Estio Training Limited

Estio Training Limited

Address: 2 City Walk, South Bank, LS11 9AR Unique reference number (URN): 1276525

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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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Leadership and governance Expected standard

Leaders successfully achieve their vision to provide high-quality apprenticeships that prepare apprentices for careers in the digital and technology industry. They have developed the curriculum very effectively. They ensure the curriculum is implemented successfully to enable apprentices to use their knowledge in simulated activities, before quickly mastering complex skills.

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Leadership and governance Expected standard

Leaders and those in governance roles have an accurate understanding of the strengths and take sensible actions to improve the provision. Leaders and managers are held to account through an effective structure of meetings that offer challenge and support. They typically use data well to scrutinise staff performance and apprentices’ progress and achievement. Leaders accurately compare outcomes from disadvantaged or vulnerable groups of apprentices to ensure that they achieve in line with their peers.

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Leadership and governance Expected standard

Leaders create a culture where continuous professional development is valued. They ensure that staff receive training to improve their teaching skills. They enable staff to develop their technical knowledge and keep up to date with technological advancements. For example, trainers achieve vendor skills qualifications such as CompTIA+.

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Leadership and governance Expected standard

Leaders work collaboratively with employers to provide apprentices with high-quality training that seamlessly links to the workplace. They use their expertise to inform national policy development around digital skills. They willingly share their knowledge with training providers, schools and professional bodies.

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Leadership and governance Expected standard

Leaders are mindful of staff wellbeing and workload. Staff are proud to work at the provider and value the flexibility and support that leaders offer.

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Inclusion Needs attention

Leaders have created a culture of inclusion where apprentices’ learning needs are swiftly identified and everyone feels welcomed and valued. Most staff create appropriate support plans for apprentices who have special educational needs and/or disabilities (SEND). Leaders do not monitor closely enough the support that staff put in place for apprentices with SEND. This means that they cannot always be assured that support is reduced or adapted appropriately to meet apprentices’ needs.

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Inclusion Needs attention

Trainers and coaches carefully adapt teaching strategies and make reasonable adjustments to reduce barriers to learning. For example, apprentices who have health conditions that make it difficult to write use electronic tools that convert speech to text. Staff ensure that apprentices have access to extra time for their assessments.

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Inclusion Needs attention

Leaders provide useful specialist training to staff to ensure they know how to support apprentices with a range of SEND and mental health concerns. Trainers confidently present learning in different ways and incorporate accessibility options when developing resources. Coaches and trainers are confident and feel empowered to meet apprentices’ diverse needs.

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Inclusion Needs attention

Leaders work closely with employers to ensure that adaptations for apprentices are provided at work. For example, apprentices with vision impairments are given helpful assistive technologies, such as screen readers.

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Achievement Expected standard

Apprentices make positive progress from their starting points and develop significant technical knowledge and skills. Employers value how well apprentices apply their knowledge at work, such as by expertly triaging jobs on customer helpdesks.

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Achievement Expected standard

Most apprentices produce work of the expected standard. Where apprentices produce work of a high standard, they demonstrate deep knowledge of the topic and use a wide range of technical terminology in their assignments.

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Achievement Expected standard

Achievement rates for most apprenticeships have improved over recent years, and a significant proportion of apprentices achieve their qualifications. Over half gain merit or distinction grades. The few apprentices who require English and mathematics qualifications achieve well.

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Achievement Expected standard

Most apprentices remain in work after their apprenticeship and a few gain promotion or take

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Needs attention

on additional responsibility. However, the proportion of apprentices with recorded destinations is too low. Leaders have taken recent action to enable them to measure the impact of their apprenticeships more effectively.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculum, teaching and training. In most instances, they have put effective actions in place to address areas for improvement. Leaders have improved apprentices’ engagement in online lessons by providing trainers with the skills they need to use interactive tools and breakout rooms effectively.

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Curriculum and teaching Expected standard

Trainers use their extensive industry experience to teach technical knowledge and skills successfully. They mostly explain new concepts clearly and facilitate frequent consolidation activities to enable apprentices to practise their skills. Trainers encourage apprentices on cyber security technologist standards to share their workplace experiences. Apprentices discuss how their organisations identify risks and apply legislation in practice. However, a few trainers present too much information to apprentices without providing sufficient opportunity for consolidation of their learning.

