Enterprise4All (North West) Limited

Enterprise4All (North West) Limited

Address: Unit 313, Daisyfield Mill, BB1 3BL Unique reference number (URN): 2748172

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders and managers embed inclusive practices throughout the Skills Bootcamps. Trainers benefit from training in topics, such as neurodivergence, dyslexia, dyspraxia and mental health awareness, that help them to plan personalised training to meet a diverse range of learner needs.

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Inclusion Expected standard

Leaders and managers accurately identify learners who have additional support needs and barriers to learning early in their Skills Bootcamp. However, leaders recognise that this needs to be implemented during enrolment. Where additional support needs are identified, leaders implement effective strategies to support learners to stay on the Skills Bootcamps and achieve their personal ambitions.

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Inclusion Expected standard

Leaders systematically review the support they provide to learners and adapt this as learners develop confidence, self-esteem and skills. Learners with temporary vulnerabilities, such as the threat of redundancy, medical issues or financial concerns, receive effective support from leaders, who refer them to external agencies for professional support as required.

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Inclusion Expected standard

Managers adapt the curriculum effectively based on ongoing discussions with trainers and learners, the assessment of learners’ work and formal learner feedback. This enables trainers to adapt their training to meet learners’ individual needs. Most learners make expected progress and complete their Skills Bootcamp.

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Inclusion Expected standard

Leaders make suitable adaptations to their inclusion strategies based on performance data and their understanding of local and national skills needs.

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Leadership and governance Expected standard

Leaders have a clear vision to develop Skills Bootcamps that address skills shortages and support regional economic needs. The curriculum focuses on developing learners’ leadership and digital capabilities so they can develop their own businesses further or gain promotion.

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Leadership and governance Expected standard

Leaders have an effective oversight of the Skills Bootcamps. They have taken decisive action that has brought about rapid improvements to the quality of their training. They have appointed a new leadership team and improved quality systems and processes. Leaders have an accurate understanding of their key strengths and areas for development. A governance board is now in place to support and challenge leaders suitably.

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Leadership and governance Expected standard

Leaders complete a range of appropriate activities to monitor and improve the quality of the training that learners receive effectively. They use information from these activities to support staff and provide them with relevant professional development. Trainers value the constructive feedback and individual coaching they receive, which strengthens their teaching practice. However, the development that trainers receive does not target precisely the teaching skills that they need to develop.

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Leadership and governance Expected standard

Leaders carefully monitor workloads and the wellbeing of staff. They are passionate about supporting staff and reducing their workloads. Staff benefit from weekly meetings with leaders to discuss concerns and put actions in place to reduce workload where required. They appreciate the flexibility to work from home and consideration of other commitments when leaders plan courses.

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Achievement Expected standard

Learners make substantial progress from their starting points and achieve their course goals. Most learners develop advanced leadership, management and digital skills as a result of their training. They apply these effectively to transform business practices, such as introducing customer relationship management systems, email automation and marketing strategies. Learners report improvements in their productivity and business competitiveness.

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Achievement Expected standard

Learners produce work that meets expected standards. Their work increases in quality and in the use of accurate technical vocabulary over time. Learners make progress from writing brief notes to structuring their responses more clearly and producing detailed action plans to achieve business growth. However, not all learners work is of a consistently high standard.

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Achievement Expected standard

Learners are well prepared for their next steps. At the end of their course, learners benefit from individual business support from industry specialists or their trainers. This means that most self-employed learners improve their businesses efficiency and employed learners mostly gain promotions or additional tasks at work.

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Curriculum and teaching Expected standard

Leaders plan ambitious and well-structured curriculums that provide learners with the underpinning knowledge and skills they need to go on to study qualifications in digital skills or leadership and management. Leaders focus on developing the skills that learners and employers need to grow their businesses successfully. Learners on the digital bootcamps develop skills in using artificial intelligence tools, financial software and social media.

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Curriculum and teaching Expected standard

Trainers largely plan and teach curriculums where learners incrementally build their knowledge, skills and behaviours over time. Learners on leadership and management courses learn the core principles of leadership before moving on to strategic leadership. Following this training, learners develop their ability to plan more effectively and adapt their leadership style.

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Curriculum and teaching Expected standard

Trainers use their assessment of what learners know and and do before they start their courses to plan training that enables most learners to meet their personal and professional goals. However, in a few instances, trainers do not tailor what they teach well enough. Trainers' feedback mostly helps learners to improve. However, trainers do not support learners to develop their academic writing in preparation for their next steps.

