Decidebloom Limited

Decidebloom Limited

Address: Omega Boulevard, DN8 5TX Unique reference number (URN): 1276536

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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 Strong standard

Leaders rapidly identify apprentices with barriers to learning. Staff evaluate what additional support apprentices may need through extensive assessment activities. They meet with apprentices frequently and use their professional curiosity to explore any needs that might otherwise go undetected.

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Inclusion Strong standard

Leaders implement highly effective support for apprentices. Staff accurately determine the most appropriate support to ensure that apprentices make substantial progress. For example, the wires in car engines are number coded for apprentices with colour blindness.

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Inclusion Strong standard

Staff support apprentices with specific health needs such as panic attacks very well. They discuss with each apprentice what is working well and skilfully tailor interventions. Leaders carefully monitor apprentices' progress, including those with barriers to learning, to ensure that they remain ambitious for their apprentices. They quickly increase or reduce the support as necessary in order to develop apprentices’ independence.

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Inclusion Strong standard

Teaching staff participate in helpful training on adaptive teaching methods. They use what they learn to provide highly inclusive learning environments.

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Inclusion Strong standard

Leaders ensure that workplace settings such as car showrooms and garages are fully equipped to support apprentices. Where necessary, leaders provide training and coaching for line managers so that they can meet the needs of apprentices.

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Leadership and governance Expected standard

Leaders and governors have a clear and purposeful vision to be a leading automotive training academy. They are ambitious to grow their own future managers. Leaders work with a range of industry experts and leading car manufacturers to ensure that the curriculums meet their needs.

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Leadership and governance Expected standard

Leaders generally have an accurate overview of their strengths and areas for development. They use information from quality assurance activities to make focused improvements. For example, they chose to pause the level 3 light vehicle apprenticeship, offering level 2 autocare technician instead, to prepare apprentices better for their next steps in learning.

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Leadership and governance Expected standard

Senior leaders responsible for overseeing the curriculums have a mostly accurate understanding of the quality of their apprenticeships. They recognise that governors, although experts in the industry, cannot provide high levels of challenge regarding the quality of their teaching.

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Leadership and governance Expected standard

Leaders have taken decisive action to support apprentices, including those with special educational needs and/or disabilities. Leaders introduced a health and wellbeing officer to ensure that apprentices with barriers to learning and mental health concerns are closely and consistently monitored to support them to be successful and develop greater independence.

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Leadership and governance Expected standard

Leaders largely ensure that staff complete professional learning to improve their teaching skills. Leaders have started to develop more tailored programmes of learning for each individual tutor, but it is too early to see the impact.

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Leadership and governance Expected standard

Staff feel greatly valued because leaders are highly considerate of their workload and wellbeing. For example, managers use temporary flexible working patterns for staff when they need support.

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Achievement Strong standard

Having recognised that achievement was too low and to prepare apprentices better for higher levels of study, leaders took decisive action to pause the level 3 light vehicle apprenticeship and offer the level 2 autocare technician apprenticeship. Apprentices now achieve very well and make swift progress. A high proportion achieve distinction grades at their final assessment.

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Achievement Strong standard

Apprentices achieve very useful additional qualifications that demonstrate their improved ability to work productively in the modern automotive industry. These include a level 1 in advanced driver assistance systems and F-gas courses to ensure that apprentices safely work on air conditioning systems in vehicles.

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Achievement Strong standard

Apprentices develop highly relevant skills that they use in the workplace to become effective and valued team members. For example, autocare technicians professionally replace cambelts and correctly align wheels at their branches. On completion, all apprentices are offered jobs at Stoneacre Motor Group, which almost all accept. A few have progressed to management roles.

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Curriculum and teaching Strong standard

Leaders understand the automotive industry very well. They work closely with stakeholders across Stoneacre Motor Group branches to develop high-quality curriculums and ensure that apprentices develop the knowledge, skills and behaviours they need to be successful.

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Curriculum and teaching Strong standard

Expert tutors plan curriculums carefully to develop apprentices' skills gradually. Early in their training, apprentices learn about wheel alignment and adjusting camber, caster and toe-in in the classroom, before practising these skills in workshops. They quickly move on to align wheels competently and confidently in the workplace.

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Curriculum and teaching Strong standard

Tutors carefully coordinate on- and off-the-job training with managers. Managers are well informed about apprentices’ progress and what they need to practise. Apprentices immediately build on the skills they learn at the academy by using them in the workplace.

