Three Dimensional Training Limited

Three Dimensional Training Limited

Address: Unit 32, CH41 1EL Unique reference number (URN): 1278668

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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 work collaboratively with partners such as homelessness charities and drug and alcohol rehabilitation centres to design inclusive curriculums. These provide much-needed opportunities for learners to enhance their lives and progress to positive next steps. Most learners overcome adverse personal situations, which enables them to gain paid employment or volunteering roles.

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Inclusion Expected standard

Staff assess learners’ needs accurately at the start of their courses. They use this information carefully to ensure that curriculums meet learners' needs. Most learners have experienced trauma or social isolation or have additional needs such as mental ill health or language barriers. Tutors teach in a way that meets the needs of all learners.

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Inclusion Expected standard

Tutors monitor learners’ progress closely throughout their courses. They update learners’ profiles to take account of their increasing or decreasing needs. For example, learners on the health and care assistant course reduce their need for support with professional writing and learn to write independently.

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Inclusion Expected standard

Tutors benefit from effective training and resources to help them understand how to make adaptations to their teaching. They use coloured overlays, fidget toys, headphones and pre- reading material effectively to meet learners' specific needs.

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Inclusion Expected standard

Learners find the community and service-provider locations inclusive and welcoming spaces to learn.

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Leadership and governance Expected standard

Leaders have established effective quality assurance and improvement activities to monitor the quality of their provision. They take swift action to rectify areas for improvement. For example, leaders rightly recognise the need to develop their approach to monitoring the impact of learning support strategies on learners' progress.

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Leadership and governance Expected standard

Leaders and governors focus on providing community-based education and skills curriculums in areas of high deprivation. They undertake extensive research to ensure that they offer ambitious and tailored courses in suitable locations to help residents improve their prospects and to meet local skills shortages. For example, the ‘support in schools’ course provides an opportunity for learners, particularly those with children who have special educational needs and/or disabilities, to become teaching assistants in local special schools. Governors are well qualified for their roles. They use their specialisms and experience effectively to provide support and challenge to leaders. Governors take part in lesson observations, learning walks and other operational activities. These help them validate what leaders tell them in governors’ meetings.

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Leadership and governance Expected standard

Leaders provide staff with a relevant and responsive staff development programme that helps them to be effective in their roles. Tutors frequently attend courses to help them to improve and update their teaching practices such as developing effective assessment techniques and using digital methods skilfully to support learning.

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Leadership and governance Expected standard

Leaders closely monitor the work–life balance of staff. They allow tutors to work flexibly where appropriate. Leaders arrange enjoyable wellbeing activities for staff such as candlemaking, sound baths and meditation.

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Achievement Expected standard

Most learners complete their learning successfully and progress to positive destinations. Learners often progress to employment or further learning in the subjects that they study such as counselling. Qualification achievement rates are high.

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Achievement Expected standard

Most learners make at least expected progress from their starting points and achieve their learning and personal targets. They develop considerable new knowledge and skills over time. Learners often use this new knowledge to support their children’s education at home or to contribute to their wider communities. Learners who have not attended education for some time improve their literacy skills and become more confident with their spelling and grammar.

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Achievement Expected standard

Learners produce work that is well presented and at the standard for the level at which they are studying. Where appropriate, learners develop and accurately apply subject-specific technical language. For example, in health and care, learners can explain the differences between dyslexia, dyspraxia and dyscalculia confidently.

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Curriculum and teaching Expected standard

Leaders provide ambitious curriculums that help learners progress into further learning, volunteering and employment and the next steps in their lives. They have a detailed understanding of the quality of the training that they provide. Where leaders identify concerns, they swiftly improve or remove the training they offer.

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Curriculum and teaching Expected standard

Leaders have formed effective partnerships with local councils, employers and service providers. They plan curriculums collaboratively to ensure that courses meet identified local and regional skills shortages and support local needs such as addiction and substance misuse, adverse childhood experiences and domestic abuse.

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Curriculum and teaching Expected standard

Tutors teach the curriculum in a sensible order. On health and care courses, learners first learn about the health and care sector before covering legislation, infection control and the importance of adopting a person-centred approach at work.

