Universal Vibes Limited

Universal Vibes Limited

Address: 2nd Floor, HA1 1BH Unique reference number (URN): 2654190

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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 Strong standard

Leaders and managers have very high aspirations for their apprentices. They ensure that the education they provide improves the lives and life chances of those who train with them. Leaders have put in place a very well-considered strategy to develop and grow the provision. Since the previous inspection, they have made sure that apprentices consistently receive a high-quality curriculum and achieve very well.

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Leadership and governance Strong standard

Leaders understand the quality of the provision very well. They have established a highly effective culture of continuous improvement. Leaders work very well with external consultants to scrutinise the provision and make improvements. They use a wide range of high-quality data and first-hand knowledge of the quality of provision to inform improvements. They have dealt with the areas for improvement identified at the previous inspection very effectively.

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Leadership and governance Strong standard

Senior leaders provide highly effective oversight and scrutiny of the provision. Since the previous inspection, the board has been extremely well led and highly effective in promoting the high standards that are now evident.

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Leadership and governance Strong standard

Leaders and managers are considerate of staff workload and wellbeing. Leaders have put in place a range of initiatives that promote staff welfare and wellbeing very well, including free gym membership and regular check ins on staff wellbeing. They fund complementary therapy sessions for some staff. Staff say that Universal Vibes is well led and managed; they are proud to work here. They ensure that staff receive the professional development and training they need to make them highly effective in their roles.

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Inclusion Expected standard

Leaders have recently strengthened their approach to inclusion. Leaders have adopted a broad definition of what inclusion means so that they capture the variety of barriers that apprentices face. This reflects their ambition to support all apprentices whatever their circumstances. The new strategy outlines well-considered processes for identifying apprentices’ additional needs. Leaders make sure that staff receive suitable training on a range of relevant topics, such as neurodiversity, so that they are effective in the support they provide to apprentices.

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Inclusion Expected standard

Leaders, managers and staff promote an inclusive environment, where all apprentices feel valued. Leaders and tutors know apprentices well and understand their needs. They use the wide range of information they gather from apprentices to effectively put in place bespoke support for them. Tutors make sure apprentices access the curriculum by, for example, teaching them through more frequent one to ones if they struggle to learn in group sessions. They tailor the curriculum well to meet apprentices’ individual needs. Tutors frequently assess apprentices’ progress, wellbeing and welfare. They review the effectiveness of support strategies and adjust these as necessary. Consequently, apprentices receive timely and effective support that meets their needs well including, for example, to support their mental health.

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Achievement Strong standard

A very high proportion of apprentices achieve their apprenticeship, regardless of the barriers they face. A high proportion achieve English and mathematics qualifications at the first attempt. Most achieve merit and distinctions in their final assessments. Tutors support apprentices who speak English as an additional language very well. Consequently, they achieve equally as well as their peers.

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Achievement Strong standard

Apprentices, many of whom have returned to education after a long break, make significant progress from their starting points. Apprentices consistently acquire the knowledge, skills and behaviours they need to be successful in their roles, or to achieve their next steps in education or employment. Many apprentices gain promotion or increased responsibilities at work when they finish their studies.

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Achievement Strong standard

Apprentices consistently produce work of a high standard. For example, hospitality apprentices produce top-quality pastries because they understand very well how dough quality and preparation affect the quality of pastries.

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Curriculum and teaching Strong standard

Leaders offer apprenticeships in sectors where there are skills shortages. Leaders and staff have substantial expertise of working in the care and hospitality sectors that they use to make sure apprentices benefit consistently from a high-quality curriculum.

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Curriculum and teaching Strong standard

Leaders have a detailed and accurate understanding of the quality of the curriculums. They have a strong track record of making improvements. For example, they have successfully tackled weaknesses identified at the previous inspection in supporting apprentices who fall behind.

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Curriculum and teaching Strong standard

Tutors expertly teach the curriculums in a logical order. They adapt the curriculum well and coordinate all aspects of the training very well to meet the needs of individual employers and apprentices.

