Fieri Leadership and Development Ltd

Further education and skills inspection report

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Inspection of Fieri Leadership and Development Limited

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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

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Information about this provider

Fieri Leadership and Development Limited (Fieri) is a national independent learning provider. The head office is in London. Fieri specialises in leadership training and development. At the time of inspection, there were 130 apprentices across the UK, including 103 level 3 team leader and 27 level 5 operational departmental manager. All apprentices were aged over 19 years old. Learning takes place online and in monthly face-to-face masterclasses. Leaders work with one subcontractor who provides specialist leadership training in hospitality. 3 to 6 June 2025

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

Apprentices enjoy their learning and have excellent attitudes toward their apprenticeship and work. They focus well on their own development and are highly committed to their learning. Apprentices are motivated to achieve distinction grades to advance their careers. They develop the skills and professional behaviours needed to be very effective leaders.

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

Apprentices develop new knowledge, skills and behaviours and use them confidently and fluently at work. Level 3 team leader apprentices develop effective communication strategies which gives them the confidence to delegate work. Level 5 operational departmental manager apprentices use their knowledge of procurement to make cost savings for their businesses. Employers value greatly the new knowledge and skills apprentices bring to their jobs.

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

Apprentices benefit from the positive relationships tutors have established with employers. Employers are fully involved in planning apprentices’ training so that it is closely tailored to their business needs. They routinely attend progress reviews and know the progress apprentices are making. Managers support apprentices to apply their learning in the workplace.

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

Leaders and staff work closely with employers to support apprentices to become thoughtful, responsible and respectful employees. Most apprentices first develop a strong understanding and awareness of themselves. They then become increasingly aspirational and motivated in the workplace. Many can reflect on how they apply this learning in their wider lives as citizens.

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

Many apprentices benefit from information on a range of topics about wider society relevant to their working lives and personal lives. For example, apprentices talk about their learning and reflections on a wide range of topics from knife crime, neurodiversity and experiencing a miscarriage. They sensitively talk about how they have used this learning to inform their own leadership approaches and their wider lives. Apprentices feel safe and know who to contact in the workplace and in training if they have a concern.

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better?

Leaders have designed a curriculum that is well-planned, ambitious and highly relevant to apprentices’ jobs. They sequence learning well to build apprentices’ knowledge. Tutors start by teaching the soft skills required to manage a team, such as communicating, leading a team and leading with empathy for level 5 operational departmental manager apprentices. They build on what apprentices learn with more complex and strategic content, such as managing organisational change and planning for a sustainable future. 3 to 6 June 2025

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Most apprentices make good progress and develop new knowledge, skills and behaviours securely. Leaders continue to offer qualifications in English and mathematics to develop apprentices’ literacy and numeracy skills needed for their jobs and careers. Apprentices, including those with additional needs, benefit from the training. They make good progress, and many go on to secure promotion and take on more responsibilities at work. However, too many level 5 operational departmental manager apprentices are beyond their planned qualification end dates.

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Staff use a range of effective teaching strategies to help apprentices learn well. They give informative presentations on leadership and behavioural theory. Staff organise small work groups for apprentices to research content and answer questions. They provide apprentices with high-quality learning resources and digital content for learning, such as videos and podcasts of motivational speakers. Apprentices value the teaching methods and resources tutors use which enables them to acquire new knowledge securely.

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Staff check apprentices’ understanding well and are adept at identifying and correcting any misunderstandings they have. In level 5 operational departmental manager, staff challenge apprentices to apply theory such as Lewin’s model of change to their jobs, to make sure apprentices understand the concepts they have learned. In level 3 team leader, tutors ask apprentices to explain how the concept of British values relates to and aligns with the values of their organisation. Apprentices relate their knowledge to their jobs correctly.

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Tutors very effectively assess what apprentices know and can do at the start of their apprenticeship. They use this information to plan apprentices’ training and monitor their progress carefully. As a result, apprentices learn new knowledge and develop their skills well.

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Most tutors provide apprentices with constructive feedback that they use to improve their work. For example, in level 3 team leader, apprentices are more confident to give presentations following the advice tutors provide on how to prepare information and practise what they will say. Apprentices produce work to a good standard. However, a small number of tutors, particularly those training apprentices at level 5, do not provide apprentices with the feedback they need to improve the academic standards of their work.

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Apprentices benefit from opportunities to develop wider learning beyond their apprenticeship curriculum. They can access a wide range of interesting articles, podcasts and other resources to encourage their personal development. However, only a small proportion of apprentices use this rich set of resources.

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Through their employers, apprentices on the level 3 team leader apprenticeship have opportunities to complete additional training and qualifications such as project management. Level 5 ODM apprentices attend masterclasses at different hotels to broaden their experience in hospitality. This helps apprentices prepare for their roles. A small number of apprentices benefit from additional short courses available 3 to 6 June 2025

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to develop areas of interests and talents further. However, these are not routinely offered or available to other apprentices.

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Most apprentices benefit from frequent opportunities to explore their career development and next steps with their managers and tutors. They shadow colleagues at work and have access to digital resources to help them understand options for further study. However, a small number of apprentices do not benefit from these valuable opportunities.

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Leaders have high expectations of apprentices and staff. Staff promote positive behaviours and apprentices fulfil these expectations well. Apprentices behave professionally and respectfully and add value to the employers they work for. Staff encourage apprentices to be aspirational and to aim for high grades, consequently, most apprentices achieve high grades.

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Leaders work effectively with their subcontractor to assure themselves of the quality of education. They provide staff with feedback, including from apprentices and employers to help them continually improve their teaching. Apprentices value the expert tuition that subcontractor staff provide in masterclasses.

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Well-qualified and experienced governors from the world of business and education use their expertise effectively to provide leaders with support and challenge. They review leaders’ progress against plans and make helpful suggestions to improve the provision. For example, replacing Belbin team roles with ‘teamcraft’, a leadership approach that focuses on collaborative practices and developing a positive team environment. These adaptations to the curriculum give apprentices new and current knowledge, skills and behaviours that they apply successfully in their workplace.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure all apprentices benefit from consistent careers advice and guidance throughout their course.  Provide apprentices with the feedback they need to improve their work to a consistently high standard.  Make sure all level 5 operational departmental manager apprentices make appropriate progress and complete their studies within the planned timescales. 3 to 6 June 2025

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Provider details

Address The Stanley Building 7 Pancras Square London N1C 4AG

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Provider details

Principal, CEO or equivalent Matthew Johns

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Merlin Business Consultancy Limited 3 to 6 June 2025

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Information about this inspection

The inspection team was assisted by the director of apprenticeships, 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

Jo-Ann Henderson, lead inspector His Majesty’s Inspector Mark Hillman His Majesty’s Inspector Ann Monaghan His Majesty’s Inspector Kay Hedges Ofsted Inspector Mike Finn His Majesty’s Inspector 3 to 6 June 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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