Education and Skills Training & Development Limited

Further education and skills inspection report

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Inspection of Education and Skills Training and Development Limited

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Inspection dates: 26 to 29 November 2024

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Overall effectiveness Requires improvement

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

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Information about this provider

Education and Skills Training and Development Limited is an independent learning provider that offers training to apprentices in the education and childcare sectors. At the time of the inspection, there were 1,040 apprentices enrolled on programmes at level 2 to level 6 in early years educator, teaching assistant, school business professional, business administrator, customer service practitioner, career professional development, customer service specialist, early years lead practitioner, assessor coach, operations manager, playworker and team leader. Apprentices are employed in schools and nurseries throughout England. Most apprentices are over 19 years of age.

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Information about this provider

The provider recently began to offer free courses for jobs to adult learners funded through the South Yorkshire Combined Mayoral Authority. At the time of the inspection, there were 70 learners enrolled on short courses at level 3 in understanding mental health, understanding autism, the principles of special educational needs and/or disabilities (SEND) and a 12-month course in early years educator. 26 to 29 November 2024

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

Too many apprentices make slow progress towards achieving functional skills qualifications. They do not receive effective teaching from English and mathematics tutors. Tutors do not set clear targets for apprentices to help them make expected progress. Too often, apprentices do not achieve these qualifications in the time allocated, which impacts on the timely achievement of their apprenticeship. Leaders have made recent changes to the functional skills delivery strategy to respond to this, but it is too soon to measure the impact of these changes.

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

Apprentices demonstrate professional behaviours in vocational sessions. Most tutors set clear expectations for behaviour and conduct when apprentices take part in online lessons and in tutorials. Apprentices arrive at these sessions on time and have their microphones and cameras on ready to participate in discussions. However, in a few functional skills sessions, a small number of apprentices do not engage sufficiently well.

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

Adult learners are motivated and engage well with their courses. They understand the value of achieving additional qualifications to help them to work more effectively in the workplace and to progress in their careers. They work independently through the self-study curriculum to complete assignments. Tutors provide helpful coaching and support to learners where needed, which helps learners to increase their confidence in their abilities.

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

Apprentices and learners feel safe at work and during their training. Learners have an appropriate understanding of safeguarding through the work they do in the settings where they work. Apprentices and learners know to whom they should report any concerns.

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better?

Leaders have a clear strategic intent to provide apprenticeships in the early years and education sectors that meet the needs of employers who need trained staff to support children in schools and nurseries. They have responded to the need for skilled staff from local authorities across England.

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better?

Leaders have a clear strategic intent to provide free courses for jobs to adult learners funded through South Yorkshire Combined Mayoral Authority. They work with learners already in employment to upskill them. The combined mayoral authority has identified the need to develop the knowledge and skills of learners working with children with SEND, and leaders and managers have provided courses in response to this.

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better?

Managers and tutors do not work consistently well with employers to plan and design curriculums for apprentices. For example, on the level 3 early years educator apprenticeship, managers and tutors do not work well enough with early years settings to sequence the curriculum. As a result, the curriculum does not 26 to 29 November 2024

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consistently mirror what apprentices are doing in the workplace. This contributes to apprentices not making the progress of which they are capable. Leaders and managers are currently working with employers to plan and design the curriculum for new apprenticeships that they are in the process of introducing.

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Too many employers do not attend progress reviews. Leaders do not challenge employers well enough when they do not attend. Employers do not have sufficient awareness of the progress that apprentices make.

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Leaders have been too slow to implement effective actions to respond to the number of apprentices who have not completed their training. Many apprentices are past their end date, have withdrawn or have not achieved their functional skills English and/or mathematics qualifications.

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Tutors are well qualified and experienced in their subject areas. They share their experience well with apprentices. For example, tutors on level 3 early years educator explain clearly about the range of theorists whose work has influenced established practice in the education of young children. Apprentices grow in confidence as their knowledge grows.

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In most instances, tutors plan and use assessment effectively. They provide apprentices with useful assignment briefs that make clear the evidence that apprentices are required to provide. Most tutors provide helpful feedback to apprentices on their assessed work about how they can improve further, such as by providing more detail in their answers. However, a few tutors occasionally do not give clear feedback. This contributes, in a few instances on the level 3 early years educator standard, to apprentices having to resubmit their work multiple times.

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Tutors provide feedback on adult learners’ work that sets out very clearly what learners have done well and what they could do to improve.

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Tutors take effective account of apprentices’ and learners’ support needs. Learners and apprentices who have a range of needs such as dyslexia or autism receive the support that they need to make progress and achieve their qualifications. Tutors provide additional one-to-one sessions and agree extensions to assignment deadlines.

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Most apprentices have high attendance at vocational sessions. They understand the importance of monthly sessions to support their progress in developing the knowledge and skills that they need in the workplace. Too many apprentices do not have the same commitment to attending their functional skills sessions.

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Leaders have effective oversight of the progress of adult learners. They identify learners who have fallen behind or who are at risk of falling behind. Tutors discuss this information with team leaders and with leaders and managers and take effective action to help learners to catch up. Most adult learners make good progress and achieve their qualifications. 26 to 29 November 2024

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Leaders work closely with an external specialist who sits on the governing board and provides useful scrutiny and challenge. The specialist has a wealth of experience and expertise in managing apprenticeships. However, leaders and managers have been too slow to implement many of their recommendations.

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Leaders, managers and tutors provide useful careers information to apprentices and learners. Apprentices benefit from impartial careers advice that is appropriate to their age and aspirations. Leaders have appointed two staff members who are qualified career development professionals and who have developed resources to support careers guidance.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Take swift and effective action to reduce the number of apprentices who do not complete their apprenticeship on time.  Take action to improve the attendance of apprentices at functional skills sessions.  Work consistently with employers to plan and design the curriculum to meet the needs of apprentices and employers.  Provide clear and helpful feedback to apprentices on the level 3 early years educator apprenticeship. 26 to 29 November 2024

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Provider details

Address Unit F South Quay Lakeside Boulevard Doncaster DN4 5PL

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Provider details

Principal, CEO or equivalent Steve Martin and James Hart

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 5 to 8 July 2022

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Provider details

Main subcontractors None 26 to 29 November 2024

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Information about this inspection

The inspection team was assisted by the 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

Jacquie Brown, lead inspector His Majesty’s Inspector Malcolm Fraser His Majesty’s Inspector Tina Ockerby Ofsted Inspector Kathryn Townsley Ofsted Inspector Alex Miles Ofsted Inspector Dr Agathine-Louise Ofsted Inspector 26 to 29 November 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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