Dynamic Training UK Ltd

Further education and skills inspection report

p.1

Overall effectiveness Good

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

p.1

Information about this provider

Dynamic Training UK Limited (DTUK) offers training for apprentices employed in the health and social care sector. Most apprentices are employed by NHS trusts and work in a range of healthcare support roles. DTUK works with over 90 NHS trusts, most of which are based in London and south-east England.

p.1

Information about this provider

At the time of the inspection, there were 512 apprentices studying level 2 to level 5 apprenticeships. Of these, 259 study the level 3 senior healthcare assistant apprenticeship, 69 study the level 2 healthcare support worker apprenticeship and 50 study the level 4 healthcare science associate apprenticeship. Smaller numbers of apprentices study apprenticeships in areas such as level 5 leader in adult care, level 3 business administration and facilities management at levels 2 to 4. There were 113 apprentices studying functional skills English and/or mathematics. Thirteen apprentices had an education, health and care (EHC) plan in place. The majority of training is online.

p.1

Information about this provider

DTUK works with two subcontractors to provide specialist training in ophthalmology and paediatric care. 3 to 6 June 2025

p.1

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

Apprentices enjoy their training. They join online lessons promptly and attend well. They enjoy meeting other apprentices from a diverse range of backgrounds and welcome the opportunities created to share clinical experiences. Apprentices are proud to study with DTUK. They feel valued and encouraged to succeed.

p.2

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

Coaches create a calm, productive and professional learning environment where apprentices thrive. Coaches respect apprentices’ cultural backgrounds and make sure all apprentices are included. For example, in breakout rooms, coaches make sure that apprentices listen to each other’s responses when analysing case studies and agreeing clinical investigation outcomes. Apprentices demonstrate respect and consideration for each other’s opinions throughout the discussions.

p.2

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

Apprentices quickly develop new knowledge, skills and behaviours. Healthcare apprentices check and remove cannulas, recognise the signs of neurological disorders and speak reassuringly to parents about their babies’ medication. They maintain accurate patient records, carry out observations of patients diligently and communicate effectively in multi-disciplinary teams. Apprentices quickly become valued members of staff.

p.2

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

Apprentices benefit from a well-considered range of activities that enhance their apprenticeship. They complete data security training and attend workshops about managing difficult conversations and identifying signs of mental well-being. Adult care apprentices participate in team building activities, during which they discuss how to maintain good mental health and the management of stress in the workplace.

p.2

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

Apprentices feel safe. They know how to report a concern should one arise. Leaders provide apprentices with high-quality resources to raise awareness and understanding of key topics such as safeguarding, radicalisation and fundamental British values. Coaches skilfully reinforce and contextualise these topics to apprentices’ workplaces. As a result, apprentices understand how to stay safe and the risks associated with being influenced by someone with extremist views well.

p.2

better?

Leaders have a clear purpose for the apprenticeships they offer. They work very effectively with stakeholders to identify and meet their skills needs. Leaders meet frequently with NHS trust managers to review their long-term work strategy. They develop apprenticeship pathways in areas of national shortages such as paediatrics, diagnostic imaging and life sciences. Employers speak very positively about their work with DTUK.

p.2

better?

Leaders and coaches are ambitious for their apprentices. The training they offer enables apprentices working in the health and care sector to return to study, gain qualifications and increase opportunities for promotion. Leaders actively support 3 to 6 June 2025

p.2

3

social mobility to create an inclusive workforce. For example, they work effectively with employers to identify appropriate job roles and training opportunities for apprentices with EHC plans. As a result of this work, apprentices with special educational needs and/or disabilities (SEND) gain meaningful work opportunities. A large majority of apprentices with SEND pass their apprenticeships and secure permanent jobs.

p.3

3

Leaders make sure that the training they provide meets the requirements of an apprenticeship. They work effectively with employers to plan relevant on- and off- the-job training around apprentices’ shift patterns. Most apprentices benefit from frequent progress reviews. However, employers do not attend progress review meetings consistently well and coaches do not always set appropriately challenging targets. As a result, apprentices and their employers are not always clear on areas of focus and what they can do to improve their work further.

