Education and Learning Academy Limited

Further education and skills inspection report

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Inspection of The Equestrian Learning Academy Limited

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Inspection dates: 25 to 28 June 2024 and 12 and 13 September 2024

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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

The Equestrian Learning Academy Limited (ELA) is a national independent learning provider that offers apprenticeships and privately funded training. Since the new provider monitoring visit in 2022, it has increased significantly its apprenticeship provision.

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Information about this provider

At the time of the inspection, there were 1,438 apprentices. A very small proportion of these are aged under 18. Most apprentices follow apprenticeship standards in either early years education, health and social care, or business and management at levels 2 to 5. Most apprentices study online, and are based in locations across England.

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Information about this provider

ELA does not work with subcontractors. 25 to 28 June 2024 and 12 and 13 September 2024

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

Apprentices value the calm environment that tutors create for them. Apprentices respect each other and their teaching staff, and follow the high expectations set for them. They feel valued, respected and listened to. Apprentices ask questions confidently and support each other in class.

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

Apprentices benefit from a range of workshops, newsletters and one-to-one sessions where they explore subjects such as safeguarding, British values and the risks of extremism and radicalisation. They develop a strong understanding of equality, diversity and inclusion through their studies. Staff empower apprentices to talk freely and openly about their experiences, and how they can better promote this in their workplaces.

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

Apprentices know how to keep mentally and physically healthy. They value staff’s focus on their well-being, which helps them to manage their busy professional and personal lives. For example, level 4 children, young people and families apprentices attend useful workshops to manage their stress and prepare for exams. However, leaders do not make sure that the few apprentices aged 16 to 18 receive age- appropriate training about topics such as healthy relationships.

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

Apprentices value tutors’ encouragement, which motivates them to strive for high grades and to produce high-quality work. The structure, clear deadlines and breakdown of tasks which tutors give them are helpful and motivating. Apprentices benefit from inspiring careers information, advice and guidance to help them understand work opportunities and higher-level qualifications available to them. They are well prepared for their next steps.

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

Apprentices feel safe at work and while studying with ELA. They know whom to speak to should they have any concerns.

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better?

Leaders have developed curriculums that meet the needs of key national skills shortages, such as in adult social care and early years. They have chosen to offer courses from levels 2 to 5 in these areas, so that apprentices can quickly progress in their careers.

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better?

Leaders offer courses which meet the requirements of an apprenticeship. They ensure that all apprentices receive their full entitlement to off-the-job training. Leaders and managers work well with employers to help them understand apprentices’ progress, and to align training to workplace activities. For example, level 3 early years educator apprentices learn about the impact of legislation on policy development. Employers provide apprentices with additional training to apply this knowledge to their specific policies and processes. Consequently, apprentices develop knowledge and skills specific to their role well. 25 to 28 June 2024 and 12 and 13 September 2024

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Managers plan the order of courses sensibly, to progressively build apprentices’ knowledge, skills and behaviours. Apprentices become confident, competent and independent at work. For example, level 3 lead adult care worker apprentices build knowledge and skills to keep themselves and their clients safe early in their programme, then progress to administering medication and completing reports.

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Tutors use their expert industry skills and knowledge to enhance apprentices’ learning, and inspire them to learn more. They use a wide range of appropriate teaching and learning methods, and introduce and explain topics clearly. Tutors vary learning activities so that apprentices develop the skills to apply their learning in a range of contexts. For example, tutors break sections of learning into short presentations which build apprentices’ knowledge for the larger professional discussion in their final assessment. Consequently, apprentices remember their learning and are keen to extend their knowledge.

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Tutors relate off-the-job learning to apprentices’ workplaces carefully. This helps apprentices reflect on their practice and apply it at work. For example, tutors provide useful, up-to-date information about the professionals that apprentices need to link with, so that level 2 early years practitioner apprentices learn about the importance of teamworking to support children’s development.

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Tutors use assessment well to support apprentices to make progress and inform their future learning. Most apprentices receive meaningful verbal and written feedback, which helps them to improve their work. For example, level 2 early years practitioner apprentices develop from completing practical tasks, such as changing nappies, to understanding the stages of child development and behaviour. This means that they plan appropriate activities for the children in their care.

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Most apprentices who complete their course gain the knowledge, skills and behaviours they need to be successful in their careers. They produce theoretical work that is of a good quality, and demonstrate a sound knowledge of the link between their learning and the industries in which they work.

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The majority of apprentices successfully complete their studies. A significant proportion of these gain distinction grades in their final assessments. The large majority of apprentices who complete functional skills courses pass these. Pass rates for functional English qualifications are particularly high.

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Almost all apprentices who complete their course take on more responsibility at work, and many gain promotions. Employers value the knowledge that apprentices bring to the workplace. For example, level 3 lead adult care worker apprentices apply the Mental Capacity Act training to provide wider training to their staff teams.

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Leaders use a range of effective tools to evaluate the quality of training. They, and their highly skilled governors, have a good understanding of the strengths and weaknesses of the provision. Both leaders and governors communicate effectively their expectations for high performance to staff, and are rigorous in their monitoring of progress. 25 to 28 June 2024 and 12 and 13 September 2024

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Leaders’ and governors’ actions lead to improvements, such as a substantial reduction in the previously high number of apprentices who were behind in their studies. When apprentices make slower progress, tutors now produce well-crafted action plans and arrange additional study sessions to help apprentices catch up. However, despite these improvements a small proportion of apprentices nevertheless continue to make slow progress.

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Leaders provide staff with a range of training that supports their professional development. For example, staff take higher level industry-specific qualifications and attend relevant placements in their sector to keep their knowledge current. Staff are proud to be employed by ELA and value the consideration that leaders have for their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that all apprentices make appropriate progress and complete their studies within the planned timescales.  Provide apprentices aged 16 to 18 years with an age-appropriate personal development curriculum including topics such as keeping healthy and healthy relationships. 25 to 28 June 2024 and 12 and 13 September 2024

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Provider details

Address 1 Meadlake Place, Thorpe Lea Road Egham Surrey TW20 8HE

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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 n/a 25 to 28 June 2024 and 12 and 13 September 2024

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Information about this inspection

The original inspection took place from 25 to 28 June 2024. An additional visit was conducted in line with the gathering additional evidence procedures on 12 and 13 September 2024. 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

Emma Leavey, lead inspector His Majesty’s Inspector Richard Kirkham His Majesty’s Inspector Paul Addis Ofsted Inspector Nicola Conibear Ofsted Inspector Gavin Murray Ofsted Inspector Jo-Ann Henderson His Majesty’s Inspector Saul Pope, lead inspector His Majesty’s Inspector Nikki Brady His Majesty’s Inspector 25 to 28 June 2024 and 12 and 13 September 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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