education. They create an environment that is both supportive and inclusive for learners, many of whom have complex needs.

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Leaders recognise past underperformance in the level 3 leadership and management and security courses. They understand the challenges of both courses. Leaders have taken action to resolve the issues they have identified. For example, learners on the security course now sit online examinations rather than paper-based ones. This 19 to 22 March 2024

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allows learners to get swift feedback and instant support from tutors. However, it is too early to see the impact of these actions.

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Leaders have a good understanding of their strengths and weaknesses in the quality of education. They have put in place an appropriate quality assurance plan that focuses on the education that learners receive. They undertake activities such as lesson observations and interviews with learners. However, action plans set for teachers are too informal and not sufficiently monitored to ensure that teachers swiftly make the changes they need. Therefore, leaders cannot assure themselves that teachers have made the rapid improvements needed.

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Leaders have appointed a suitable set of governors with a blend of experience and appropriate expertise. They receive detailed board reports two weeks before the board meetings. These reports provide governors with a good overview of the business and enable them to ask poignant and challenging questions. As a result, governors have a good understanding of the strengths and weaknesses of the provider. They support leaders to make the necessary improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Tutors should use the starting points of learners to inform teaching. This will ensure that learners are not taught what they already know and can make swift progress.  Tutors should provide helpful feedback that supports learners to make the necessary improvements in their English skills.  Tutors should make sure that all learners understand how to maintain healthy lifestyles. This will ensure they know how to stay healthy and can continue in their chosen careers.  Leaders should provide tutors with effective development action plans that are routinely monitored. This is to ensure that they know what they need to improve and how they are going to be supported. 19 to 22 March 2024

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Provider details

Address Acresfield House Suite 3B Exchange Street Bolton BL1 1RS

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Provider details

Website http://brightdirectiontraining.co.uk

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Provider details

Principal, CEO or equivalent Jamie MacGregor

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Provider details

Date of previous inspection 10 to 12 December 2019

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Provider details

Main subcontractors N/A 19 to 22 March 2024

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Information about this inspection

The inspection team was assisted by the quality manager, 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

Bev Ramsell, lead inspector His Majesty’s Inspector Maura Cummins Ofsted Inspector Liz Duncan Ofsted Inspector Liz Greenhalgh Ofsted Inspector Karen Bill Ofsted Inspector 19 to 22 March 2024

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

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