Inclusive Training Solutions Ltd

Further education and skills inspection report

p.1

Inspection of Inclusive Training Solutions Ltd

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Inclusive Training Solutions Limited is an independent training provider located in Northampton. The provider was known as All Trades Training Limited. New leaders have taken over the provider, renamed it and changed the courses they offer. Leaders offer training in leadership and management, business and administration, and warehousing and supply chain management. Leaders mainly work with large national employers in the logistics sector.

p.1

Information about this provider

Apprentices either study online, through one-to-one coaching at work, or on a block release face-to-face basis at a training centre. The apprenticeships that they offer include level 2 supply chain warehouse operative, level 3 team leader, level 3 business administrator and level 5 operations manager qualifications. At the time of the inspection, there were 20 apprentices, all of whom are over 19. There are no apprentices in receipt of high-needs funding. 27 to 29 January 2025

p.1

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

Too many apprentices do not benefit from a well-structured and planned training course. All too often, they have to rely on self-directed study to learn important topics. However, they highly value the limited time spent with their tutors online or in face-to-face sessions, where they feel tutors explain topics well and they get appropriate support.

p.2

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

Most apprentices develop their confidence and character as they progress through their apprenticeship. For example, working in real business environments allows business administrator apprentices to apply their knowledge, solve problems, and develop their communication skills, which builds their confidence. Apprentices who receive frequent feedback from tutors and line managers feel this helps them understand their strengths and areas for improvement, which fosters self-awareness and personal growth.

p.2

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

Most apprentices do not benefit from sufficient helpful guidance to support them stay mentally and physically healthy. For example, apprentices working in the logistics sector are not taught about the importance of stress management, getting enough sleep between shifts and maintaining a healthy diet.

p.2

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

Apprentices feel safe. They trust that staff will take their safeguarding or welfare concerns seriously and that they will receive the necessary support from staff. Apprentices who work in the logistics sector have good understanding of health and safety practices at work.

p.2

better?

Leaders have not yet resolved all the areas for improvement identified in the previous inspections. Apprentices still lack consistent access to well-designed curriculums and high-quality training. However, leaders have improved the quality of feedback tutors provide, and the standards of work apprentices produce.

p.2

better?

Tutors do not plan the apprenticeship thoroughly enough. For example, level 3 business administrator apprentices only have limited monthly one-to-one coaching sessions. After these sessions, tutors do not provide enough well-planned activities to help apprentices continue their learning. Apprentices on the level 3 team leader and level 3 business administrator courses who need English and mathematics qualifications have to rely on self-study to improve their skills. They do not develop their English and mathematical abilities to sufficiently high levels. Apprentices do not benefit from a well-planned curriculum that enables them to excel and fulfil their potential.

p.2

better?

Apprentices do not get enough meaningful opportunities at work to practise what they learn. Tutors do not work sufficiently well with employers to plan apprentices’ on- and off-the-job training. They focus too heavily on getting apprentices to log off- 27 to 29 January 2025

p.2

3

the-job hours. They do not routinely work well enough with apprentices’ managers to plan specific activities for apprentices to complete at work to develop their knowledge and skills.

p.3

3

In most cases, tutors organise what topics they are going to teach in a logical order. For example, the level 3 team leader and level 5 operations manager curriculums first cover fundamental topics such as self-awareness before moving on to managing others. As apprentices master their management skills, this helps them in the final workplace project where they have to demonstrate their skills in monitoring and communicating the progress of their project to others. This prepares them well for future strategic planning and leadership roles.

p.3

3

Tutors have suitable knowledge, skills, and experience to teach their subjects. In most cases, they use their expertise to teach effectively. They use discussions and reflective tasks to explain key concepts. For example, level 3 team leader and level 5 operations manager apprentices benefit from using self-reflection and assessment tools to explain and apply key leadership and management theories. These activities help apprentices understand different management approaches they can use to make effective decisions and how they might apply them to their own workplace.

p.3

3

Most tutors use a range of appropriate assessment strategies to check learners’ understanding and recall of knowledge. They use sufficient questioning skills and revisit topics with apprentices throughout their course. Most apprentices can recall the new knowledge they have developed.

p.3

3

Too many apprentices withdraw from their courses because they become frustrated about the lack of consistent course planning and insufficient teaching. These factors demotivate them. The proportion of apprentices who remain on courses is not consistently high.

p.3

3

Leaders have suitable arrangements to identify and support apprentices with special educational needs and/or disabilities (SEND). Tutors work well with apprentices to provide one-to-one support and reasonable adjustments such as extra assessment time.

p.3

3

Leaders do not ensure that apprentices receive sufficient high-quality, impartial careers advice and guidance. Apprentices do not understand the full range of opportunities available to them. Apprentices are not fully prepared to plan their next steps in training or employment effectively.

p.3

3

Leaders and governors do not yet have sufficient oversight of accurate key management information, such as performance data on achievement, the proportion of apprentices who leave their course early, and attendance. The new leadership and governance team have put in place actions to improve the quality of education. They know the key priorities for improvement. However, it is too soon for inspectors to judge the impact of leaders’ actions. 27 to 29 January 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Provide apprentices with high-quality training and learning activities to help them learn knowledge, skills and behaviours needed for their job and their apprenticeship.  Ensure that tutors and apprentices’ managers work collaboratively to plan on- and off-the-job training activities so apprentices can practise what they learn when they are at work.  Provide high-quality English and mathematics training for apprentices who need to improve these skills in order to gain qualifications in these subjects.  Provide apprentices with effective impartial careers advice and guidance.  Improve oversight and accuracy of key management information. 27 to 29 January 2025

p.4

Address

1056 Deer Park Road, Moulton Park Industrial Estate Northampton Northamptonshire NN3 6RX

p.5

Address

Principal, CEO or equivalent Liam Fassam

p.5

Address

Provider type Independent learning provider

p.5

Address

Date of previous inspection 22 to 24 November 2022

p.5

Address

Main subcontractors None 27 to 29 January 2025

p.5

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. 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.

p.6

Inspection team

Michael Worgs, lead inspector His Majesty’s Inspector Angela Twelvetree Ofsted Inspector 27 to 29 January 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

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

p.7