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Curriculum and teaching Expected standard

Most trainers use assessment effectively through questioning and observing group activities. They encourage apprentices to give feedback to peers to explain their understanding and demonstrate how they apply their skills. Trainers and coaches provide clear and precise feedback. Apprentices carefully use this feedback to improve their work. However, a few trainers move on too quickly in lessons before checking apprentices’ understanding.

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Curriculum and teaching Expected standard

Trainers provide helpful support to apprentices with special educational needs and/or disabilities to enable them to achieve their goals. They work with employers to ensure that apprentices have access to the right support and appropriate adjustments in the workplace, such as reading software.

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Participation and development Needs attention

Leaders do not ensure that apprentices consistently benefit from high-quality careers guidance. Too many apprentices are not provided with sufficient information to help them make informed choices about their next steps. Apprentices who do receive guidance have valuable careers discussions, access high-quality resources and frequently discuss their futures.

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Participation and development Needs attention

Trainers and coaches provide valuable opportunities for apprentices to develop their broader skills for work. Most apprentices develop communication and presentation skills, which are important for their career development. Most apprentices who are looking for work are supported to develop their CV and attend sessions on interview techniques. Leaders have implemented a meaningful curriculum that extends beyond the apprenticeship standard. They provide a range of useful resources for apprentices, including those who are vulnerable, to support their personal development needs. These include staying healthy and managing wellbeing following bereavement.

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Participation and development Needs attention

Most apprentices have an appropriate understanding of British values. They can relate the rule of law to the rules and regulations they follow at work. Apprentices are respectful and tolerant of peers and colleagues. However, a few apprentices on the multi-channel marketer standard do not understand how these topics are relevant to them at work.

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

Apprentices benefit from a coordinated programme of online lessons and personalised one- to-one sessions with coaches. Trainers use sophisticated simulation software to enable apprentices on cyber security technologist standards to explore network configurations. They plan opportunities for apprentices to practise their skills in a risk-free environment, particularly for those working in high security industries where access to a live network is not permitted.

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

Apprentices are motivated, enjoy their training, attend well and mostly achieve well. Trainers ensure that learning is planned to meet apprentices’ individual needs and is closely aligned to workplace projects. Apprentices are proud of their professional knowledge and skills. They produce work of a respectable industry standard which supports them to build confidence in their job roles.

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

Apprentices with special educational needs and/or disabilities (SEND) are supported successfully to access training. Staff make helpful adjustments to meet apprentices’ needs, such as by encouraging those with dyslexia to use presentations with voiceovers to reduce the amount of writing. However, leaders do not monitor closely enough the support that apprentices with SEND receive to ensure it is adapted appropriately.

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

Apprentices’ progress is monitored in frequent review meetings with their coach and employer. Coaches set precise targets that clearly identify the knowledge, skills and behaviours apprentices need to develop in training and work. Employers offer helpful opportunities for apprentices to practise and apply their skills at work.

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

Leaders do not ensure that apprentices consistently receive careers guidance throughout their programme. Too many apprentices are not provided with sufficient information to make informed choices about their next steps.

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

Leaders create a supportive and respectful culture where apprentices feel safe. Female apprentices who work in male dominated environments are treated equitably and with respect. Apprentices have a good understanding of online risks such as hacking and how to manage suspicious content.

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Team inspectors:

Philippa Firth, His Majesty's Inspector Jacquie Brown, His Majesty's Inspector Jon Barker, Ofsted Inspector Tina Ockerby, Ofsted Inspector

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Next steps

• Leaders should ensure that all apprentices are given access to a comprehensive careers programme that enables them to make informed choices about their next steps. • Leaders should closely monitor the support that staff put in place for apprentices with special educational needs and/or disabilities to be assured that the support provided is appropriate and is adapted effectively to meet apprentices’ needs. • Leaders should ensure that trainers present information clearly and provide sufficient opportunities to check apprentices’ understanding and consolidate their learning. • Leaders should gather sufficient information regarding apprentices’ destinations on completion of their apprenticeship so that they can measure fully the impact of their programmes.

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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 apprentices, leaders, staff, employers, governors and external stakeholders during the inspection.

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About this inspection

Estio Training Limited offers digital and technology apprenticeships across England. Teaching, training and support is delivered wholly online.

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About this inspection

There were 437 apprentices on programme at the time of inspection, of whom 87 were aged 16 to 18. There were 6 apprentices working towards mathematics and/or English qualifications. The majority of apprentices were studying on standards at level 3, the largest of which is the information communications technician standard. The remaining 144 apprentices were studying on standards at level 4, such as the cyber security technologist standard.

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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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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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