Turning Factor Limited

Turning Factor Limited Monitoring visit report

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Name of lead inspector: Penny Fawcus, His Majesty’s Inspector

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Inspection dates: 31 July and 01 August 2024

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Type of provider: Independent learning provider

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Address:

Network House Alkmaar Way Norfolk NR6 6BF Monitoring visit: Turning Factor Limited, 31 July and 01 August 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Turning Factor Limited is an independent learning provider based in Norwich. It provides Skills Bootcamp courses in leadership and management at level 3 and level 5. Turning Factor has been offering Skills Bootcamps since 2022 and has trained 54 level 3 learners and 58 level 5 to date.

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Context and focus of visit

At the time of the visit, there were 10 learners on level 3 courses and 10 on level 5 courses. All learners are in full time employment in companies across Norfolk and Suffolk. Learners can complete their training either online or attending face-to-face lessons.

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Insufficient progress

Leaders have not yet implemented effective quality management processes to drive improvement. Leaders do not have suitable governance arrangements in place to hold them to account. Leaders do not evaluate the quality of their courses effectively. They have not developed a constructive plan to action any areas for improvement. Leaders do not have clear oversight of the progress that learners are making. They do not effectively monitor the skills and knowledge that learners develop because of their training.

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Insufficient progress

Leaders do not provide training for teaching staff to improve their teaching skills. Trainers have good qualifications and sector experience in leadership and management. Too few trainers have an accredited teaching qualification.

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Insufficient progress

Leaders have a strong understanding of the small- to medium-sized businesses (SMEs) that they work with in the region. Leaders conduct useful employment and skills gap surveys with local and regional employers. They fully appreciate the skills and knowledge that employers need, such as in leadership and management. Leaders have developed appropriate training programmes for SMEs in Suffolk and Norfolk to develop their organisational sustainability and growth. They have designed Monitoring visit: Turning Factor Limited, 31 July and 01 August 2024 course that include relevant topics, such as communication, commercial awareness and managing performance. Employers value the training and the impact that it has on their employees’ skills development and their organisation.

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Insufficient progress

Leaders have designed the vocational learning to be appropriately sequenced. Learners start with foundation knowledge, such as communication. Overtime, they move on to motivational factors and finally managing and improving performance. Learners are gaining the valuable skills they need to be effective leaders and managers in their workplace. Leaders provide learners with high-quality resources. These include manuals that support learners to apply the theories and concepts they have learned to their workplaces.

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Insufficient progress

Leaders have not planned an effective wraparound curriculum for learners. Leaders have not yet included careers support or awareness of radicalisation and extremism into the course for learners.

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Reasonable progress

Learners experience training of a high quality. Trainers create a culture within lessons, which motivates learners to contribute to the lesson. Trainers encourage learners to explore how models could be adapted to their own companies. Trainers provide clear explanations of theoretical concepts, such as the possible application of the Myers-Briggs model. Employers value the practical approach trainers take. They value the focus on practical application of knowledge rather than theoretical concepts.

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Reasonable progress

Trainers use questioning appropriately to check what learners can remember from previous lessons. Trainers explore whether learners have applied any of the theoretical concepts in their own roles thoroughly.

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Reasonable progress

Trainers use breakout rooms effectively during online training lessons. These allow learners to discuss their own leadership approaches. Learners reflect on how they have adapted to changes within their companies. Learners improve their understanding of topics through discussions and sharing experiences with their peers. They learn about the diverse organisations that their peers work in. They develop an understanding of different perspectives and approaches to leadership and management.

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Reasonable progress

Leaders and managers collect information on learners’ existing experience at the start of the course. Leaders ensure that they understand the learner’s job role. Most learners complete an extensive motivational analysis. Trainers use this motivational analysis to inform their teaching and to start discussions. In a few cases, trainers do Monitoring visit: Turning Factor Limited, 31 July and 01 August 2024 not have sufficient information on learners’ existing knowledge and skills to be able to plan lessons effectively. The learner information is too limited for trainers to be able to set individual targets. Furthermore, the limited information does not enable trainers to measure the progress these learners make.

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Reasonable progress

Learners improve their English skills while on their programmes. Learners improve their communication skills. They reflect on how they can become a better listener. Learners understand how to write clear written messages. They learn how to communicate in different ways and different styles that are appropriate to the occasion and the recipient. However, there are very limited opportunities for learners to develop their mathematical skills while on their course.

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Reasonable progress

Learners become more effective in their job roles. Most learners take on additional responsibility, such as becoming part of the leadership team. Learners gain the confidence and professional skills to know how to manage a growing workforce.

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Insufficient progress

Leaders do not have effective safeguarding arrangements in place. Leaders are not meeting their responsibilities to comply with the ‘Prevent’ duty. Leaders do not ensure that staff complete relevant training for safeguarding adults.

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Insufficient progress

Learners are not taught how to recognise extremist views or the risks of radicalisation. Learners feel that they are in safe hands. They are confident to speak to any member of staff and know they will be effectively supported should they have any concerns.

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Insufficient progress

Leaders and managers hold discussions with most learners before they start their courses. They check if learners have barriers to learning or caring responsibilities. Leaders provide effective support or adjustments for learners, where needed. Monitoring visit: Turning Factor Limited, 31 July and 01 August 2024 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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Insufficient progress

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Insufficient progress

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Insufficient progress

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Insufficient progress

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

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