Empeiria Training

Empeiria Training

Address: Suite 20, CH65 3EN Unique reference number (URN): 2791035

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Expected standard

Leaders have established an effective culture of inclusion where learners feel valued. They work closely with external agencies to recruit learners onto the introduction to health and social care Skills Bootcamp, which was introduced specifically for adults who are unemployed and young adults who are not in education, employment or training (NEET).

p.2

Inclusion Expected standard

Trainers gather a range of information about learners’ individual needs at the start of each course. Trainers use this information to skilfully adapt their teaching, such as one-to-one support sessions, early access to learning materials for learners with anxiety and the use of translation apps for learners who speak English as an additional language.

p.2

Inclusion Expected standard

Leaders work successfully with external agencies to support learners with previously unidentified learning needs, such as needs relating to neurodiversity.

p.2

Inclusion Expected standard

Leaders monitor the progress of learners closely, including those who have special educational needs and/or disabilities (SEND). Learners who have barriers to learning or SEND make similar progress to that of their peers.

p.2

Inclusion Expected standard

Trainers benefit from comprehensive training that helps them to support learners to overcome barriers to learning. Trainers complete specific training including supporting learners with autism and reducing barriers to learning.

p.2

Leadership and governance Expected standard

Leaders work effectively with employers and stakeholders to address the shortage of care workers locally and regionally. They skilfully support disadvantaged adults into employment and successfully upskill employed learners so that they gain promotion or take on extra responsibility with their employer.

p.2

Leadership and governance Expected standard

Leaders have a clear understanding of the quality of their provision. They identify areas for improvement and implement effective actions to rectify weaknesses. For example, leaders did not evaluate the quality of the training sufficiently to provide ongoing oversight of the quality of the provision. Leaders have tackled this weakness successfully and continue to develop comprehensive quality assurance arrangements.

p.2

Leadership and governance Expected standard

Trainers are highly experienced and qualified in the subjects that they teach. They benefit from training to maintain their skills in and knowledge of the health and social care sector. Leaders and the advisory board recognise the need for training to further develop trainers’ teaching skills.

p.2

Leadership and governance Expected standard

Following the previous monitoring visit, leaders recruited a board member with significant expertise and experience in adult education and governance. The board has very recently realigned governance arrangements to provide greater challenge to leaders on the quality of the provision.

p.3

Leadership and governance Expected standard

Leaders create a caring culture in which staff feel valued. Leaders carefully consider staff workload and wellbeing. They closely monitor working hours and travel time. Staff feel well supported in maintaining their work-life balance.

p.3

Achievement Expected standard

Almost all learners, including those with barriers to learning and special educational needs and/or disabilities, complete their programme and achieve their personal goals. Learners who complete the being meaningful and present in society (MAPS) Skills Bootcamp gain additional responsibility such as mentoring roles or promotion to roles such as team leader. Learners on the introduction to health and social care Skills Bootcamp develop the confidence and skills they need to find employment.

p.3

Achievement Expected standard

Learners on MAPS develop a better understanding of the people they support and are more confident in their support worker roles. Learners increase their expectations of and aspirations for the people they work with, for example helping them develop new skills such as cooking and cleaning that give them greater independence.

p.3

Achievement Expected standard

Learners produce work of an appropriate standard. For instance, MAPS learners complete workbooks that show how they develop, consolidate and apply their learning in the workplace.

p.3

Curriculum and teaching Expected standard

Leaders have carefully selected and developed the Skills Bootcamp curriculums and sought the views of employers to ensure that they meet skills needs in the social care sector. Leaders have an accurate oversight of the quality of the provision. Trainers plan and personalise the curriculums to develop learners’ knowledge and skills so that they move into employment, take on additional responsibilities or gain promotion with their employer. Learners on being meaningful and present in society (MAPS) begin by understanding how to foster positive behaviours and relationships with the people with learning disabilities and/or difficulties with whom they work. They continually build on these skills and apply them in the workplace before moving on to the more complex topics of systematic teaching and forward and backward chaining of skills acquisition.

p.3

Curriculum and teaching Expected standard

Highly skilled and experienced trainers use their vocational experience of working in the social care sector to plan learning expertly. They use appropriate strategies to help learners understand how best to support adults with learning difficulties and/or disabilities towards increasing their independence. Trainers support learners to develop research skills to increase their knowledge of the Care Act 2014 and help them to understand and apply strategies such as active support and strength-based assessment in the social care sector.