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Curriculum and teaching Strong standard

Leaders ensure that the curriculums are highly inclusive. They implement impactful strategies so that everyone can fully access the curriculums. Apprentices benefit from the use of assistive technologies, including sensory aids such as ear loops, carry calms and fidget devices.

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Curriculum and teaching Strong standard

Tutors provide high-quality teaching. They use effective repetition and recall activities to enable apprentices to understand topics fully and commit knowledge to their long-term memory. Apprentices value the feedback that they receive from tutors and use it to improve the quality of their work.

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Curriculum and teaching Strong standard

Leaders frequently review the quality of apprenticeships to ensure that they are of a high standard. They listen carefully to feedback from their apprentices and make changes such as increasing the time apprentices have to practise their skills in the industry-standard workshops.

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Participation and development Strong standard

Apprentices with barriers to learning receive personalised, tailored careers advice and guidance. Leaders provide a ‘career for life’ in the Stoneacre Motor Group. Staff offer impartial advice about jobs in the group and beyond, including management. Apprentices progress to a myriad of roles such as in sales, administration and logistics.

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Participation and development Strong standard

Apprentices are highly motivated and committed to their studies. They take pride in their work at the academy and their workplace. Line managers comment on the professionalism that apprentices demonstrate.

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Participation and development Strong standard

Leaders and tutors have high expectations for apprentices' behaviour and conduct in the academy and at work. Apprentices’ behaviour is exemplary. They dress professionally and maintain a clean professional area in workshops, knowing that they represent the Stoneacre brand. Apprentices develop their personal and social skills through participating in a wide range of activities. For example, they have increased their self-confidence in leading activities such as working with Girl Guides and teaching children to ride horses. They raise money for charities in their branches and collect food for food banks. Staff provide apprentices with access to activities such as fishing and playing in football teams alongside coworkers, many of whom were previous apprentices.

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

Apprentices quickly feel like they belong at Stoneacre Motor Group and start building their careers in the automotive industry. They are personally welcomed by the managing director and chief executive officer of the group, where they hear about the company's promise of a guaranteed job on completion of their apprenticeship. Apprentices make rapid progress throughout their training and achieve highly, developing strong technical and employment skills, which are valued highly in the workplace.

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

Apprentices develop contemporary professional skills at the academy and in the branches where they work. They benefit greatly from specialist training in emerging technologies such as electric and hybrid vehicle servicing and maintenance.

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

Apprentices build their confidence and resilience rapidly in lessons. Tutors skilfully motivate apprentices, creating positive learning environments where apprentices willingly offer answers to questions and confidently respond to challenges from tutors about any misconceptions. Apprentices value their learning, which they say is fun and enjoyable.

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

Apprentices who have barriers to their learning or poor mental health are very swiftly supported by staff and a wellbeing officer. This helps them to make the same rapid progress as their peers.

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

Apprentices thrive during their monthly residential off-the-job training events at a hotel. For many, this is the first time they have stayed away from home. They appreciate the care and time that staff take to nurture them. Staff monitor apprentices’ wellbeing during the residential periods to ensure they socialise with unfamiliar people and make the most of the leisure facilities for their physical health. Apprentices meet each evening for dinner so that no one is isolated during their time away from home.

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

Apprentices learn how to stay safe and increase their knowledge of the wider world. They understand the implications of unhealthy relationships, both at work and in their personal lives, and discuss topics such as sexual harassment and consent.

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Team inspectors:

Joanne Stork, His Majesty's Inspector Sarah Seaman, His Majesty's Inspector

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Facts and figures used on inspection

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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Next steps

• Leaders should provide trainers with highly focused and targeted professional development that consistently develops their teaching practice. • Leaders should ensure that those in a governance role have suitable expertise to provide high levels of challenge and support to leaders about the quality of education.

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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 the managing director of Stoneacre Motor Group, the academy manager and a range of staff, including tutors and apprentices, during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: Decidebloom Limited, trading as Stoneacre Motor Group (SMG), began providing apprenticeships in 2017. At the time of the inspection, 73 apprentices were studying on levels 2 and 3 apprenticeships. Sixty apprentices were on level 2 autocare technician, 8 were on level 2 customer service practitioner and fewer than 5 were on the level 3 business administrator. Apprentices were based in the 80 SMG car dealerships across the country. Training takes place online and at the head office in Doncaster.

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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 standard 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 standard 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

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 .

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Urgent improvement

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 .

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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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