Lifetime Training Group Limited

Further education and skills inspection report

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Inspection of Lifetime Training Group Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Lifetime Training Group (Lifetime) was established in 1995. It is one of the largest independent training providers in England. Lifetime offers over 40 different apprenticeships to around 20,000 apprentices who work across most of England. Most training and support sessions have previously taken place online, but over the past year, the proportion of face-to-face training has increased. Most apprentices study for between 13 and 18 months. Around 2,400 apprentices are aged 16 to 18.

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Information about this provider

Lifetime trains apprentices in several industries that historically have had a high attrition rate and have been particularly affected by the recent pandemic. For example, around 11,500 apprentices study hospitality, retail and care apprenticeships. Around 7,500 study business administrator, management, public services, leisure, early years, and learning and development apprenticeships.

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Information about this provider

Leaders work with four sub-contractors, who provide training to around 1,000 apprentices in hospitality, information technology, leisure services and business administration. A few apprentices have education, health and care plans but do not receive high needs funding.

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Information about this provider

Lifetime no longer receives funding to provide education to adults. Since the previous inspection, leaders have decided to stop working with several national 21 to 24 May 2024

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employers because the employers were unable to provide apprentices with sufficient time at work to take part in training.

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Since the previous inspection, there have been significant changes to the senior leadership team, such as the recent appointment of a new chief executive officer (CEO).

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

Most apprentices enjoy studying with Lifetime because learning coaches know them well, encourage them, and provide effective teaching and helpful guidance throughout their training. Apprentices develop valuable skills for work, such as teamwork and the use of initiative. They are motivated to learn and have high rates of attendance at training and work. Learning coaches and employers set high expectations and place a strong emphasis on apprentices’ attendance and punctuality.

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

Apprentices develop significant new knowledge, skills and behaviours because learning coaches provide them with good quality education and training. Apprentices receive clear explanations from subject-expert learning coaches, who use a wide range of online resources to help them understand the subject matter and learn how to apply it well at work. For example, apprentices studying food and beverage at level 2 learn the importance of positive body language and how folding your arms can be seen as a barrier to building an effective relationship with a customer.

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

Apprentices who have previously experienced personal challenges or have special educational needs and/or disabilities (SEND) have built their resilience by studying with Lifetime. Apprentices know when to ask learning coaches and employers for help and have successfully developed the strategies required to prevent them from falling behind with their studies. They are focused on their learning and motivated to achieve their apprenticeship .

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

Apprentices take part in a range of additional activities at work that help to develop their personal skills and character. For example, level 2 and 3 hospitality apprentices raise money for refugees and people who are homeless by taking part in sponsored charity walks, football tournaments, skydives and raffle prize draws. They attend community events, such as helping to tend the gardens of local people who have difficulties with their mobility . As a result, apprentices develop independence, confidence and new skills to use at work.

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

Most apprentices are employed in medium- to large-sized companies, and around 11,000 work for national corporations. Apprentices develop the necessary skills required by employers and often take on additional responsibilities at work. Leaders and managers work collaboratively with local, regional and national employers to make sure that apprentices study a curriculum that is designed to meet their requirements. Apprentices are valued by their employers. 21 to 24 May 2024

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Apprentices take part in a wide range of effective training activities at work that complement the training provided by learning coaches. For example, level 3 business administration apprentices take part in job shadowing, visits to different departments, project research and self-reflection tasks. Level 2 production chef apprentices visit other restaurants to research menus and learn new cooking techniques.

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Apprentices are prepared well for final external assessments because of the helpful instruction they receive from learning coaches. Most apprentices make good or better progress in their learning. Almost all apprentices who complete their training achieve the apprenticeship.

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Apprentices feel safe at training and work. They know how and when to request help from learning coaches and employers should they need it. For example, level 3 early years educator apprentices ask learning coaches for guidance on how to protect themselves from the emotional impact when learning about serious safeguarding cases.

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better?

Since the previous inspection, there have been significant changes to the membership of the senior leadership team and the governing body. The new leadership team has taken swift and effective actions to improve the quality of apprentices’ education and training. This includes a considerable investment in the development of the learning coaches’ teaching skills. Because of these decisive actions, apprentices’ learning experiences have improved substantially. In one year, the proportion of apprentices completing and passing their apprenticeship has improved from around a third to half. Around two-fifths achieve a merit or distinction.

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better?

Leaders and managers acknowledge rightly that too many apprentices did not achieve their apprenticeship in 2022/2023. This is because they had not achieved the required functional skills qualification, or they did not receive sufficient time off work to take part in learning and to improve their skills. Around half the apprentices studying retail, hospitality or care left their employers or gained promotion before achieving the apprenticeship. Leaders have worked more effectively with employers to ensure that apprentices study the right qualifications, receive timely support, and take part in good quality training during their working hours. This has helped to reduce the proportion of apprentices who are taking a break from learning or studying beyond their planned end date by about half.

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better?

