V Learning Network, Trading as Step into Learning Ltd

Further education and skills inspection report

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Inspection of V Learning Network, Trading as Step into Learning Ltd

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Good Provision for learners with high needs Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

V Learning Network, trading as Step into Learning Ltd (SIL), is an independent learning provider based in Launceston, Cornwall. It was established in 2001 as a consortium of subcontractors, providing training for young learners, learners with high needs and adult learners. The provider currently works with three subcontractors: Transferable Skills Training Ltd, Cornwall Neighbourhoods for Change Ltd and The Outdoor Place.

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Information about this provider

At the time of the inspection, there were 26 learners with high needs and fewer than five learners aged 16 to 18 studying a range of vocational and employability courses. Almost all young learners and learners with high needs studied at the subcontractors. There were 23 adult learners studying counselling courses at levels 3 and 4 at SIL. 2 to 4 July 2025

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

Learners enjoy learning that is carefully tailored to their needs and interests. They are supported to make choices about what they will learn. This is because staff take time to understand learners’ needs and their aspirations for the future. Teachers use the information they have about learners at the start of their programmes, and emerging information that transpires while they are studying, to adapt the curriculum and target specific new knowledge that would benefit learners.

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

Learners value the small group sizes and welcoming learning environment that staff create at each setting. Staff build positive relationships with their learners that foster trust. This helps learners to feel safe and confident to be themselves without judgement.

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

Young learners and learners with high needs take part in high-quality work experience and work-related learning that align well with their talents and interests. Learners develop resilience and learn how to work under pressure in busy kitchens and restaurants. Learners practise the skills they learn in lessons, such as communication and customer service, and this prepares them well for their next steps in education or employment.

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

Most learners attend lessons well and are punctual. Staff carefully work with young learners to gradually reintegrate those who have struggled to attend lessons. Leaders provide individual support for their learners, weekly check-ins and reduced timetables that gradually increase over time. This contributes to most learners remaining on their programmes and successfully completing their qualifications.

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

Teachers at each site teach learners a comprehensive personal, social, health and economic curriculum. Young learners, including learners with high needs, learn about important topics such as personal health, sexual exploitation and gambling. Teachers adapt these sessions to teach learners about emerging concerns as they arise, maximising their impact and the relevance for learners.

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

Adult learners gain useful skills that help them to become competent counsellors. They learn valuable listening skills and develop confidence in their ability to conduct person-centred counselling sessions that they practise in relevant work placement activities. Adults feel safe in training but do not fully understand how to keep themselves physically safe from potential harm when counselling others.

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better?

Since the previous inspection and monitoring visit, leaders have focused their attention firmly on making the recommended improvements. Leaders have worked closely with the staff at the subcontractors to construct ambitious curriculums for learners. These include a range of appropriate qualifications matching learners’ interests and future aspirations, such as vocational courses in horticulture and 2 to 4 July 2025

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catering, and qualifications in English and mathematics where appropriate. Staff source relevant and meaningful work experience placements that learners undertake as part of their curriculums.

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Teachers mostly teach learners a well-sequenced curriculum that builds more complex skills once basic ideas have been taught. For example, learners studying the ‘Step into Catering’ course at SIL practise basic knife grips such as the claw grip and turnover grip before developing close contact knife skills where they move the knife towards themselves. Adult learners are taught how to help adults dealing with grief and loss before learning how to help children and young people. However, leaders do not sequence well enough the new knowledge and practical skills that learners with high needs require to achieve the targets in their education, health and care plans (EHCPs).

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Teachers carefully create imaginative and enjoyable lessons for learners that enliven learning and build learners’ confidence. In adult counselling lessons, tutors use role plays, group work and guided discussions to promote a deeper understanding of the concepts being taught. In catering classes for young learners, teachers use individual coaching to develop learners’ practical skills such as menu preparation and sauteing. This helps to maintain learners’ enthusiasm and develop their individual skills.

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Learners develop substantial new knowledge, practical skills and positive behaviours that prepare them well for their planned next steps. For example, young learners, including those with high needs, learn to work safely in kitchens, interact with customers and learn to manage their money. Most learners successfully complete their courses and learners’ achievement of qualifications is high. This enables learners to move on to higher level vocational qualifications and supported internships, as well as providing the essential functional English and mathematics skills they need for adulthood.

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Leaders have appointed specialist staff in senior roles to manage the EHCP processes and oversee pastoral support and specialist provision. These staff review the progress that learners make against the targets in their EHCPs. This has helped to develop a sharper focus on assessing what learners know and are able to do against these outcomes.

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Most staff are suitably qualified for their roles and have appropriate vocational experience. Leaders have recently appointed staff that have worked in specialist settings to improve the expertise within the team. Staff receive training in helpful topics such as autism awareness and special educational needs and/or disabilities (SEND). However, leaders have not yet ensured that teachers and support staff have the specialist knowledge and training that they need to support learners with increasingly complex needs effectively.

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Leaders and managers ensure that learners receive suitable careers information advice and guidance. Young learners including those with high needs receive individual careers advice sessions to help them understand the opportunities 2 to 4 July 2025

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available to them. Adult learners have access to one-to-one advice from the in- house employer lead and are given useful links for them to follow up. Consequently, learners are aware of the range of options open to them at the end of their courses.

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Leaders and trustees have substantially strengthened their oversight of the quality of training across each of the provision types. Trustees have the expertise required to provide effective support for leaders and challenge them to continue to make improvements to the provision. For example, they ensure that leaders have appropriate strategies, such as individual mentoring and peer support, to continually improve the quality of teaching.

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Leaders and trustees monitor the effectiveness of training provided by the subcontractors well. They meet frequently with managers at each of the subcontractors to discuss the progress made towards quality improvement targets and monitor the impact on learners’ achievements. Leaders and trustees supplement their understanding of learners’ experiences by visiting lessons at each site and use this to direct quality improvement actions.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve curriculum planning for learners with high needs so that the knowledge, skills and behaviours they need to develop towards EHCP outcomes are fully included in curriculum plans.  Fully embed specialist SEND training so that staff continue to develop their understanding of how best to teach and support learners with high needs.  Ensure that learners studying adult counselling courses know how to keep themselves physically safe from harm when counselling others. 2 to 4 July 2025

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Provider details

Address The Orchard Centre Blind Hole, Market Street Launceston PL15 8AU

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Provider details

Principal, CEO or equivalent Kelly Channon

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection 16 to 18 November 2022

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Main subcontractors

Transferable Skills Training Ltd Cornwall Neighbourhood for Change Ltd The Outdoor Place 2 to 4 July 2025

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Information about this inspection

The inspection team was assisted by the Head of Centre (Quality), 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 Alexander, lead inspector His Majesty’s Inspector Vicky Wood Ofsted Inspector Steve Battersby His Majesty’s Inspector Esther Williams Ofsted Inspector Matt Hann His Majesty’s Inspector 2 to 4 July 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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