White Point Solutions Limited

Further education and skills inspection report

p.1

Inspection of White Point Solutions Limited

p.1

Inspection dates: 2 July to 3 July, and 7 August 2025

p.1

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Apprenticeships Inadequate Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

White Point Solutions Limited is an independent training provider based in Suffolk. Leaders began training apprentices in January 2024. Apprentices work in London and are employed by one main employer providing security services to sites such as universities.

p.1

Information about this provider

At the time of the inspection, there were 25 apprentices. There were 20 apprentices studying level 3 security first line manager. The remainder were studying level 2 professional security operative or level 3 business administration. All apprentices were aged 19 years or over. 2 to 3 July, and 7 August 2025

p.1

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

Too few apprentices receive adequate time off from their jobs to attend training sessions and complete their studies. Most apprentices make slow progress because they do not benefit from well-aligned on- and off-the-job training. They are therefore unable to apply and develop their knowledge and skills well enough in the workplace.

p.2

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

Apprentices who are nearing the end of their training are frustrated by the lack of information they receive about how and when they will complete their courses. As a result, they are not well prepared for their final assessments and next steps.

p.2

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

While apprentices’ attendance to training sessions is not good enough, those who do attend enjoy their training and value the support that trainers provide. They grow in confidence and become independent at work as they develop their knowledge and skills.

p.2

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

Apprentices benefit from learning about citizenship and how to stay healthy and safe. Apprentices apply what they learn about equality, diversity and inclusion in the workplace well. For example, those in site security roles understand how unconscious bias may affect their interactions with the public.

p.2

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

Apprentices feel safe. They demonstrate a good awareness of health and safety and understand the escalation processes to report concerns at work.

p.2

What does the provider do well and what does it need to do better?

Leaders do not work effectively with employers to plan the curriculums so that apprentices develop their knowledge and skills incrementally. Too often, line managers have little or no involvement in apprentices’ training and are not aware of their progress or how to support them further. Too few apprentices complete and achieve their qualification in the planned timescales.

p.2

What does the provider do well and what does it need to do better?

Trainers do not use assessment well enough to identify apprentices’ individual needs. Apprentices with special educational needs and/or disabilities do not receive consistently effective support so that they become more confident in learning. Trainers do not routinely check that apprentices understand what they are taught before they complete assignments. As a result, too often, apprentices’ work falls short of the expected standard at the first submission. Trainers do not consistently provide helpful feedback, so that apprentices know how to improve their work and gain higher grades.

p.2

What does the provider do well and what does it need to do better?

Leaders and staff do not record apprentices’ progress effectively. They do not have a clear understanding of each apprentice’s progress, including in their functional skills qualifications. They do not identify the knowledge and skills that apprentices gain and what they still need to learn. Trainers do not receive information from employers 2 to 3 July, and 7 August 2025

p.2

3

about how apprentices’ learning impacts on their work so that they can support this further.

p.3

3

Apprentices do not receive consistently helpful careers information, advice and guidance that is tailored to their aspirations and interests. Consequently, they cannot plan effectively for their next steps in their careers.

p.3

3

Leaders have not put in place suitable arrangements to give them sufficient oversight of the provision or challenge them effectively with their decisions. Leaders evaluate the quality of the training accurately. However, they have been too slow at implementing actions and therefore not remedied the weaknesses they have identified. Leaders do not have suitable plans in place to make swift improvements to the apprenticeships.

p.3

3

Leaders have a clear purpose for the provision to help apprentices make progress in their careers in the security operations sector. Qualified and experienced trainers make good use of their sector expertise to teach the theoretical components of the apprentice. The small minority of apprentices who attend training sessions benefit from understanding how this links to their jobs. These apprentices develop and successfully apply management and leadership skills and gain competence in their roles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have suitable policies and processes in place to protect apprentices and to ensure that any risks of radicalisation and extremism are mitigated. They have not ensured that they and their staff are suitably trained to implement these policies.

p.3

What does the provider need to do to improve?

 Work closely with employers to plan off-the-job training that aligns with apprentices’ jobs.  Involve employers in reviewing apprentices’ progress so that they can support apprentices to apply and develop their knowledge and skills in the workplace.  Make sure that apprentices receive sufficient training time and that they can attend their lessons so that they develop the knowledge they need for their jobs.  Increase the proportion of apprentices who achieve their apprenticeship within the expected timescales.  Develop a consistent offer of careers information, advice and guidance so that apprentices can prepare for their next steps.  Improve the knowledge and skills of the designated safeguarding lead and staff in safeguarding matters. 2 to 3 July, and 7 August 2025

p.3

Provider details

Address Unit 5 Spring Rise Falconer Road Haverhill CB9 7XU

p.4

Provider details

Principal, CEO or equivalent Stuart Catton

p.4

Provider details

Provider type Independent training provider

p.4

Provider details

Date of previous inspection Not previously inspected

p.4

Provider details

Main subcontractors n/a 2 to 3 July, and 7 August 2025

p.4

Information about this inspection

The original inspection took place on the 2 to 3 July 2025. An additional visit was conducted in line with the gathering additional evidence procedures on 7 August 2025. The inspection team was assisted by the director, 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.5

Inspection team

Jo-Ann Henderson His Majesty’s Inspector Peter Cox His Majesty’s Inspector Emma Leavey, lead inspector His Majesty’s Inspector Rochelle Saneria His Majesty’s Inspector 2 to 3 July, and 7 August 2025

p.5

6

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.6

6

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

6

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

6

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

p.6

6

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

p.6