Nextstep Training Limited

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 Requires improvement

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Information about this provider

Nextstep Training Limited is an independent learning provider located in the London Borough of Hackney. Nextstep Training Limited provides training to apprentices employed mainly in early years education and the adult care sector. At the time of inspection, they had around 70 apprentices. The largest provision with 47 apprentices was the level 3 early years educator apprenticeship standard. There were fewer than 10 apprentices on the level 3 business administration, the level 2 early years practitioner and the level 5 leader for adult care standards. 16 to 18 July 2024

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

Apprentices appreciate the individual support they receive from their tutors. In their online and in-person sessions, they receive effective one-to-one support. This allows apprentices plenty of opportunities to ask questions and seek further guidance which helps them to make good progress.

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

Apprentices are polite and respectful and show high levels of professionalism at work. They are very committed to their studies and are focused during their lessons. They participate enthusiastically in lesson activities, answer questions thoughtfully and engage in discussions confidently.

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

Apprentices learn in training environments that are calm and orderly. They feel safe and have not experienced bullying, harassment or discrimination when in training or at work. They greatly value the inclusive and friendly culture of the provider and uphold the principles of equality and diversity well.

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

Apprentices learn important new skills and knowledge related to their job roles. In early years, they learn how to approach the behaviour management of toddlers referring to theories of early stages of child development. Apprentices on the level 3 business administration course learn how rules and regulations about data protection apply to the health sector and patients’ medical records. Apprentices and their employers greatly value these new skills and knowledge. Apprentices make a positive impact at their workplace.

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better?

Since the previous inspection, leaders and managers have put in place a wide range of effective actions and resources to improve the quality of the apprenticeship. They have established an appropriate governing board to oversee the quality improvement actions. They have appointed staff to focus on improving the quality of teaching. Leaders use data effectively to monitor the progress of their actions, which has improved the quality of education and apprentices’ experiences.

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better?

Board members have effective oversight of the provider. They discuss pertinent matters such as the quality of progress reviews, apprentices’ off-the-job training entitlement, how well apprentices achieve, health and safety and safeguarding. They provide support and effectively challenge leaders to enhance the quality of the apprenticeship.

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better?

Tutors are well qualified and knowledgeable and explain topics clearly. They use relevant examples from the sectors they teach to deepen apprentices’ knowledge. In early years, teachers explain in detail the importance of safeguarding and child protection by describing the data related to the number of children who have suffered serious harm in the UK. Tutors draw on their expertise from industry and explain updates to legislation related to early years settings. As a result, apprentices 16 to 18 July 2024

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learn up-to-date industry knowledge about the early years requirements for the workforce, including the importance of safeguarding reporting processes.

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Tutors give apprentices good support to prepare them for their final assessment. They introduce the format and types of activities that apprentices need to complete for these assessments early and clearly. They conduct professional discussions with apprentices that build up in complexity over time. They support apprentices effectively to complete mock assessments and activities throughout their apprenticeships. Apprentices know about the requirements of their final assessments and are well prepared.

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Tutors do not always use assessment effectively to check that apprentices have remembered what they have been taught. For example, tutors in digital marketing give apprentices large amounts of information on topics such as the five stages of a customer lifecycle in a short amount of time. In these cases, tutors do not check that apprentices have taken in the information before moving to the next topic.

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Tutors plan the content of off-the-job training effectively. In the level 5 leader for adult care apprenticeship, apprentices learn about the topic of risk-taking. Apprentices then apply this knowledge to their work to support the service users to make informed choices while minimising any risks. Apprentices use this knowledge at work to provide better care for their service users.

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Apprentices have a good understanding of fundamental British values and how these apply to their work. Business administration apprentices learn how legislations related to data protection, equality and protected characteristics are related directly to, and applied in, the workplace. In early years, apprentices celebrate the cultures and nations of different children and work with sensitivity with children from diverse ethnic backgrounds. As a result, they promote inclusion and tolerance in their settings.

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Tutors provide effective individualised support to apprentices to develop their mathematics and English skills which they can then use in their jobs. They include topics such as the different forms of formal business letters to various audiences in their lessons. In early years, tutors teach apprentices how to use percentages to compare and analyse local crime data in London boroughs. The majority of apprentices achieve their qualification in mathematics and English.

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Most employers attend apprentices’ progress reviews and contribute positively to the discussions. During these reviews, tutors provide clear feedback on the progress that apprentices make and how well they develop in their roles. Most apprentices, and their employers, have a fully informed picture of apprentices’ progress and developmental needs.

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Employers support apprentices well by giving them practical tasks in the workplace that are closely linked to the apprentices’ theoretical knowledge. For example, in early years, apprentices use their theoretical health and safety knowledge to design water play and outdoor activities for children. Employers support apprentices to 16 to 18 July 2024

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create child development plans using children’s starting profiles. Apprentices benefit from good supervision at work and learn to apply their knowledge and skills at work.

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Apprentices’ confidence grows significantly as they go through their training and learn new knowledge and skills. Level 2 early years apprentices confidently design activities that are age-appropriate for children. Apprentices on the level 5 leader for adult care are more confident to attend meetings with professionals about the care for their service users. They communicate with professionals and chair group meetings in their settings confidently. Apprentices really value the positive impact their training has on their jobs. This helps them to take on more significant tasks or responsibilities at work.

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Leaders and managers have not provided apprentices on all courses with opportunities to expand their knowledge outside the core curriculum. While level 3 early years apprentices participate well in a range of developmental activities, these opportunities for other apprentices are limited. Therefore, not all apprentices have the chance to further expand their interests and talents.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Use assessment methods effectively across all courses to check apprentices’ knowledge and understanding before introducing new topics or concepts.  Provide apprentices on all courses with high-quality enrichment and extracurricular activities to enable them to enhance their talent and interests.  Make sure that all employers attend progress reviews to evaluate the progress apprentices make. 16 to 18 July 2024

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Provider details

Address Unit A2 1b Mentmore Terrace London E8 3DQ

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 25 to 27 April 2022

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Provider details

Main subcontractors None 16 to 18 July 2024

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Information about this inspection

The inspection team was assisted by the managing 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 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

Ramin Narimani, lead inspector His Majesty’s Inspector Christina Christou Ofsted Inspector Paul Breheny Ofsted Inspector 16 to 18 July 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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