Sheldrake Training Limited

Further education and skills inspection report

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Inspection of Sheldrake 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 Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Sheldrake Training Limited (Sheldrake) is a small independent learning provider based in Wiltshire offering apprenticeships in equine, teaching assistant, and logistics programmes. It has 52 apprentices on standards-based apprenticeships spread across the south of England. Nineteen apprentices are studying at level 3 and 33 at level 2. Most of the apprentices are female and 33 are under the age of 18.

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Information about this provider

At the time of the inspection, Sheldrake had 11 apprentices studying the teaching assistant level 3 standard, three apprentices studying the express delivery operative standard at level 2, eight apprentices studying the senior equine groom at level 3 and 30 studying the equine groom at level 2. 19 to 21 June 2024

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

Apprentices enjoy their apprenticeship and have a very positive approach to their learning. They demonstrate commitment and resilience in an environment of high expectations. They listen well, engage effectively, focus on their work and are keen to achieve their qualification.

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

Teaching assistant apprentices apply themselves very well to meet the needs of the students that they support. They are empathetic and bond well with these students, resulting in a positive impact on these students’ education.

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

Equine apprentices learn to use their initiative in managing the needs of the horses in their care. Many take on significant responsibilities during their apprenticeship. For example, they may take on oversight of their yard on a weekend and are responsible for identifying any issues with the horses.

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

Most apprentices are clear about the opportunities available to them when they complete their apprenticeship. The tailored careers advice and guidance they receive supports them to appreciate options outside of their current employment and pursue the career bested suited to their talents and interests.

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

Apprentices are well supported by both their coaches and employers. A positive culture means apprentices are confident to ask for help, work well as part of a team and are driven to develop their knowledge and skills.

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

Apprentices feel safe and learn how to stay safe in the workplace. For example, equine apprentices develop skills in working safely with horses and limiting exposure to unnecessary risk in a potentially hazardous environment.

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better?

Leaders have a clear rationale for the apprenticeships they offer. Leaders and staff work well with employers to ensure that the curriculum is ambitious to develop the skills needed in the equine, education and logistics sectors.

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better?

Coaches establish apprentices’ starting points accurately and tailor the apprenticeship to ensure it supports the goals of the individual and they are well prepared for their final assessment. The curriculum matches the opportunities presented by the working environment well. Early in their course, teaching assistant apprentices learn about safeguarding and equine apprentices develop the skills needed to work safely in a potentially hazardous environment.

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better?

In most instances, coaches coordinate on- and off-the-job training effectively with employers and update the employers frequently about apprentices’ progress. For example, coaches ensure that school-based mentors have a good understanding of the teaching assistant curriculum. As a result, the mentor can plan opportunities for learning within the school that link in well with the training provided by the coach. 19 to 21 June 2024

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Equine coaches and employers plan learning opportunities well, resulting in equine apprentices working effectively as a team in what can be a challenging environment. The equine apprentices quickly develop skills in caring for their horses. For example, they learn to identify the early signs of colic in a horse, resulting in the horse being treated in a timely manner.

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The teaching assistant curriculum extends beyond the requirements of the qualification to include a detailed understanding of inclusion to meet the needs of a local school trust. The curriculum also includes learning to better support service children, who feature prominently in the local schools. Topics such as understanding the impact on children of often moving schools or having a parent away on an extended exercise have been added to the curriculum. The equine curriculum has been extended for some apprentices by the coaches to include knowledge of veterinary procedures required by their employers.

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Coaches develop apprentices’ understanding of key concepts very well. Coaches enhance apprentices’ understanding of theory using high-quality online resources. As a result, apprentices learn well and the pass rates in the last academic year were high. In the current year to date, all apprentices that entered their final assessment passed and all either were retained in a permanent position or progressed to further education.

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Coaches assess apprentices’ practical skills and behaviours effectively through one- to-one coaching feedback. Assessment of knowledge is undertaken thoroughly through a combination of end-of-module quizzes, and the completion of workbooks that help prepare apprentices for their final assessment. However, the feedback apprentices receive is not consistently effective at helping them to improve.

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Coaches ensure that apprentices’ English skills are developed through a precise focus on correct terminology. Teaching assistant apprentices gain a good understanding of how to support students’ development of mathematics skills. Mature students benefit from undertaking mathematics qualifications, which helps them to appreciate modern approaches to solving problems. Equine apprentices develop vocationally relevant mathematical skills related to tasks such as accurately measuring feed and medications.

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Leaders have implemented comprehensive and very well-structured quality assurance arrangements. These ensure that leaders, managers and teaching staff have a very good understanding of how well the apprenticeship programmes are meeting the needs of employers and promoting apprentices’ progress. Leaders have switched from an annual self-assessment process to a more focused and concise quarterly assessment. This identifies current key strengths and weaknesses and leads to prompt actions to improve.

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Leaders have implemented new and more searching apprentice assessment and selection processes to improve retention on the level 2 equine apprenticeship. This includes giving prospective equine apprentices the opportunity to spend a trial 19 to 21 June 2024

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month working in a stable yard. This means they become much better aware of the demands of working full time in the equine industry and make an informed judgement about whether to take up the apprenticeship.

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Leaders and managers care about their staff. Leaders respond well to professional development opportunities that coaches identify and facilitate the training required. However, there has not been enough focus on developing coaches’ teaching skills and as a result the range of skills coaches are using with apprentices is limited and feedback on work is not consistently effective. Staff who observe coaches’ training have not had any formal training in observation practice.

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Sheldrake’s directors are well-qualified and highly experienced in the training and education sectors. Leaders keep them very well informed about all aspects of the apprenticeships offered. In turn, directors provide informed oversight to Sheldrake’s leaders and managers. This results in apprentices receiving the training they need and being safe.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Provide staff with further professional development of teaching and observation skills.  Improve the consistency of the quality and effectiveness of coaches’ feedback on apprentices’ work. 19 to 21 June 2024

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Provider details

Address Royal Artillery Barracks The Packway Larkhill Wiltshire SP4 8QT

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Provider details

Principal, CEO or equivalent Claire Foxley

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 19 to 21 June 2024

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Information about this inspection

The inspection team was assisted by the chief executive officer, 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

Roger Pilgrim, lead inspector Ofsted Inspector Nick Crombie His Majesty’s Inspector Grace Watkins Ofsted Inspector 19 to 21 June 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 looked after children, safeguarding and child protection.

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