Since the previous inspection, leaders, managers and learning coaches have carefully redesigned the curriculum for each apprenticeship. They have identified clearly what they want apprentices to know and be able to do when they complete the training. As a result of leaders working more closely with employers, apprentices study content that is current and relevant to their industry. 21 to 24 May 2024

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Managers and learning coaches have designed training that is sequenced so that apprentices can build on previous learning and develop the new knowledge and skills they need. For example, apprentices studying the hospitality team member apprenticeship at level 2 learn about the importance of good customer service and care before moving on to content tailored specifically to the processes and procedures of their company.

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Managers and learning coaches have designed curriculums that are ambitious for most apprentices, including those with SEND. Leaders ensure that apprentices with SEND are supported well by learning support specialists and coordinators, readers and scribes. Learning coaches adapt training sessions well and use appropriate methods to help apprentices with their learning. As a result, apprentices with SEND achieve their apprenticeship in line with their peers.

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Most teaching uses assessment well to check apprentices’ understanding of key concepts and to identify and correct misunderstandings. For example, learning coaches intervene and provide clear and accurate explanations when level 2 adult care worker apprentices provide incorrect answers to questions about the differences between the national and regional strategies for the safeguarding of children.

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Leaders have made substantial improvements to the design and teaching of the English and mathematics functional skills. Tutors now accurately assess apprentices’ starting points and use the information to plan teaching. They teach apprentices key concepts and fill any gaps in knowledge effectively during online and face-to-face learning sessions. As a result, most apprentices develop their English and mathematics well and pass their functional skills examination at the first attempt. Consequently, most apprentices develop the proficiency in the English and mathematics they need for their job role.

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Leaders ensure that apprentices are taught a life skills programme that has been thoughtfully designed. Learning coaches relate topics such as fundamental British values, the dangers of extremism and radicalisation, diversity, inclusion and mental health and well-being to the subjects apprentices study. For example, level 2 food production chef apprentices learn to appreciate the diverse workforce they work with and the importance of respecting the culture and religion of others when providing food choices.

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Most teaching provides apprentices with useful feedback that helps them to improve the standard of their work. However, sometimes apprentices do not get feedback that is sufficiently precise or constructive. It does not identify what apprentices need to improve or how they might do this.

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Most teaching uses a variety of effective methods. This helps apprentices to remember what they have been taught. For example, during teaching and review sessions, learning coaches often direct level 3 lead adult care worker apprentices to use online learning resources to recap knowledge and secure their learning. 21 to 24 May 2024

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However, a few apprentices are not able to concentrate when taking part in online training at work because they do not have a quiet place to study.

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Leaders ensure that learning coaches take part in a wide range of training activities to help them become better teachers. They learn how to reflect on their teaching practice and how to make online teaching more effective, for example by using time- controlled quizzes. Most learning coaches spend time in their industry to update their knowledge of current practices.

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Leaders ensure that most apprentices receive timely and effective careers information, advice and guidance. Leaders and learning coaches provide apprentices with a wide range of helpful resources, such as videos and podcasts of employees working in a variety of roles in their industry explaining what steps they have taken to achieve their career goals. Apprentices use this information to make well- informed decisions about their next steps. Most apprentices who complete their apprenticeship achieve their goal of moving on to the next stage of education, employment or training.

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Recently appointed board members have brought extensive knowledge and experience in quality improvement and curriculum design to Lifetime. Board members have improved the challenge and support they give to leaders and managers. They are well-informed and have an accurate understanding of the strengths and areas for improvement of the provision. Board members set high expectations for leaders and managers. They monitor closely the impact of any actions taken. As a result, the pace of improvement has increased significantly and the positive impact on the quality of provision is evident.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Continue to increase the number of apprentices that continue with their studies and complete the apprenticeship in the expected timescales.  Ensure that all apprentices have somewhere quiet to study when taking part in online training at work.  Make sure that apprentices receive helpful and precise feedback that identifies what they need to do to improve their work. 21 to 24 May 2024

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Provider details

Address Eleventh Floor Clifton Heights Triangle West BS8 1EJ

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Provider details

Principal, CEO or equivalent David Smith

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 10 to 16 May 2022

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Provider details

Main subcontractors Leading Results Limited Mitchells and Butlers PLC The IT Management Company Limited The Institute of Swimming 21 to 24 May 2024

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Information about this inspection

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

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Inspection team

Steve Battersby, lead inspector His Majesty’s Inspector Judy Lye-Forster His Majesty’s Inspector Matt Hann His Majesty’s Inspector Peter Wood Ofsted Inspector Baz Wren Ofsted Inspector Georgina Ager His Majesty’s Inspector Alastair Mollon His Majesty’s Inspector Mark Keen His Majesty’s Inspector Kim Bleasdale His Majesty’s Inspector Jane Hughes His Majesty’s Inspector Kathryn Townsley Ofsted Inspector Caroline Williams Ofsted Inspector Christine Lacey Ofsted Inspector Nirosha Holton Ofsted Inspector Lynda Bourne Ofsted Inspector Glenise Burrell His Majesty’s Inspector Liz Greenhalgh Ofsted Inspector Angela Twelvetree Ofsted Inspector Sarah Benson-Smith Ofsted Inspector Helen Kinghorn Ofsted Inspector Jo Swindells Ofsted Inspector Sarah Alexander His Majesty’s Inspector 21 to 24 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 apprentices 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 looked after children, safeguarding and child protection.

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