Call of the Wild (Development) Limited

Further education and skills inspection report

p.1

Inspection of Call of the Wild (Development) Limited

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

Call of the Wild (Development) Limited is an independent learning provider based in South Wales. At the time of inspection, 27 apprentices were enrolled on the level 6 career development professional apprenticeship. Apprentices are located across England and work in a range of education, employment and skills settings, including schools, colleges and prisons. Apprentices study online using a one-to-one coaching model. 8 to 10 April 2025

p.1

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

Apprentices are exceptionally motivated and enjoy their training. This is because they recognise the relevance of the curriculum to their roles and value the confidence it helps them develop. Highly experienced learning coaches teach a well- sequenced curriculum, which they personalise effectively to meet the specific demands of apprentices’ jobs. This enables apprentices to apply their new knowledge and skills and become more effective in their roles. For example, learning coaches help apprentices become proficient in using open questioning, which apprentices use to facilitate careers guidance interviews.

p.2

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

Apprentices develop critical thinking and communication skills, which improve their ability to provide high-quality careers guidance and carry out their roles effectively. Learning coaches set high expectations and provide regular, developmental feedback that highlights apprentices’ progress. This supports apprentices to take increasing ownership of their learning and performance and feel proud of what they accomplish.

p.2

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

Staff create a highly respectful and supportive environment where apprentices feel safe and are encouraged to challenge themselves professionally. For example, apprentices are supported to take on increased responsibilities at work, such as leading careers assemblies or co-delivering presentations. Apprentices value the individualised support that they receive, particularly through effective and well- structured progress reviews.

p.2

better?

Learning coaches use assessments and professional dialogue well to check what apprentices know and can do at the start of their apprenticeships and to plan relevant training. They adapt the curriculum effectively to reflect apprentices’ job roles and workplace settings. Learning coaches sequence learning logically, introducing core professional concepts early in the programme, such as ethics and safeguarding, before progressing to more advanced topics such as reflective practice and labour market intelligence. This enables apprentices to build their understanding securely and apply increasingly complex knowledge with confidence.

p.2

better?

Learning coaches use their extensive industry experience to plan and provide high- quality one-to-one training. They use thoughtfully designed resources to help apprentices deepen their knowledge and become more independent in their thinking and problem-solving. Learning coaches check apprentices’ understanding regularly through effective assessment, using questioning, discussion and written tasks to identify gaps and reinforce learning. They adapt their teaching in response to assessment outcomes, supporting apprentices to stay on track and continue building knowledge over time. Learning coaches also provide constructive feedback that enables apprentices to improve their communication, presentation skills and academic writing. 8 to 10 April 2025

p.2

3

Learning coaches respond effectively to apprentices who experience barriers to learning or have specific support needs. They support these apprentices individually to keep them on track and make progress in line with their peers.

p.3

3

Learning coaches promote apprentices’ wider personal development well through bimonthly progress reviews and themed masterclasses. These sessions help apprentices build key workplace attributes such as emotional intelligence and mental well-being. Those who attend masterclasses value the content and apply it in their professional contexts, although attendance at these sessions remains low.

p.3

3

Learning coaches set consistently high expectations for apprentices’ independent study and engagement with additional reading and create a respectful, professional training environment. They encourage apprentices to step outside their comfort zones and take on greater responsibilities at work. For example, apprentices learn to lead careers assemblies and facilitate careers workshops, which builds their confidence and resilience, and supports them to develop highly effective professional behaviours.

p.3

3

Leaders have introduced sensible quality assurance processes that mostly identify apprentices at risk of falling behind, enabling teaching staff to provide timely support. Arrangements for governance are appropriate and help leaders in maintaining oversight of the programme. However, leaders do not evaluate the quality of training delivery or teaching practice with sufficient rigour to inform their improvement plans. Nor do they provide learning coaches with continuous professional development focused on improving their teaching practice. As a result, learning coaches do not consistently receive the training they need to enhance their teaching skills.

p.3

3

Learning coaches provide effective careers advice that supports apprentices in identifying and working towards their next steps. They draw on their extensive sector knowledge to help apprentices explore progression routes, reflect on their strengths, and make informed career decisions.

p.3

3

Leaders do not ensure that all apprentices are fully clear about the timing and expectations of their final assessments. This limits a minority of apprentices’ ability to prepare confidently for the final stages of their programme.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

What does the provider need to do to improve?

 Evaluate the impact of teaching strategies and act on findings to improve the quality of education.  Provide professional development for learning coaches that focuses on developing teaching practice. 8 to 10 April 2025

p.3

4

 Inform apprentices about the timing and requirements of their final examinations and assessments. 8 to 10 April 2025

p.4

Provider details

Address 83 Church Road Seven Sisters Neath SA10 9DT

p.5

Provider details

Principal, CEO or equivalent Mark Soanes

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 Not applicable 8 to 10 April 2025

p.5

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.

p.6

Inspection team

Paul James, lead inspector His Majesty’s Inspector Steve Battersby His Majesty’s Inspector Holly Vaughan Ofsted Inspector Sarah Alexander His Majesty’s Inspector 8 to 10 April 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