Maybird Training Ltd

Further education and skills inspection report

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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

Maybird Training Ltd (Maybird) is an independent learning provider located in Folkestone, Kent. It provides training from level 2 to 5 for apprentices working in the early years sector. At the time of the inspection there were 68 apprentices participating in training, with a further four on a break in learning. There were 47 level 3 early years educator apprentices, 17 level 2 early years practitioner apprentices and eight level 5 early years lead practitioner apprentices. There were 15 apprentices aged 16 to 18 years old, with the remainder aged over 19 years of age.

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Information about this provider

Most apprentices are in Kent, with a small number in Essex and Greater London. Apprentices receive their training online and in person at their employer’s place of business. Maybird does not work with any subcontractors. 12 to 14 June 2024

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

Apprentices at Maybird are motivated, have a positive attitude and work hard. They are passionate about educating and caring for children. They enjoy learning and rightly value the new knowledge, skills and behaviours they gain through their apprenticeship. They are rarely absent from learning or work and hence colleagues quickly come to rely on them as valuable team members.

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

Apprentices justly appreciate the inclusive, supportive and aspirational learning environments that tutors create successfully. Staff know apprentices well, including those with special educational needs and/or disabilities (SEND). Where appropriate, tutors adapt their approach to reflect apprentices’ needs very effectively. For instance, tutors agree a smaller number of targets and review them more frequently for apprentices who struggle with large, complex tasks. Staff challenge apprentices to be their best and achieve highly, which many do. As a result, apprentices grow into confident early years practitioners with the resilience needed for their busy work environments.

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

Apprentices participate in interesting and relevant wider skills sessions that enable them to extend their learning beyond the technical content of their apprenticeship. They explore topics including respect, tolerance and diversity and then demonstrate these values in their work roles. Tutors lead discussions on contemporary topics, such as the current conflict in Israel and Gaza. While tutors talk to apprentices about healthy and appropriate relationships, leaders recognise that this needs to be better planned to ensure all apprentices gain a consistent understanding of this crucial subject. Most apprentices are aware of the career opportunities available to them in the settings in which they work. However, they do not have access to a structured programme of careers advice and guidance to enable them to fully understand the range of career routes open to them.

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

Apprentices feel safe and know how to keep safe, including while online. They have a secure understanding of safeguarding practices at Maybird and at the settings in which they work. They use their knowledge and skills to ensure that the children they care for are well protected. Apprentices benefit from a thorough induction and frequent reminders that enable them to recognise the signs of potential harm and know who to report them to.

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better?

Leaders work with employers to plan programmes carefully to meet skills needs in the early years sector. Leaders provide apprentices with clear progression routes, showing them how to move from starting out in the sector to eventually becoming competent managers. Leaders are helping prepare the workforce of the future in this national critical skills shortage area.

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better?

Staff check what apprentices know and can do at the beginning of their programme thoroughly. Tutors use this information to adapt training plans and teaching so that 12 to 14 June 2024

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they meet apprentices’ needs effectively. Tutors adapt the curriculum skilfully so that apprentices have the underpinning knowledge they need to work well. For instance, tutors help apprentices learn how to identify and respond to children’s diverse needs when apprentices are shadowing special educational needs coordinators at their setting. Tutors check apprentices’ progress regularly. They work closely with employers to put in place any further support that may be needed. As a result, leaders ensure that the principles and requirements of apprenticeships are met.

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Tutors use their expertise and in-depth understanding of current early years practices to enthuse apprentices and to help them apply their learning at work successfully. For example, level 3 early year educator apprentices use Maslow’s hierarchy when considering the importance of meeting children’s needs in order for them to develop and thrive. Tutors provide clear explanations, breaking down complex concepts into more easily understood components. As such, apprentices gain substantial new knowledge, skills and behaviours rapidly and make a positive contribution at work.

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Leaders and tutors plan learning sensibly and logically. Apprentices initially acquire a firm understanding of knowledge crucial in the early years sector, before learning more challenging topics. For instance, level 2 early years practitioner apprentices learn about health and safety, safeguarding and well-being early in their programme so they can work safely in early years settings. They then move on to more complex themes such as child development. As a result, most apprentices develop their knowledge and skills incrementally and make positive progress.

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Tutors revisit apprentices’ previous learning frequently and check how they use it in their job roles. For example, level 5 lead practitioner apprentices apply their understanding of appropriate theory when planning the work of staff to promote children’s curiosity and independence. Consequently, most apprentices remember key learning well, apply it at work successfully and grow in confidence.

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Tutors support apprentices to use technical terminology correctly, helping apprentices communicate effectively and professionally with work colleagues and parents and carers. For instance, level 2 early years practitioner apprentices use terms such as ‘cognitive development’ and ‘neurological’ correctly and with confidence.

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Tutors help apprentices develop their literacy and numeracy skills successfully. They correct apprentices’ work where they make spelling or grammatical errors. To help apprentices develop their use of mathematics, they provide apprentices with activities set in an early years context. For example, apprentices use ratios and proportions when calculating feeds for babies. Staff support apprentices who need to achieve a qualification in mathematics and/or English well and nearly all pass their final assessments.

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Tutors check apprentices’ understanding diligently. They ask apprentices probing questions, mark their written work carefully and observe them in their practice closely. They provide apprentices with feedback that helps improve the standard of 12 to 14 June 2024

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apprentices’ future work. Tutors help apprentices prepare for their final assessments very effectively, providing mock papers and practice tests so that apprentices feel ready and confident. As a result, most apprentices, including those with SEND, pass their assessments well, often achieving a distinction grade.

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Leaders are ambitious for apprentices. They are committed to providing them with high-quality training. They know what Maybird does well and take swift and decisive action that addresses weaknesses successfully. For instance, they have recently introduced a new process to identify and support apprentices at risk of falling behind. Consequently, the proportion of apprentices not completing their apprenticeship within the planned timescale is declining rapidly and is now low. Leaders rightly recognise that they need to record what apprentices move on to after their apprenticeship more systematically.

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Leaders have put in place suitable governance arrangements. Members of the board of governors have relevant and useful expertise. They ensure that Maybird meets its statutory obligations, approving key policies such as safeguarding and health and safety. Governors also satisfy themselves that critical processes, such as safe recruitment checks, are applied consistently and robustly.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure apprentices have access to impartial careers advice and guidance at relevant points in their programme.  Monitor what apprentices move on to after their apprenticeship to inform the evaluation of the curriculum and the training that apprentices receive.  Provide all apprentices with the opportunity to learn about healthy, appropriate relationships. 12 to 14 June 2024

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Provider details

Address 32B Basepoint Business Centre Sheerway Business Park Folkestone Kent CT19 4RH

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Provider details

Principal, CEO or equivalent Sonya McPherson-Hills

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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 None 12 to 14 June 2024

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Information about this inspection

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

Roland White, lead inspector His Majesty’s Inspector Jo Styles Ofsted Inspector Sara Woodward His Majesty’s Inspector 12 to 14 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 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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