p.4

Curriculum and teaching Expected standard

Trainers use assessment well to check and consolidate learning and to review the progress that learners make towards achieving their learning goals. They provide useful feedback on what learners need to do to meet and exceed their learning goals.

p.4

Participation and development Expected standard

Trainers set high expectations for their learners. They nurture learners’ confidence and self- esteem. Learners' rate of attendance at lessons is high and they participate enthusiastically in their learning.

p.4

Participation and development Expected standard

Learners study in a calm, relaxed and respectful environment. Trainers carefully plan teaching strategies that enable learners to work together to support inclusive practices and to develop teamworking skills.

p.4

Participation and development Expected standard

Learners appreciate the support that trainers provide. Trainers work flexibly with learners to ensure that learners’ individual needs and wellbeing are prioritised.

p.4

Participation and development Expected standard

Learners have a thorough understanding of fundamental British values that are constantly reinforced, such as consideration of the Care Act 2014 when learners work with adults with learning difficulties and/or difficulties.

p.4

Participation and development Expected standard

Learners on introduction to the health and social care Skills Bootcamp receive useful and effective advice that supports them to make informed decisions about their short- and longer-term career goals. Learners on the being meaningful and present is society Skills Bootcamp do not receive careers guidance about careers or training in the wider health and social care sector such as social work or nursing.

p.4

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

Learners enjoy their learning and feel welcomed and valued by trainers and their peers. Learners with special educational needs and/or disabilities appreciate the support that they receive from trainers, which means that they feel included in lessons and can participate fully in activities and tasks.

p.5

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

Leaders carefully consider learning environments and teaching venues. Learners with barriers to learning, including travel, attend training in safe, comfortable and convenient settings. These include university campuses that raise learners’ aspirations about future study in higher education.

p.5

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

Learners who have previously been children in care or have experience of the justice system value the care and consideration they receive from trainers and their peers. Because of this, they feel comfortable to share their experiences with their peers and to record their experiences in case studies for future groups.

p.5

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

Learners develop the skills they need to achieve their personal and/or career goals. Learners confidently challenge stereotypes about adults with learning difficulties and/or disabilities. They are passionate about the people that they work with. Using the positive behaviour strategies they have learned on the course, they now have higher expectations of what the people they work with can achieve.

p.5

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

Learners improve their confidence and resilience because of their learning. Those with barriers to learning become more confident in their skills because of the support they receive from their trainers. Learners on the introduction to health and social care Skills Bootcamp improve their resilience. If they are unsuccessful in job interviews, they review how they can improve their performance for the next interview where previously they would have given up.

p.5

Next steps

• Leaders should ensure that trainers receive training to further develop their teaching skills so that they continuously improve their teaching. • Leaders should further develop the recently implemented quality assurance arrangements so that leaders and board members have detailed and consistent oversight of the quality of the provision. • Leaders should provide a consistently high standard of careers guidance across Skills Bootcamps so that learners on the being meaningful and present in society Skills Bootcamp are informed about careers across the wider health and social care sector.

p.5

Lead inspector:

Anita Pyrkotsch-Jones, His Majesty's Inspector

p.6

Team inspectors:

Elaine Price, Ofsted Inspector Alex Lang, Ofsted Inspector

p.6

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.

p.6

About this inspection

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

p.6

About this inspection

Inspectors spoke with leaders and managers, learners, trainers, employers and advisory board members during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the provider:

p.6

About this inspection

Empeiria Training is an independent learning provider in Ellesmere Port, Cheshire. It specialises in Skills Bootcamps for the health and social care sector. The provider offers the being meaningful and present in society (MAPS) Skills Bootcamp for employed learners who want to upskill and the introduction to health and social care Skills Bootcamp for unemployed learners with a specific focus on young adults who are not in education, employment or training. It offers training at its training centre and in community venues. In the current contract year, 47 learners enrolled on Skills Bootcamps.

p.6

About this inspection

At the time of the inspection, there were 7 learners studying on the MAPS Skills Bootcamp. Learners all work in care and support worker roles for a care provider.

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

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 .

p.7

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

p.7

Urgent improvement

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

p.8