Learning and Development Bureau Ltd

Further education and skills inspection report

p.1

Inspection of Learning and Development Bureau Ltd

p.1

Inspection dates: 30 July and 20 to 22 August 2024

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Learning and Development Bureau Ltd (LDB) is an independent learning provider based in Kent. At the time of the inspection, LDB had 55 apprentices. Of these, 19 apprentices were studying adult care apprenticeships from levels 2 to 5. There were 18 apprentices enrolled on level 4 children, young people and families practitioner, six on level 4 data analyst and five on level 4 business analyst. A very small proportion of apprentices were enrolled on level 3 assistant accountant and level 4 hospitality manager apprenticeships. All apprentices are adults.

p.1

Information about this provider

LDB does not work with any subcontractors. 30 July to 22 August 2024

p.1

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

Most apprentices exhibit positive behaviours towards their studies. Apprentices are respectful towards each other and their tutors. Apprentices adhere well to the classroom rules set by their tutors. They keep their mobile phones switched off, listen attentively to their tutors and politely take turns to contribute to lessons.

p.2

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

Apprentices do not get enough opportunities to explore their personal interests. Leaders rightly recognise this is something that needs to be further developed. For example, they have put in place plans for apprentices to study courses to gain digital skills to help them in their work and personal lives.

p.2

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

Apprentices value the opportunity to develop positive workplace behaviours. Apprentices studying the level 2 adult care worker apprenticeship exhibit empathy and compassion towards the clients they care for. Apprentices understand well the importance of ensuring clients’ dignity when carrying out personal care and ensure that clients have a say in how they are cared for.

p.2

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

Apprentices’ attendance at lessons is too low. Tutors do not ensure that apprentices receive the help they need to catch up when they fall behind with their studies. Consequently, too many apprentices do not complete their apprenticeship by the expected planned end date.

p.2

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

Apprentices feel safe and know who to contact if they have a concern. Apprentices value the information they receive from their tutors about how to travel safely to and from work in the evenings and how to keep themselves safe when working alone.

p.2

better?

Leaders’ processes for monitoring the progress that apprentices are making on their apprenticeship are ineffective. Leaders do not have sufficient oversight about how well apprentices are doing and they do not take effective actions to ensure that apprentices make the progress of which they are capable. Consequently, around half of those apprentices who start their studies at LDB do not complete their apprenticeship. Too few of those apprentices who remain on their programme achieve by the expected end date of their apprenticeship.

p.2

better?

Since the previous inspection, leaders have taken effective steps to improve the quality of teaching that apprentices receive. Leaders employ experienced tutors and work closely with employers to plan training and to design curriculums effectively. Tutors are experts in the subjects they teach and are appropriately qualified. They identify what apprentices know and can do at the start of their apprenticeship and use this information to plan training so that most apprentices gain new knowledge and skills. For example, apprentices studying the level 2 adult care worker apprenticeship learn strategies for sensitively managing those clients who present challenging behaviour when receiving care services. Apprentices learn about their 30 July to 22 August 2024

p.2

3

duty of care to clients and how to administer medications safely. As a result, apprentices quickly become valued members of the care services teams they work in.

p.3

3

Tutors do not prepare apprentices well enough for their end of apprenticeship assessments. As a result, apprentices do not know how to improve their work so that they can achieve merit or distinction grades.

p.3

3

Tutors do not prioritise the development of apprentices’ English and mathematical skills. They do not ensure that those apprentices who need to gain qualifications in English and mathematics study these subjects early enough. Although most apprentices pass their English and mathematics examinations at the first attempt, too few achieve by the expected planned end date of their apprenticeship. Tutors identify spelling and grammatical errors on apprentices’ written coursework, but they do not ensure that apprentices are taught how to spell frequently used subject vocabulary correctly. Consequently, apprentices continue to make the same mistakes and do not improve their writing sufficiently well over time.

p.3

3

Leaders plan training effectively in order to meet the skills needs of employers. For example, leaders sequence curriculums for employers who provide care services so that health and safety, fire regulations and the safe storage of medicines are taught early on in the apprenticeship. Leaders are active members of local employer networks. These networks provide training on topics such as regulatory changes in the care sector and how to write effective incident reports.

p.3

3

Tutors ensure that apprentices now receive effective careers advice and guidance to help them identify future job roles, such as becoming a mental health worker or care home manager. However, they do not always provide apprentices with information about the specific steps they need to take to achieve their career ambitions, such as what further training is required.

p.3

3

Tutors ensure that the majority of apprentices know how to keep themselves safe from the risks of radicalisation. Tutors have recently introduced a comprehensive workbook to help apprentices apply their knowledge of this topic to their workplace and personal lives. However, it is too early to see the impact of this initiative.

p.3

3

Tutors provide apprentices with useful feedback on what they have done well and what they need to do to improve. They focus appropriately on closing gaps in apprentices’ knowledge and skills so that they can be effective in their job roles. For example, tutors ensure apprentices studying care apprenticeships learn new techniques for helping clients to make independent decisions about their care and how to conduct more impactful well-being observations of clients.

p.3

3

Tutors support the very small minority of apprentices who have special educational needs and/or disabilities well. They make appropriate adaptations to their teaching so that apprentices can make progress with their studies. For example, they support apprentices who find reading difficult by making audio recordings of professional discussions, so that apprentices can revisit what has been discussed. 30 July to 22 August 2024

p.3

4

Governors are experienced and knowledgeable about the apprenticeships LDB provides. Although governors support leaders well, they do not receive the information they need from leaders to challenge them to improve the quality of the provision.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Ensure that apprentices improve their written English skills.  Ensure that apprentices receive the specific information they need to achieve their career goals.  Ensure that apprentices have opportunities to develop their personal interests.  Increase the proportion of apprentices who successfully achieve their qualifications in the time planned, with a higher proportion achieving merit and distinction grades.  Ensure that governors have access to high-quality information about the progress apprentices are making and how well they are achieving. 30 July to 22 August 2024

p.4

Provider details

Address 5 New Road Avenue Chatham ME4 6AR

p.5

Provider details

Website www.learninganddevelopmentbureau.org.uk

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Dates of previous inspection 21 to 23 June 2022 30 July to 22 August 2024

p.5

Information about this inspection

The inspection team was assisted by the operations and academic quality manager, 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.

p.6

Inspection team

Clifford Shaw, lead inspector His Majesty’s Inspector Jo-Ann Henderson His Majesty’s Inspector Colin Smith Ofsted Inspector 30 July to 22 August 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7