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Curriculum and teaching Expected standard

Tutors place a high priority on meeting learners' individual needs to help them achieve. They know their learners well and provide them with information and support beyond the course content around housing, substance misuse and techniques to manage stress. Tutors implement effective strategies to support learners who have additional needs such as providing extra breaks and voice recordings.

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Curriculum and teaching Expected standard

Tutors are well qualified and experienced in working with adult learners, including those who are vulnerable. They demonstrate effective teaching skills that motivate reluctant learners to learn. Tutors use developmental feedback and helpful strategies such as quizzes, probing questions and paired work to help learners develop a deeper understanding of topics and remember what they learn over time.

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Participation and development Expected standard

Learners enjoy their sessions and form new friendships. They develop positive relationships with staff and show high levels of respect to everyone they meet. Attendance is high.

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Participation and development Expected standard

Learners improve their confidence because of their learning. They overcome social anxiety and are able to answer questions in lessons, work in groups and speak to people in public. Learners develop sufficient confidence to attend interviews with employers.

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Participation and development Expected standard

Tutors prepare learners effectively for life in modern Britain. They ensure that learners can recognise signs of extremist behaviour and risks in the community such as loan sharks and how to report their concerns.

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Participation and development Expected standard

Leaders provide tailored careers information, advice and guidance for learners. The 'careers passport' supports learners to develop their skills in CV writing, dress code, planning journey times and matching skills to job vacancies. Learners understand how to use appropriate strategies during interviews to help them respond well to questions. Tutors support learners who are not yet ready for work with information on what they can do next such as new courses or volunteering opportunities so that learners continue to develop their knowledge and skills further. However, tutors do not routinely identify subject-specific careers information in their lessons.

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

Tutors create inclusive and respectful learning environments where learners feel welcome and develop a strong sense of belonging. Learning takes place in community venues that are familiar to learners and where they feel safe. Learners soon realise that others share their anxieties or have similar needs and fears and, therefore, feel less isolated. They start to enjoy learning and quickly develop trust in their tutors and positive relationships with each other. Most learners achieve well and progress to further learning, employment or volunteering roles in their communities.

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

Learners benefit from courses that take place at times to suit their lifestyles and other commitments such as taking children to school. When learners cannot attend face-to-face learning, leaders provide online courses to ensure that learners' personal circumstances do not prevent them from learning and achieving their potential.

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

Staff take time to get to know learners and to identify how they can best support them. They assess learners’ English, mathematical and digital skills as well as their life skills such as their confidence and resilience levels at the start of their course. They use this information to provide learning that helps most learners to achieve their personal and academic goals, including overcoming personal issues such as addiction.

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

Tutors skilfully contextualise important social topics into sessions to develop learners’ understanding further. For example, in level 2 counselling, teachers use scenarios to highlight fundamental British values and life in modern Britain. They use stories effectively to help learners recognise their unconscious bias.

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Next steps

• Leaders should further develop the monitoring of learning support strategies to identify their effectiveness on learners' progress and development. • Leaders should ensure that tutors include and refer to subject-specific careers information routinely in lessons to help learners understand better associated career pathways.

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Lead inspector:

Suzanne Wainwright, His Majesty's Inspector

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Team inspectors:

Joanne Stork, His Majesty's Inspector Suzanne Horner, 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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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

Inspectors spoke with leaders, managers, tutors, learners and managers from partner organisations during the inspection.

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About this inspection

Three Dimensional Training Limited (3DT) provides adult learning programmes predominantly to learners who are disadvantaged or who have significant barriers to learning. All learners are aged over 19 years and, at the time of the inspection, followed level 2 courses. Courses relate to community needs and improving learners' future career prospects and wellbeing. The most popular courses are in counselling, support in schools or understanding specific learning difficulties.

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About this inspection

3DT operates in Cheshire, Merseyside and Lancashire. It delivers most courses in community venues, often in collaboration with community partners and employers. Online learning options are available for those whose personal circumstances prevent them from attending in person.

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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

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

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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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