Excellence-Solutions Limited

Further education and skills inspection report

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Inspection of Excellence-Solutions Limited

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Overall effectiveness Requires improvement

The quality of education Good 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

Excellence-Solutions Limited (ESL) is a small independent training provider based in Leyton, east London. ESL trades as Candor Professional Beauty Academy. ESL started offering apprenticeships on a direct contract in April 2021.

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Information about this provider

At the time of the inspection, ESL had under 50 apprentices on standards-based apprenticeships at levels 2 and 3. There were 24 apprentices studying the level 3 dental nurse standard, eight on the level 2 early years practitioner standard, another 10 on the level 3 early years educator standard, and the remaining apprentices were studying level 3 business administrator standard. Twenty-six apprentices were working towards functional skills qualifications in English and/or mathematics, mainly at level 2.

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Information about this provider

There were 19 apprentices aged 16 to 18. All teaching was online. 7 to 9 May 2024

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

Apprentices value learning in calm and orderly online learning environments. They are respectful to their tutors and each other. Tutors set clear behaviour expectations for online lessons that apprentices comply with. They keep their cameras on and turn microphones off when not speaking to minimise noise disruption.

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

Apprentices attend their teaching sessions well and demonstrate high levels of motivation to achieve. They appreciate the opportunity to pick teaching sessions at different times and dates suitable to them. Tutors provide additional one-to-ones and useful catch-up sessions to those who struggle with understanding the content or miss lessons. Consequently, most apprentices make expected progress.

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

Apprentices do not benefit from broad or well-planned personal development opportunities. Tutors include topics such as healthy lifestyles, mental well-being and fundamental British values in their lessons. However, they do not discuss them in sufficient detail or in a meaningful way. As a result, too many apprentices have a limited understanding of these topics.

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

Apprentices feel safe at work and when studying online. They know who to contact if they have any concerns. Apprentices complete training on safeguarding and staying safe online at the start of their courses. However, tutors do not share sufficiently detailed information on the local risks and dangers of radicalisation and extremism. Consequently, apprentices do not have suitable awareness of these risks or how they apply to them.

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better?

Leaders have created a suitable curriculum offer that meets the needs of employers in the early years and dental nursing sectors. They work effectively with employers to design and teach curriculums that equip apprentices well for their job roles. Apprentices develop new knowledge, skills and behaviours essential for success in their industries. For example, level 3 dental nurse apprentices learn about preventative dentistry and the principles of decontamination and disinfection. Most apprentices who complete their qualifications remain in employment.

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better?

Tutors plan and teach the vocational content of the curriculum effectively. They build in complexity over time. For example, in early years, tutors teach apprentices about the changes children go through from birth to adolescence. They then teach apprentices different theories of child development. As a result, apprentices know the appropriate strategies to use to support children according to their stage of development.

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better?

Tutors are knowledgeable and experienced professionals. In most lessons, tutors use effective techniques to teach new topics. For example, they provide helpful explanations using real-life examples and show practical simulations, such as of a tooth extraction or an allergic reaction in children. Apprentices deepen their 7 to 9 May 2024

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understanding of what they learn in training through practice in the workplace. Consequently, they can correctly recall what they have learned.

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Apprentices increase their confidence as a result of their training, and work with increasing independence in the workplace. For example, level 3 dental nursing apprentices quickly get involved in taking X-rays and fitting crowns. Early years apprentices learn how to select and set up age-appropriate activities for children of different ages.

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Tutors provide apprentices with developmental feedback on their work. For example, tutors encourage apprentices to reflect on their practice, provide more detail and add clear references to the relevant legislation in assignments. They frequently promote the use of correct punctuation, grammar and professional language in apprentices’ written work. Most apprentices improve their work as a result and produce work of good standard. However, tutors do not make apprentices aware of how they can improve their work to achieve higher grades and apprentices do not achieve distinctions in their final assessments.

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Leaders do not ensure that apprentices have access to suitably planned and broad careers advice and guidance. Tutors support apprentices well so that they know the next steps they can take immediately on completion of their courses. However, they do not give apprentices sufficient information on how to access further studies, such as higher education, or progression opportunities in the sector.

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Leaders have not acted quickly enough to ensure that apprentices benefit from high- quality teaching in English and mathematics. They have been too slow to ensure apprentices have access to timely support for their English and mathematics qualifications. Too many apprentices struggle with these subjects and make slow progress.

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Since the monitoring visit, leaders have taken effective action to improve how they track and monitor apprentices’ overall progress so they can support apprentices to complete on time. Consequently, apprentices’ achievement and retention have improved.

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Leaders have recently established external governance arrangements. However, governors do not have relevant experience or understanding of the further education sector to provide appropriate challenge to senior leaders on the quality of training that apprentices receive. Leaders do not share sufficiently detailed information on all aspects of their apprenticeship provision. Consequently, governors do not have a clear oversight of their key strengths and weaknesses.

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Safeguarding

The arrangements for safeguarding are effective. 7 to 9 May 2024

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What does the provider need to do to improve?

 Provide effective teaching and support for English and mathematics so that apprentices achieve these qualifications in a timely manner.  Offer a broad and well-planned personal development curriculum that teaches apprentices about a range of topics, including fundamental British values, and provides them with broad and impartial careers advice and guidance.  Develop apprentices’ understanding of local risks, the dangers of radicalisation and extremism, and how to keep themselves safe from these.  Provide suitable training and detailed information to governors, so that they can challenge leaders effectively on the quality of the training that apprentices receive. 7 to 9 May 2024

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Provider details

Address Unit 1 Fabric House 37a Skeltons Lane London E10 5BT

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Provider details

Principal, CEO or equivalent Elvy Kollasseril Velayudhan

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 7 to 9 May 2024

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Information about this inspection

The inspection team was assisted by the head of curriculum and quality, 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

Saher Nijabat, lead inspector His Majesty’s Inspector Fadia Clarke Ofsted Inspector 7 to 9 May 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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