Aurelia Training Limited

Further education and skills inspection report

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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 Apprenticeships Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Aurelia Training Limited is a national training provider based in Coventry. Its primary focus is on training for the health and social care sector. At the time of the inspection, there were 271 apprentices enrolled across 16 different apprenticeships. Of these, 93 were studying the level 3 lead adult care worker apprenticeship, 51 were on the level 2 adult care worker apprenticeship, 13 were studying for the level 4 lead care practitioner apprenticeship and 17 were enrolled on the level 5 leader in adult care apprenticeship. Additionally, there were 29 apprentices on the level 2 cleaning hygiene operative apprenticeship, seven on the level 5 operations manager apprenticeship and seven on the level 2 recruitment resource apprenticeship. 28 to 31 January 2025

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

Apprentices learn in a culture of respect, inclusivity and support. They appreciate their training, value their relationships with their trainers and enjoy their work environments. Level 5 operations manager apprentices work well with each other and their tutors. Apprentices treat their colleagues, clients and other apprentices respectfully and recognise each other’s diverse backgrounds.

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

Too many apprentices leave their apprenticeship early. This is because many apprentices are unaware of the demands of working in the care sector and leave for alternative employment. In addition, a few apprentices achieve their additional qualifications but leave the apprenticeship before they take their final apprenticeship assessments. Apprentices who stay on their apprenticeship have professional attitudes to their educational development and employment. Attendance at work and training sessions is high.

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

Most apprentices develop character and confidence as they undertake increasingly demanding tasks at work with support from trainers and supervisors. They develop the people skills of communicating empathetically and building positive relationships, which helps them develop the professional behaviours needed for their next steps. Most apprentices acquire a sense of self-belief and pride through their studies.

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

Apprentices feel safe in their roles. Trainers and employers offer learning opportunities focused on health and safety in specific situations. Level 2 adult care worker apprentices who work with individuals facing mental health challenges are trained on safety protocols, such as working in pairs and using two-way radios to call for help when needed.

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better?

Leaders provide curriculums that support the skills needs of the local, regional and national economies successfully. They recognised the need for highly skilled care workers and have implemented a well-considered skills solution for employers across domiciliary care, care and nursing homes for patients with disabilities and charitable housing organisations.

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better?

Trainers do not plan apprentices’ learning effectively to ensure that they develop their new knowledge and skills swiftly. At the start of the apprenticeship, apprentices undertake various tests to assess their current knowledge and skills. However, trainers do not use the results of these to inform teaching. Nor do they work well enough with employers to ensure that apprentices’ off-the-job learning connects to development opportunities in the workplace. Therefore, apprentices do not get the chance to put into practice newly learned knowledge and skills quickly enough.

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better?

Trainers do not consistently use suitable teaching strategies to help apprentices 28 to 31 January 2025

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retain their learning. In discussion-based sessions, trainers concentrate on completing assignments rather than on how apprentices can develop the knowledge and skills that they need to learn. Too many apprentices struggle to recall their prior learning and understanding.

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Trainers do not use questioning effectively to check apprentices’ understanding and adjust their teaching accordingly. Trainers ask questions to reinforce learning and motivate apprentices. However, the questioning techniques trainers use are often insufficient to gauge apprentices’ understanding. In many instances, tutors answer their own questions, making it unclear how well apprentices understand the topic being taught.

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Trainers ensure that most apprentices use subject specific and technical vocabulary accurately. Level 5 operations manager apprentices use and routinely apply concepts such as the Thomas-Kilmann conflict mode instrument or the interest- based relational approach to resolve disagreements. Apprentices use this vocabulary well in their studies and at work.

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Trainers support apprentices with special educational needs and/or disabilities appropriately. Level 3 recruitment consultant apprentices who have dyslexia meet frequently with their trainers and receive course material to study before sessions. This helps them to remember the taught content.

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Apprentices who do not need to undertake functional skills qualifications do not routinely develop or deepen their written English skills. Level 3 lead adult care worker apprentices do not consistently receive support to correct grammar errors in their writing. Therefore, apprentices struggle to develop the report-writing skills needed for their next steps.

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Leaders provide apprentices with relevant careers education, initial advice and guidance. Progress reviews include prompts to discuss career options. Trainers use these prompts well to highlight potential pathways for career progression. Most apprentices have a clear understanding of their possible next steps.

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Leaders are considerate of trainers’ well-being and workload. They maintain an open-door policy, encouraging trainers to share their concerns. They hold frequent group and individual meetings and monitor staff workloads. Leaders work with an external human resourcing consortium that provides counselling support for those in need. Staff feel appreciated and take pride in their workplace.

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Leaders provide trainers with access to regular professional development. They ensure their expertise remains current by attending sector events and seminars and subscribing to industry journals. However, leaders do not routinely focus on developing trainers’ teaching skills, which has led to trainers’ limited use of effective teaching strategies.

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Since the previous inspection, leaders have implemented various appropriate quality assurance processes to identify the strengths and weaknesses of their 28 to 31 January 2025

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apprenticeships. When the support needs of trainers are identified, they provide them with training to improve their teaching practice. These actions have helped increase in-year outcomes and the proportion of apprentices who achieve distinction grades, particularly on the level 5 operations manager apprenticeship. However, it is still too early to see the full effect of these actions.

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Leaders have established an effective governance board that supports them in making necessary improvements. Governors possess extensive experience in the education sector and use their expertise successfully to assist leaders in identifying and implementing required improvements. They receive detailed and relevant reports that help them understand the provider’s strengths and weaknesses. When needed, they challenge leaders appropriately to ensure that suitable actions are taken.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Plan individualised learning for apprentices to help them build on their existing knowledge to support the rapid development of new knowledge and skills.  Provide appropriate training to teachers to help them improve their teaching skills so that they use the most effective strategies to help apprentices resolve any gaps in learning and secure their learning in their long-term memories.  Increase the proportion of apprentices who complete and achieve their apprenticeship.  Provide high-quality teaching for apprentices to improve their English skills. 28 to 31 January 2025

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Provider details

Address The Butts Arena Butts Coventry CV1 3GE

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Provider details

Principal, CEO or equivalent Bob Harknett

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 1 to 4 November 2022

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Provider details

Main subcontractors Not applicable 28 to 31 January 2025

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Information about this inspection

The inspection team was assisted by the quality manager, 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

Bev Ramsell, lead inspector His Majesty’s Inspector Ben Crook Ofsted Inspector Rachel Clark His Majesty’s Inspector Karen Roberts Ofsted Inspector Mark Parton His Majesty’s Inspector William Baidoe-Ansah Ofsted Inspector 28 to 31 January 2025

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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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