p.3

3

Coaches, including those at subcontractors, are experienced and skilled in the subjects they teach. They use their knowledge and skills effectively to plan interesting and relevant sessions. For example, health science coaches provide clear explanations of the structure and function of lymph nodes and how to apply this knowledge in clinical settings. Business administration coaches facilitate effective group discussions on the impact of the ageing population on the NHS and how to maintain general data protection rules. Apprentices make good progress. Most apprentices, including those that require additional help, successfully pass their apprenticeships and over half pass with distinction grades.

p.3

3

In online lessons, coaches use effective methods to check apprentices’ understanding. For example, they are adept at using translating software to help apprentices who speak English as an additional language to understand and respond to questions. They frequently recap and link topics to previous learning. This means that coaches can identify any gaps in apprentices’ knowledge and take effective steps to close them.

p.3

3

Coaches typically provide apprentices with helpful written feedback on the quality of their work. However, there is variation in the quality of feedback across the different apprenticeships. In a few cases feedback is too vague. As a result, apprentices are not always clear on how to improve the standard of their work.

p.3

3

Leaders and coaches provide effective English and mathematics training for apprentices studying functional skills. They use diagnostic assessment effectively to plan individual training plans for apprentices that focus on the areas they need to improve. Pass rates for functional skills have improved over the last three years and are now high.

p.3

3

Leaders and coaches provide apprentices with high-quality careers information and guidance. Coaches provide highly effective support to help apprentices to prepare CVs and to understand the different career pathways available to them in the future. Coaches arrange masterclasses from clinical specialists and work shadowing opportunities for apprentices to develop a wide knowledge and understanding of the 3 to 6 June 2025

p.3

4

health sector. Consequently, apprentices have a very good understanding of the opportunities available to them. Almost all have plans in place for when they complete their apprenticeship.

p.4

4

Leaders provide staff with a good range of continuous professional development opportunities. They offer assessor and teaching qualifications to coaches who require them. Leaders provide effective support to coaches to develop their online teaching skills. This helps coaches to use breakout rooms, polls and the chat facility effectively during their teaching. Coaches from clinical backgrounds maintain their health sector expertise by working and shadowing in clinical settings. Staff rightly appreciate the training opportunities which leaders provide.

p.4

4

Leaders have effective systems in place to monitor the standard of teaching in their own and subcontractors’ training sessions. They frequently check the quality of apprentices’ work. As a result, they know the strengths and most of the areas they need to improve, including those of their subcontractors.

p.4

4

Leaders make sure governors are well informed about the quality of the training they provide. Governors have a wide range of skills and experience which they use to support and challenge leaders effectively. For example, governors identified the need to be more rigorous in the analysis of attendance data to pinpoint trends of low attendance. Leaders used the outcomes of this analysis effectively to increase communication to employers and apprentices about the importance of attendance to functional skills lessons. As a result of these actions, attendance has increased significantly and is now high.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Set meaningful targets for apprentices so that they and their employers are clear on their progress and areas to improve.  Provide high-quality feedback to apprentices, making it clear how they can improve their work. 3 to 6 June 2025

p.4

Provider details

Address Unit 7, Brook Business Centre Cowley Mill Road Uxbridge UB8 2FX

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 29 to 30 September 2021

p.5

Provider details

Main subcontractors Great Ormand Street Hospital Moorfield Eye Hospital 3 to 6 June 2025

p.5

Information about this inspection

The inspection team was assisted by the head of quality and operations, 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 Manning, lead inspector His Majesty’s Inspector Kanwaljit Dhillon Ofsted Inspector Peter Giles Ofsted Inspector Caroline Williams Ofsted Inspector Nicki Adams Ofsted Inspector Christina Christou Ofsted Inspector 3 to 6 June 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