Eliesha Training Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Eliesha Training Limited has provided training in leadership and management since September 2001. It began providing levy-funded apprenticeships in November 2017 to develop leadership skills in local councils and large national companies across England. At the time of inspection, there were 41 apprentices studying level 3 team leader and 38 apprentices studying level 5 operations or department manager. All apprentices are aged 19 or older. The vast majority of teaching is online. 1 to 4 October 2024

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

Apprentices thrive on their programmes. They grow in confidence, developing the knowledge and skills to take on new responsibilities in the workplace. A high proportion gain distinction grades on completion of their programme. During and after their programmes, most apprentices take on additional responsibilities in their roles and many quickly gain promotions.

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

Apprentices make rapid progress in developing their knowledge and skills. They produce work of a consistently high standard and learn practical skills that enable them to become better managers in their job roles. For example, they learn how to use Gantt charts and the Eisenhower Matrix to become more effective at managing time and delegating work to others.

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

Apprentices feel valued by their programme tutor coaches (PTCs) and contract managers (CMs). They can access a wide range of useful, personalised support, including ‘pause points’ when they can reflect on their progress. Apprentices take responsibility for their learning and, if they fall behind due to busy periods at work, they catch up quickly.

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

Apprentices are prepared very well for their next steps, and most have clear plans for what they will do after their apprenticeship, including higher-level apprenticeships. They have access to resources about career development and know that they can request a meeting with the careers adviser. However, leaders do not ensure that apprentices receive sufficient information to enable them to understand the range of opportunities for their long-term careers.

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better?

Since the last inspection, leaders have successfully implemented a wide range of improvements which have greatly benefited apprentices. PTCs and CMs now support apprentices well to build their resilience, enthusiastically encouraging them to keep going when times get tough. As a result, most apprentices complete their programmes, and fewer now take breaks in learning.

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better?

Leaders have a clear, ambitious vision for their apprenticeship programmes. They have over two decades of experience of training in leadership and management and are passionate and knowledgeable about this subject. Leaders establish a culture which is centred around their apprentices, with a strong belief in the ability and ambition of each individual.

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better?

Leaders build highly positive relationships with employers and communicate with them very effectively. They ensure that employers understand at the start of the apprenticeship the commitment needed from them. Employers are consistently involved in review meetings and support their apprentices with opportunities to apply their new knowledge and skills. 1 to 4 October 2024

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PTCs sequence the curriculum very effectively to enable apprentices to develop the knowledge, skills and behaviours that they need to be successful at work and in their careers. For example, apprentices begin by analysing themselves to understand their own skills and barriers. They apply this knowledge to the work with their teams, establishing, for example, how they would use the strengths of their teams when managing difficult situations.

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Apprentices with additional needs are supported well. They can use controls in the system used for online learning to change the text and colour to meet their needs. Apprentices who need specialist equipment, such as specific headphones, are provided with it. All teaching sessions are recorded so that they can be viewed again by apprentices when needed. Apprentices with additional needs make progress in line with their peers.

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PTCs are highly qualified and experts in their field of professional practice. All have been managers and leaders and are members of professional bodies such as the Chartered Management Institute. PTCs draw on their contemporary and extensive experience to enhance their teaching. Leaders recruit PTCs very carefully, requiring them to demonstrate their skills on their other training programmes before approving them to teach on their apprenticeship programmes.

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PTCs use a wide range of highly effective teaching strategies in their online sessions. These include informative presentations, skilful questioning and well-managed discussions. PTCs use examples which are relatable to apprentices’ job roles to help their understanding of key concepts. For example, apprentices analyse how to manage a budget for their household, before applying this learning to managing a larger budget at work.

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PTCs manage online teaching sessions very well. They use breakout activities to encourage participation and support apprentices in contributing to discussions. Use of cameras is expected, and apprentices participate readily in online sessions. Apprentices value highly the frequent opportunities to share knowledge and experience with other apprentices from a variety of organisations.

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PTCs deftly weave topics such as fundamental British values and staying safe through the curriculum. Apprentices can recall clearly topics such as the recent UK riots, male and female menopause and signs that would indicate if a colleague was being radicalised. As a result, they have a sound understanding of ways they can look after their own and their colleagues’ well-being.

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PTCs support apprentices well to enhance their English and mathematics skills. Apprentices study a finance module and learn how to calculate profit and loss. They are supported to build their English skills, such as academic writing, which is particularly beneficial for those who are returning to education after time in work. Apprentices who require qualifications in English and mathematics are supported very well to achieve them quickly on their programmes. They work individually with a specialist tutor in relation to identified gaps in their knowledge, based on frequent assessments, and most pass their examinations at the first attempt. 1 to 4 October 2024

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PTCs use a range of assessment methods effectively such as written assignments and professional discussions. Apprentices receive constructive feedback about their work and how they are developing their professional skills and behaviours, which they use to improve their work.

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Leaders and managers have a comprehensive oversight of their provision. They carry out frequent reviews of the quality of teaching and meetings to review apprentices’ progress and collect feedback from apprentices. They use information from these activities to plan specific training for PTCs such as recent training on supporting apprentices who have neurodiversity needs.

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Leaders and managers promote a very positive working culture. Staff value the supportive and open culture, based on the principles of transparency and collaboration. This is exemplified by the frequent ‘communities of practice’ meetings in which staff share their wealth of knowledge and freely discuss their practice in order to find new and creative ways of working.

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Leaders have established a strategic board of five directors who have a thorough understanding of the principles of apprenticeships. Directors use their considerable knowledge of the world of business, government policy and curriculum theory to enhance the apprenticeship programme. They were instrumental in the improvements seen since the previous inspection and play a key role in maintaining stability moving forward.

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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 apprentices receive effective careers advice and guidance which is specific to their aspirations and empowers them to understand opportunities beyond their apprenticeship. 1 to 4 October 2024

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Provider details

Address Newcastle House Albany Court Newcastle Business Park Newcastle upon Tyne NE4 7YB

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Provider details

Principal, CEO or equivalent Julie Flanagan

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 2 to 5 August 2022

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Provider details

Main subcontractors None 1 to 4 October 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 and monitoring visit 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

Karen Anderson, lead inspector His Majesty’s Inspector Hayley Lomas His Majesty’s Inspector Rebecca Matthews Ofsted Inspector Rhys Davies Ofsted 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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