Orange Moon Training Limited

Further education and skills inspection report

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Inspection of Orange Moon Training Limited

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Inspection dates: 29 April to 2 May 2025

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Overall effectiveness Good

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

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Information about this provider

Orange Moon Training is a specialist training provider that offers apprenticeships in the education and early years sectors. It operates across several regions in England. At the time of the inspection, there were 337 apprentices enrolled on early years, children’s residential care, education and leadership apprenticeships. The majority of apprentices study on the level 2 early years practitioner and the level 3 early years educator. Leadership apprenticeships are designed to support apprentices leading in the childcare sector. A quarter of the apprentices were aged 16 to 18 at the time of the inspection. 29 April to 2 May 2025

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

Staff create a culture of encouragement and support. Apprentices value this and acknowledge the effort staff put in to help them achieve their individual goals and aspirations. Apprentices thrive at work because of their positive training experiences.

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

Apprentices demonstrate fundamental British values throughout their training and work. They understand the importance of tolerance and respect in discussions with peers and apply their knowledge well to their work settings. For example, early years apprentices use their understanding of individual liberty and choices to inform the activities they plan for children in their care.

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

Apprentices develop the necessary knowledge, skills and behaviours to move on to their next steps. They achieve well and build their confidence, resilience and character due to the well-crafted training they undertake. Many apprentices participate in international placements as part of the Turing scheme, developing both personal and professional skills and broadening their understanding of global approaches to education and care.

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

Staff are highly considerate of apprentices’ needs and well-being, including those with special educational needs and/or disabilities (SEND). Apprentices benefit from frequent one-on-one meetings and reviews. Staff respond promptly to apprentices’ needs and work closely with employers to ensure that apprentices’ needs are well accommodated. Apprentices make swift progress in their training.

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

Apprentices feel safe at work and in their online lessons. Staff teach apprentices about the importance of health and safety in their work settings, including the use of fire safety equipment and the importance of staff-to-child ratios when supervising children.

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better?

Since the previous inspection, leaders have rightly focused on improving the quality of the training that they provide. They have redesigned their training and delivery model so the quality of provision is consistently high across apprenticeships.

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better?

Leaders and managers have a clear and ambitious vision to deliver high-quality, inclusive education and training in childcare and education. They use their strong sector knowledge and close links with employers to design apprenticeships that prepare apprentices well for the wide range of opportunities in childcare and education. For example, apprentices on the children, young people and families programme benefit from training that prepares them for employment in a range of positions in residential care settings, from support worker through to deputy manager positions.

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better?

Leaders’ meticulous focus on the quality of education has resulted in more apprentices achieving their apprenticeship, with a high proportion achieving 29 April to 2 May 2025

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distinction grades. Leaders closely monitor the small number of apprentices who are past their expected completion date and set clear timelines and actions to get them back on track. Apprentices are making expected or better progress.

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Leaders and managers plan courses with a strong emphasis on personal and professional development. Courses start and end with modules that support apprentices to develop their reflection and goal-setting skills. Staff include 10 ‘core’ conversations in the course on topics such as equality, diversity and sustainability. For example, apprentices discuss how policies and practices around hygiene in their setting can be more sustainable. These activities help apprentices become more thoughtful, confident and able to make a positive difference at work.

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Apprentices benefit from carefully planned training that progressively builds their knowledge and skills over time. Early years apprentices initially learn fundamental content such as safeguarding, well-being and childhood development before progressing to more complex topics such as partnership working. Apprentices studying level 5 operations manager begin with modules on leadership and management principles, progressing to more advanced topics such as school improvement, coaching and people management. Apprentices quickly develop proficiency, and they apply what they have learned in the workplace effectively.

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Tutors employ a variety of useful techniques such as questioning, on-the-spot tests and peer discussions to assess learning and reinforce key concepts. Tutors use scenario-based activities effectively to give apprentices opportunities to apply their learning. For example, early years educator tutors use observations of play to demonstrate different types of play and how to adapt activities to meet the developmental needs of children across various age ranges.

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Leaders and staff continue to work to improve employer attendance at review meetings. They have made significant progress in helping employers understand and contribute to the planning of both on- and off-the-job training. However, when employers are not present, activities are not as well coordinated or aligned with apprentices’ needs as they could be. This does not yet meet leaders’ high expectations.

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Tutors use their extensive knowledge and experience very well to advise apprentices on how to achieve their career ambitions, such as becoming a childminder or a SEND specialist, including what qualifications are needed. They arrange shadowing opportunities to help apprentices explore roles in more depth. In the final module, apprentices complete a five-year plan and receive tailored guidance to help them reach their goals.

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Leaders monitor apprentices’ immediate next steps effectively. However, they do not currently capture data beyond the exit point, which limits their ability to assess the long-term impact of the training apprentices receive. Senior leaders are developing a strategy to capture apprentices’ post-exit destinations. However, this approach is still in the planning phase and has not yet been implemented. 29 April to 2 May 2025

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Leaders rightly involve staff in their improvement journey. They clearly define roles for staff and reduce workloads by using technology more effectively. Leaders provide staff with appropriate support and training to help them in their roles. As a result, staff feel valued and motivated.

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Leaders and managers have put in place a suitable range of quality assurance processes to monitor and support the effectiveness of teaching and learning. Each month, individual lessons are reviewed by the quality team. Leaders also carefully track apprentices’ progress. Helpful feedback is provided to staff through one-to-one discussions. Monthly meetings provide staff with pertinent strategies and activities to use in lessons. Apprentices benefit from learning in an environment that is continuously improving.

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The governance board provides suitable oversight and holds leaders to account. Governors have better oversight due to the improved access to accurate data and informative presentations from leaders. Governors are sector experts and support leaders well to make sensible and sustainable improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that employers attend review meetings so they contribute to the planning of on- and off-the-job training activities.  Gather and evaluate apprentices’ destinations beyond their immediate exit point to understand better the impact of training on apprentices in the longer term. 29 April to 2 May 2025

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Provider details

Address 6 Sherwood Rise Nottingham NG7 6JF

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Provider details

Principal, CEO or equivalent Barrington Oliver-Mighten

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 11 to 14 October 2022

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Provider details

Main subcontractors None 29 April to 2 May 2025

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Information about this inspection

The inspection team was assisted by the chief executive 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.

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Inspection team

Sarah Biddulph, lead inspector His Majesty’s Inspector Steve Kelly His Majesty’s Inspector Nikki Brady His Majesty’s Inspector Kathryn Townsley Ofsted Inspector Shanna King Ofsted Inspector Jo Brodrick Ofsted Inspector Ann Minton Ofsted Inspector 29 April to 2 May 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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