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Curriculum and teaching Expected standard

Trainers use their industry experience to deliver practical and relevant teaching, inspiring learners to apply new skills in real-world contexts. Learners practise coaching skills and provide constructive feedback. Trainers use a range of strategies, including discussion, breakout tasks and peer assessment, to reinforce what they teach. They use formative assessment effectively. They support learners with additional needs through adaptive approaches, such as chunked learning and regular breaks.

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Participation and development Expected standard

Learners have access to a well-planned careers and business development programme. They access additional sessions, such as mindset workshops and personalised business advice, that build their confidence and support their progression. Learners take part in peer networking in their cohort groups and arrange local meetups. This helps learners to work together and build their professional connections. However, not all learners are fully aware of the breadth of support available to them and do not access the support available.

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Participation and development Expected standard

Learners speak highly of their training sessions. They actively participate in discussions, breakout rooms and paired exercises. This develops their communication skills and professional behaviours. Attendance to training is high.

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Participation and development Expected standard

Learners show high levels of respect for others. They listen attentively and contribute constructively to debates. Trainers contextualise topics such as fundamental British values, the risks of radicalisation and extremism and online safety well. Learners appreciate the importance of tolerance, equality and respect in their own businesses and personal lives because of this training.

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Participation and development Expected standard

Trainers promote resilience and independence through their curriculums. Learners become more proactive, improve in confidence and develop social skills that support their employability. Learners gain personal and professional skills that prepare them for life, work and progression.

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What it's like to be a learner and/or an apprentice at this provider

Learners, most of whom are business owners or self-employed, demonstrate high levels of motivation and commitment to their studies. They attend their lessons promptly. They are proud of the new knowledge and skills that they gain, which they apply in their working lives. For example, leadership and management learners now use questioning skills more effectively when holding stakeholder meetings. Digital learners have transformed business processes, moving from manual to automated systems, and developed social media marketing strategies to create content and apply for funding. These changes help learners retain more employees in their businesses, and increase the efficiency and business performance of self-employed learners.

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What it's like to be a learner and/or an apprentice at this provider

Learners learn in a welcoming and inclusive environment, where trainers meet their individual needs. Where relevant, learners receive the training slides before their lessons or turn their cameras off when their light sensitivity is triggered. This enables learners to participate fully in online lessons. Learners feel well supported and valued throughout their training.

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What it's like to be a learner and/or an apprentice at this provider

Learners develop confidence and independence over time and demonstrate improved communication skills as a result of their training. Learners who speak English as a second language improve their spoken language and listening skills. They contribute to group discussions where they practise speaking with their peers and widen their vocabulary. Learners can now communicate with their employees better and manage their teams more effectively. They develop social skills that, in addition to supporting them in the working environment, help them to integrate into their communities. Learners on the leadership and management Skills Bootcamp understand their responsibility as leaders, including managing staff fairly and promoting equality.

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What it's like to be a learner and/or an apprentice at this provider

Learners display professional conduct during lessons. They listen attentively to their peers, respect differing viewpoints and take part in constructive debate. These behaviours reflect leaders' emphasis on leadership values and preparing learners for workplace expectations.

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Lead inspector:

Alison Humphreys, His Majesty's Inspector

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Team inspectors:

Anita Pyrkotsch-Jones, His Majesty's Inspector Rochelle Saneria, His Majesty's Inspector

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Next steps

• Leaders should identify learners' barriers to learning as part of the onboarding process so that they have any required support in place from the start of the training. • Leaders should strengthen professional development to further improve trainers' teaching skills, so that the quality of training is consistently high across all bootcamps. • Leaders should ensure trainers improve the feedback they provide to level 5 leadership and management learners, so that they know how to improve their academic writing. • Leaders should ensure trainers consistently use the information gained about what learners know and can do when planning and adapting their teaching.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with learners, leaders, managers, trainers and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: Enterprise4All (North West) Limited is an independent learning provider based in Blackburn. Enterprise4All provides Skills Bootcamps for adults in digital skills (digital accelerator) and leadership and management. Learners are based across the North West, Yorkshire and East Midland regions.

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About this inspection

At the time of the visit, there were 16 learners enrolled on the level 5 leadership and management Skills Bootcamp and 24 learners that had just completed the digital accelerator Skills Bootcamp. Bootcamps run for 8 weeks and training is conducted mostly online.

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About this inspection

CEO: Malin Patel The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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