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Curriculum and teaching Strong standard

Tutors use highly effective teaching strategies to ensure that apprentices remember what they are taught. For example, they use probing questions in English classes to elicit apprentices’ use of different synonyms and more descriptive and analytical language. Tutors on care apprenticeships use resources very well to illustrate topics and check very effectively that apprentices understand content before they move on. Tutors on hospitality apprenticeships use demonstrations and scenarios very well to make sure apprentices can practise and apply their new knowledge.

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Curriculum and teaching Strong standard

Tutors provide apprentices with extremely helpful feedback on their work that helps them improve. For example, they praise apprentices for giving clear explanations and advise them that, to achieve a distinction, they need to include more detailed examples. Tutors give helpful feedback on sentence structure and length that helps apprentices improve the quality of their written work.

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Participation and development Strong standard

Tutors provide apprentices with highly effective career information and guidance. In progress reviews and lessons, tutors explore apprentices’ aspirations and expertly guide them on the steps they need to take to pursue the breadth of career pathways available to them. Tutors encourage apprentices to take higher level qualifications and give them useful advice on self-employment. Tutors explain to care apprentices how to progress to other professions, such as nursing or social work. Consequently, apprentices are confident about their next steps in education or employment.

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Participation and development Strong standard

Leaders provide apprentices with an extensive range of wider developmental topics and activities. For example, they cover topics such as personal safety, how to stay safe online and domestic violence. Apprentices learn about the risks of sexual exploitation and the use of artificial intelligence. This promotes their personal safety and that of their families and clients. Apprentices attend training sessions on mental health, which help them manage their own wellbeing in busy work environments.

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Participation and development Strong standard

Apprentices understand very well the dangers of radicalisation and extremism. For example, they are aware of the risk of terrorist activities, know how to spot the signs that may indicate radicalisation and how to report any concerns.

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

Apprentices learn in very welcoming, caring and highly respectful environments, where they feel they belong. Staff care passionately about apprentices’ welfare, wellbeing and progress. Apprentices benefit significantly from staff, who have high aspirations for them to achieve their goals.

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

A very high proportion of apprentices achieve their apprenticeship and gain qualifications, including in English and mathematics, even though these are not a requirement of their training. In addition to the core curriculum, hospitality apprentices keen to become self- employed learn about food hygiene ratings. Apprentices quickly develop new knowledge, skills and behaviours that they use at work.

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

Apprentices thrive and grow considerably in confidence as they make rapid progress in their studies. Consequently, they make a highly positive contribution at work. For example, commis chef apprentices in restaurants are confident to add new dishes to the specials board menu and make desserts that are not part of the main menu.

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

Apprentices who are not originally from the UK receive very effective teaching and support to develop their understanding of living in modern Britain. They know the importance of treating people from different backgrounds and cultures with respect. They learn about the differences between forced and arranged marriages and UK law. Apprentices develop a deep understanding of fundamental British values.

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

Apprentices attend and participate in their training sessions very well. They are highly motivated to achieve. Those with barriers to their success receive well-tailored support from staff, who put in highly effective support that meet their individual needs. Apprentices are rightly proud of their achievements and say they would recommend others follow in their footsteps and study with Universal Vibes.

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Next steps

• Leaders should ensure that they embed and systematically review the effectiveness of the new arrangements to identify and support apprentices with barriers to learning.

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Team inspectors:

Rebecca Jennings, His Majesty's Inspector Ramin Narimani, 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 and apprentices during the inspection.

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About this inspection

Universal Vibes Limited is an independent learning provider located in Harrow that operates under the trading name of Care Trainings. Universal Vibes offers adult care apprenticeships at levels 2, 3, 4 and 5. Since the previous inspection, the number of apprentices has grown significantly and leaders have introduced hospitality apprenticeships at levels 2 and 3. Training takes place online, face-to-face in small groups and in the workplace. Apprentices come from a diverse range of cultural backgrounds and many live in communities with high levels of deprivation.

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About this inspection

At the time of the inspection, there were 62 apprentices in learning. Eighteen were on the level 3 lead adult care apprenticeship, 7 on the level 4 lead practitioner in adult care and 16 on the leader in adult care apprenticeship. There were 15 apprentices on the level 2 commis chef, fewer than 5 on the level 2 production chef and on the level 3 chef de partie apprenticeship.

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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

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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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