Excellence-Solutions Limited

Excellence-Solutions Limited Report following a monitoring visit to a ‘requires improvement’ provider

p.1

Name of lead inspector: Saher Nijabat, His Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

188-190 Hoe Street Walthamstow London E17 4QH Monitoring visit: Excellence-Solutions Limited, 29 and 30 May 2025

p.1

Context and focus of visit

Excellence-Solutions limited (ESL) was inspected in May 2024. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

p.2

Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

p.2

Context and focus of visit

At the time of the visit, there were 43 apprentices in training. There were 26 apprentices studying the level 3 dental nurse standard, 13 studied the level 3 early years educator standard and the remaining four apprentices were studying the level 2 early years practitioner standard. Twenty apprentices were working towards functional skills qualifications in English and/or mathematics, mainly at level 2.

p.2

Significant progress

Since the previous inspection, leaders have made effective changes to the English and mathematics curriculum to make sure that apprentices develop the English and mathematics skills they need. Leaders now plan the curriculum so that the teaching and examinations for English and mathematics to take place earlier on in the apprenticeship.

p.2

Significant progress

Leaders have appointed specialist and very experienced functional skills staff to teach English and mathematics. Tutors effectively assess apprentices’ starting points and adapt the pace of lessons well based on apprentices’ prior knowledge and skills. They teach monthly one-to-one lessons at times that suit apprentices, including in the evenings and at weekends. Apprentices attend these sessions well and benefit greatly from receiving individualised teaching. They quickly develop their knowledge and skills in English and mathematics.

p.2

Significant progress

Tutors support apprentices to learn English and mathematics, both in and outside of lessons, highly effectively. In English, tutors explain topics they teach, such as formal and informal writing, clearly and use examples that apprentices can relate to. They check learning through effective questioning and give apprentices time to come to their own conclusions. In mathematics, apprentices regularly practise solving past papers and take part in mock assessments. Monitoring visit: Excellence-Solutions Limited, 29 and 30 May 2025 Tutors skilfully use different assessment methods, such as quizzes and end of unit assessments, to check apprentices’ knowledge and understanding during lessons. They use the results of these assessments well to plan further revision sessions and provide focused support on topics apprentices struggle with. For example, apprentices complete homework activities tailored to their knowledge gaps. Most

p.2

Significant progress

apprentices make good progress and are on track to achieve.

p.3

Significant progress

Leaders’ actions have resulted in significant improvements in apprentices’ achievements in English and mathematics. In both subjects, apprentices’ achievements are now high.

p.3

Significant progress

Since the previous inspection, leaders have put in place a comprehensive personal development curriculum for their apprentices. They have worked well with external specialists to design a detailed curriculum, which covers a wide range of topics, including mental health, healthy relationships and fundamental British values.

p.3

Significant progress

Leaders make sure that apprentices have plentiful opportunities to develop their wider skills and knowledge through the curriculum and extra-curricular activities. Staff skilfully embed varied topics, such as inclusion, equality and diversity, in the vocational curriculum. For example, in early years courses, teachers link topics, such as diversity and fundamental British values well, to relevant legislation and regulations specific to childcare settings. Consequently, apprentices understand how these topics can impact their lives and work.

p.3

Significant progress

Staff frequently promote useful enrichment activities, such as volunteering opportunities and fitness challenges to apprentices. An increasing number of apprentices volunteer in a range of community settings, including local food banks, charity shops and hospitals. Staff organise events such as a ‘Steps for Walking’ competition to promote healthy lifestyles. A high proportion of apprentices benefit from these opportunities and participate in these activities enthusiastically.

p.3

Significant progress

Leaders ensure that apprentices receive helpful careers advice and guidance throughout their training. Experienced vocational tutors deliver well-informed careers advice and guidance through the vocational curriculum and in one-to-one sessions. As a result, apprentices understand their next steps in education, training or employment well. This also supports apprentices well to develop clear plans for the Monitoring visit: Excellence-Solutions Limited, 29 and 30 May 2025 future and set long-term career goals. Almost all apprentices who complete their apprenticeship progress to employment or to further education and training.

p.3

Significant progress

Since the previous inspection, leaders have worked effectively with external specialists to create a wide range of helpful online resources on local risks and the dangers of radicalisation and extremism that link exceptionally well to apprentices’ areas of work. Apprentices benefit greatly from these resources and develop an understanding of these topics.

p.4

Significant progress

Staff use current sources, including local media, newspapers and news channels, to keep on top of local and national issues related to the ‘Prevent’ agenda. They share this information regularly with apprentices in a number of ways, including weekly online announcements. Staff provide clear information on how to report such concerns. They signpost apprentices to relevant external agencies, such as the local police, to get specialist support specific to their concern.

p.4

Significant progress

Staff provide multiple opportunities for apprentices to discuss and reflect on local risks and the dangers of radicalisation and extremism. They explore these issues through discussions in lessons when teaching relevant topics, such as safeguarding. Staff highlight local risks, such as knife crime and gang violence, using current affairs stories and encourage apprentices to reflect on these in depth. For example, dentistry apprentices learn about the potential signs of radicalisation, such as withdrawal or promoting conspiracy theories, in patients. They reflect on the steps they can take to avoid being drawn to dangerous situations, propaganda and extremist views. Apprentices know how to recognise and keep themselves safe from these risks.

p.4

Reasonable progress

At the time of the previous inspection, arrangements for governance were in their infancy. Since then, leaders have taken effective action to develop their board of governors and strengthen their governance arrangements. There is now a suitably established board of governors in place. Board members come from different backgrounds and bring valuable expertise in the areas of skills, employment, early years and finance to the board. Monitoring visit: Excellence-Solutions Limited, 29 and 30 May 2025 Leaders make sure that governors receive effective training across key governance areas, such as safeguarding, their roles and responsibilities and effective board behaviours. This enables governors to develop a sound understanding of what information to look at to enhance their strategic oversight and support decision- making. Leaders recognise that the board would benefit from expertise in further education and quality assurance, which would allow governors to challenge leaders

p.4

Reasonable progress

on the quality of teaching, training and assessment they provide and drive improvements more effectively.

p.5

Reasonable progress

Leaders provide detailed and comprehensive reports to the board prior to their meetings. They share updates and information on progress against key areas of performance, such as apprentices’ achievement, retention and any safeguarding concerns. This enables governors to ask probing questions and provide appropriate challenge to leaders on key areas of performance. For example, governors ask leaders to report on reasons for withdrawals and discuss remedial actions and their impact on apprentices’ retention. Monitoring visit: Excellence-Solutions Limited, 29 and 30 May 2025 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

p.5

Reasonable progress

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.6

Reasonable progress

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.6

Reasonable progress

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.6

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6