Lean Enabled Group Ltd

Further education and skills inspection report

p.1

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 Not previously inspected

p.1

Information about this provider

Lean Enabled Group Ltd (Lean Enabled) is an independent learning provider based in Central London. Lean Enabled specialises in improvement training for staff who work in several London NHS trusts. They began teaching apprenticeships in March 2022.

p.1

Information about this provider

At the time of the inspection, there were 145 apprentices in learning across three apprenticeship standards. Most apprentices study the level 4 improvement practitioner and level 5 improvement specialist apprenticeship standards. There were fewer than five apprentices on the level 3 improvement technician standard. All apprentices are over the age of 19. 5 to 7 March 2025

p.1

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

Apprentices are very motivated, enjoy their apprenticeship and feel safe. This is because they study a curriculum that is well designed and taught by industry experts. Leaders tailor the curriculum to apprentices’ specific roles in the NHS. Apprentices develop a good range of skills that they apply in a variety of clinical settings to establish the cause of operational problems and propose sustainable solutions. For example, apprentices create efficiencies and improve processes when they purchase medical equipment such as pace makers.

p.2

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

Apprentices make good progress and develop valuable new knowledge and skills. However, many of the first small cohort of apprentices did not achieve their apprenticeship within the planned time. This is because they were taken out of training to deal with urgent and unforeseen frontline NHS work. In these instances, apprentices prioritised their roles at work over the apprenticeship. However, leaders provided good support to make sure these apprentices eventually completed their training. Apprentices in subsequent cohorts and those who were not required to deal with urgent frontline NHS work achieve well. Trainers and coaches make sure that apprentices are well prepared for their final assessments.

p.2

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

Apprentices, on completion of their apprenticeship, additionally gain a globally recognised accreditation and membership of Six Sigma. Apprentices highly value being part of this national and global quality improvement network and the career opportunities it creates for them. When they finish their training, many apprentices take up new roles, gain promotion or additional responsibilities in their professional careers.

p.2

better?

Leaders have developed a good curriculum offer in response to the local and national skills shortages in quality improvement roles in the NHS. The apprenticeships are aligned well with the NHS priorities to upskill staff and improve operational performance.

p.2

better?

Leaders work well with NHS trusts to design the curriculum. They adapt and contextualise the content to apprentices' current roles and duties at work very well. Leaders make good use of results from assessments to plan the curriculum to fill gaps in apprentices’ knowledge in areas such as quality improvement principles and methods, data acquisition and analysis of statistics. As a result, apprentices study a challenging curriculum that is well taught. They make good progress and develop the knowledge and skills required to successfully complete a range of quality improvement projects in their trust. 5 to 7 March 2025

p.2

3

Trainers and coaches are highly experienced and knowledgeable. They use their extensive experience to make sessions highly relevant to apprentices’ job roles. They share real-world examples from their careers which apprentices find relevant and can apply to their own workplace practise. This helps apprentices to develop a deep practical understanding of complex topics such as statistics. Apprentices value the advice trainers and coaches give them. They enjoy how trainers and coaches teach the content in an interactive way. For example, when learning how to collect and analyse data, trainers and coaches teach this topic through practical activities in lessons using a catapult and ball to measure distance and produce charts. This helps apprentices apply theory to practice.

p.3

3

Trainers and coaches provide apprentices with useful verbal and written feedback on their work. They identify what apprentices have done well and what they should improve. For example, how to improve their research techniques or how to improve their use of change management tools. Apprentices find the feedback helpful and produce work to a good standard.

p.3

3

Trainers and coaches successfully teach a range of relevant wider topics that relate to fundamental British values in the curriculum. This includes teaching apprentices about protected characteristics and the importance of considering the needs of diverse NHS users in their care. For example, apprentices learn how to work with vulnerable patients to make sure they are treated with integrity and respect, when seeking consent for treatments. As a result, apprentices demonstrate a good awareness of the issues they may face in their work setting.

p.3

3

Leaders, trainers and coaches provide apprentices with a good range of careers advice and guidance opportunities. This includes individual career coaching and mentoring sessions from industry experts. These opportunities help apprentices to identify potential career goals and progression routes, for example, into leadership roles. However, there are limited opportunities to help broaden apprentices’ knowledge further of the sectors they work in or to be involved in professional networks during their apprenticeship.

p.3

3

Board members and leaders monitor the provision well. Leaders provide board members with helpful information about the performance of the provision which enables board members to provide good advice, support and challenge. As a leadership team, they work well together to find solutions to problems and put robust plans in place to make improvements. For example, they adjust the curriculum during the NHS winter season to make sure apprentices remain in learning. This includes introducing flexible schedules, offering online teaching sessions and prioritising curriculum content such as crisis management and patient flow optimisation.

p.3

3

Leaders have a robust improvement plan with clear deadlines to improve the timeliness with which apprentices complete their programme. They have put in place suitable support for apprentices who are at risk of falling or have fallen behind with their studies. This includes additional coaching and support sessions and mock final assessment sessions to help prepare apprentices for their final examinations. As a 5 to 7 March 2025

p.3

4

result, leaders are on track with implementing their improvement plan and have increased the number of apprentices who achieve within the planned time.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Increase the number of apprentices who achieve their programme within the planned time.  Introduce opportunities to help broaden apprentices’ knowledge and greater involvement in professional networks as part of their curriculum. 5 to 7 March 2025

p.4

Provider details

Address Tabard House 5th Floor Southwark London SE1 1XT

p.5

Provider details

Principal, CEO or equivalent Anil Mathew

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 5 to 7 March 2025

p.5

Information about this inspection

The inspection team was assisted by the chief operating officer, 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

Joanna Walters, lead inspector His Majesty's Inspector Shahram Safavi Ofsted Inspector Kanwaljit Dhillon Ofsted Inspector 5 to 7 March 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