Logistica Training and Consultancy Ltd

Further education and skills inspection report

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Inspection of Logistica Training and Consultancy Ltd

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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

Logistica Training and Consultancy Ltd is an independent learning provider based in Staffordshire. The provider previously traded as K S Training Limited.

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Information about this provider

At the time of the inspection, there were 360 apprentices. Of these, 62 were on the level 2 adult care worker, 114 were on the level 3 lead adult care worker, 23 were on the level 4 lead practitioner in adult care, and 55 were on the level 5 leader in adult care apprenticeships. The remainder study on a small number of business or care related apprenticeships. The provider does not work with any subcontractors. 1 to 4 October 2024

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

Apprentices benefit greatly from experienced and well-qualified tutors who support and motivate them to achieve well. Apprentices speak highly of the training they receive and how this helps them to consistently improve their daily working practices. For example, adult care worker apprentices can identify the early signs of dementia in their service users, and they know how to share these concerns with family members sensitively.

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

Apprentices’ attendance at their sessions is good. They attend their taught sessions promptly and are keen to learn. When an apprentice cannot attend their learning, tutors promptly rearrange sessions to make up for any missed learning, ensuring that they do not fall behind.

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

Apprentices, through their studies, become confident in their abilities and quickly gain the skills required to contribute at work more effectively. Lead practitioner in adult care apprentices become confident in their decision-making. They learn to undertake complex medication reviews with other medical professionals successfully.

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

Apprentices feel safe. They know well the actions they need to take to keep themselves and their service users safe. Adult care worker apprentices quickly learn to administer medication safely and how to physically move service users with complex physical difficulties carefully and without harm.

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better?

Since the previous inspection, leaders have acted to significantly improve the quality of education that apprentices receive. Leaders ensure that training is of a high- quality and routinely supports apprentices to develop and improve their workplace practice. Leaders, through their positive actions, have been successful in ensuring that a much greater number of apprentices successfully complete their apprenticeship.

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better?

Leaders work effectively with employers to plan and develop the curriculums they offer. Leaders, in discussion with partners, refresh the curriculum so that it includes relevant content that meets employers’ specific business needs. For example, lead adult care worker employers select specific topics of study, such as working with service users who have acquired brain injuries and those with specific types of dementia. Apprentices, through their studies, encounter a wide range of care scenarios, and they adapt to them quickly.

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better?

Leaders ensure that tutors plan and sequence their curriculums sensibly and logically. For example, leader in adult care apprentices focus initially on developing their strong communication and leadership skills before moving on to more complex processes, such as developing performance management plans for those that they manage. Apprentices, as they move through their studies, build upon and deepen their skills well over time. 1 to 4 October 2024

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Tutors support apprentices with special educational needs and/or disabilities well. Tutors support apprentices with dyscalculia through additional one-to-one tuition and provide extra time to complete assignments. Similarly, tutors use questioning well to assess those apprentices with dyslexia so that they can demonstrate their understanding clearly. As a result, apprentices with additional learning needs feel ably supported and achieve in line with their peers.

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Tutors support apprentices to develop their English and mathematical skills successfully. Tutors teach leader in adult care apprentices to deepen their understanding of budgeting and resource management, and how to write emails formally and professionally. Apprentices routinely apply their newly gained English and mathematics skills within their daily working roles.

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Tutors assess apprentices’ understanding effectively. They use a range of thought- through assessment activities such as targeted assignment tasks, workplace observations, and mock end-point assessments. These activities ensure that apprentices are well prepared for their assessments. As a result, nearly all apprentices, including those with special educational needs and/or disabilities, achieve their target grades.

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Tutors do not always provide apprentices with written feedback that is useful. In too many cases, written feedback does not routinely contain clear developmental advice that encourages apprentices to build upon their prior understanding or skills. Apprentices, through the feedback they receive, are not clearly aware of the actions they need to take to improve their work further.

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In most instances, tutors ensure that apprentices understand the career options available to them after they complete their studies. Tutors, during reviews, routinely provide advice to support apprentices to consider their next steps. Most apprentices develop a clear appreciation of the benefits of gaining a promotion and the further opportunities within the care sector. For example, lead practitioner in adult care apprentices are aware of the benefits and challenges of moving into managerial positions.

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Leaders ensure that tutors undertake professional development activities which serve to improve tutors’ teaching skills. However, leaders recognise that further training is necessary for tutors to ensure that the quality of teaching they provide always challenges apprentices to achieve their very best. Leaders have clear plans in place for this training, but it is too early to assess the impact.

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Leaders and managers ensure that their quality assurance processes are robust and identify strengths and weaknesses effectively. Where leaders and managers identify a weakness, they take swift and effective actions to improve. For example, leaders have reduced staff turnover significantly since the previous inspection. Apprentices, as a result, now benefit from receiving high levels of support from their tutors as they move through their apprenticeship. 1 to 4 October 2024

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Governors scrutinise the quality of education that leaders provide very well. The experienced board members have a clear understanding of the strengths and weaknesses of the training that staff provide . They provide the challenge required and hold leaders to account effectively.

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Leaders ensure that apprentices develop new and highly useful knowledge, skills and behaviours successfully. Apprentices, through the training they receive, become highly valued by their employers. Apprentices provide high-quality care for their service users and become diligent care professionals. For example, lead practitioner in adult care apprentices can deal with medical emergencies calmly, ensuring that colleagues remain calm and focused.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Continue to improve the number of apprentices who successfully complete their apprenticeship.  Ensure that the feedback and the targets set for apprentices help them to improve their work.  Ensure that the plans in place for the development of tutors’ practice are implemented so that the tutors continue to improve their teaching skills. 1 to 4 October 2024

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Provider details

Address Acacia House Unit C1 Trentham Business Quarter Bellringer Road Trentham Stoke on Trent ST4 8GB

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Provider details

Principal, CEO or equivalent Maria Reason

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 24 to 27 May 2022 1 to 4 October 2024

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Information about this inspection

The inspection team was assisted by the director of quality, 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

Mark Parton, lead inspector His Majesty’s Inspector Rachel Jablonski Ofsted Inspector Stuart Allen Ofsted Inspector Bev Ramsell His Majesty’s Inspector Rachel Clark His Majesty’s Inspector 1 to 4 October 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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