FLM Training Ltd

FLM Training Ltd

Address: Atlas House, Caxton Close, WIGAN, WN3 6XU Unique reference number (URN): 1270812

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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 have built a supportive culture of inclusion. They identify learners' and apprentices’ needs at the beginning of their courses. Tutors plan appropriate support and adapt their teaching to meet the requirements of most learners and apprentices. For example, tutors take account of learners who experience morning brain fog when scheduling theory sessions and make sure learners have additional breaks.

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Inclusion Expected standard

Leaders place high priority on removing barriers to learning. They provide appropriate equipment and put in place adaptations as necessary to meet learners' and apprentices' needs. They make sure that learners who speak English as an additional language have the support they need to cope with their studies.

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Inclusion Expected standard

Tutors review learners' and apprentices’ support needs effectively. Where appropriate, tutors mostly adapt the support that they provide. Learners with attention deficit hyperactivity disorder (ADHD), who require support with time management and weekly planners, gradually have support levels reduced and can manage their time independently.

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Inclusion Expected standard

Tutors complete useful training and talks from specialist guest speakers on inclusion, including how to teach learners and apprentices with dyslexia, ADHD, autism, and special educational needs and disabilities. Through professional discussions, they use this knowledge to shape the support learners and apprentices need. They adapt teaching schedules and encourage learners to use useful electronic platforms for mind maps.

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Leadership and governance Expected standard

Through effective working partnerships with employers, leaders have developed an accurate understanding of the increased need for qualified staff to fill skills gaps in the health and leisure sectors. They have planned ambitious curriculums to meet these needs in the local and regional areas.

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Leadership and governance Expected standard

Leaders have an accurate oversight of their strengths and priority improvement areas. They have made substantial changes to their curriculums, implementing practical training, increasing face-to-face delivery and adding additional content, such as business skills. This swiftly develops the knowledge and skills that learners and apprentices gain.

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Leadership and governance Expected standard

Leaders have appointed qualified and experienced members to their board. Board members use the information from high-quality reports to provide useful scrutiny and challenge to leaders. This ensures that when areas for improvement are identified, leaders implement changes quickly and effectively to the benefit of learners and apprentices. For example, leaders now provide detailed information to board members about the progress that disadvantaged learners and apprentices make in relation to their peers.

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Leadership and governance Expected standard

Leaders recruit qualified industry experts to teach learners and apprentices. Tutors are all current practitioners in the sector. They participate in frequent training sessions to further develop their teaching skills, such as on chunking and providing effective feedback. New tutors have a 10-week teaching skills plan and are gradually introduced to solo teaching over a 6-month period.

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Leadership and governance Expected standard

Leaders place a high priority on the workload and wellbeing of staff. Staff can work flexibly and have dedicated time to complete administration and marking.

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Achievement Expected standard

Most learners complete their courses and achieve their qualifications. Achievement rates have improved considerably compared to the previous academic year.

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Achievement Expected standard

Learners make at least the progress that they are capable of relative to their starting points. They deepen their knowledge and skills over time through application in practical sessions, such as designing personal training plans or completing a range of massage techniques effectively.

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Achievement Expected standard

Learners produce work to the standard expected for their qualifications. Most learners use appropriate technical language to explain key terms, such as cardiovascular, heart palpitations and interval training. Learners studying level 3 personal training use mathematics accurately to plan and track weight loss and analyse running progressions.

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Achievement Expected standard

Learners acquire a broad range of skills, including communication, marketing and digital skills, that prepare them well for their next steps. Most learners achieve their career goals by gaining employment or becoming self-employed in the sector.

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Curriculum and teaching Expected standard

Since the previous inspection, leaders have improved the curriculum and aligned it to the needs of the health and leisure industry and learners’ personal and employability skills. Topics now include sales lead generation, writing business plans and how to teach personal training sessions online.

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Curriculum and teaching Expected standard

Tutors plan well-sequenced curriculums. In massage, they teach a suitable range of massage techniques, such as effleurage and petrissage. Learners learn about massage contraindications and how massage techniques should be adapted or avoided for health conditions, such as cancer, allergies and hypertension. Tutors largely use effective teaching strategies. They use questioning, workplace scenarios and observations effectively to develop learners’ knowledge before they apply their learning in practical sessions. In personal training, learners accurately explain the purpose and benefits of exercises to their clients and structure classes using different cardiovascular techniques, such as interval training.

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Curriculum and teaching Expected standard

Most tutors use assessment well to check for gaps in learning and reinforce technical language. Learners use this knowledge to describe massage techniques accurately and explain the impact of poor nutrition on clients’ health, such as diabetes and anaemia.

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Curriculum and teaching Expected standard

Tutors provide mostly useful feedback to learners that informs them of what they have done well and what they need to do to improve their work. During practical activities, tutors provide effective oral feedback to learners on how to gain informed consent and how to alter their posture when performing massages. Consequently, most learners develop their skills and improve their practical work.

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Participation and development Expected standard

Learners benefit from well-planned careers information, advice and guidance. Tutors set and monitor appropriate targets linked to learners’ career aspirations and personal goals. Learners know about self-employment. They are student members of industry professional bodies and local sector related networks.

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Participation and development Expected standard

Tutors embed fundamental British values and the risks of radicalisation and extremism into the curriculum. They contextualise this content effectively for adult learners. Learners are confident in identifying signs in others that they may be at risk. Learners feel safe and adopt correct procedures for lone working.

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Participation and development Expected standard

Learners are motivated and committed to achieve their qualifications. They enjoy their courses and are enthusiastic about their futures. Attendance is high and learners are punctual to sessions. Learners increase in confidence and build positive rapport with new clients quickly, which helps them to motivate clients to achieve their goals. They deliver group training sessions and use online platforms adeptly to promote their business services to clients.

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Participation and development Expected standard

Leaders do not currently offer a highly tailored programme of wider opportunities. However, sports massage learners participate in massage wellbeing mornings and complete breathwork. A very few learners benefit from volunteering with a local netball club, but this is not extended across all regions.

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Achievement Strong standard

Apprentices make significant progress from their starting points. They achieve very well, with just over half gaining distinction grades. If apprentices fall behind, tutors promptly put interventions in place to help them catch up quickly. Apprentices go on to further learning, permanent employment or gain promotions at work.

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Achievement Strong standard

Apprentices rapidly develop substantial new knowledge, skills and behaviours that enable them to communicate with clients effectively. They learn to perform first aid, cardiopulmonary resuscitation and to use a defibrillator.

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Achievement Strong standard

Apprentices' work is of a very high standard. Their assignments are detailed and well written. For example, apprentices explain clearly the importance of working closely with the duty manager, when liaising with contractors and suppliers.

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Achievement Strong standard

Apprentices develop their English, mathematics and digital skills. They improve their writing and presentation skills. Level 3 apprentices understand revenue streams and the financial costs associated with a leisure centre.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of their apprenticeship curriculum, which provides a pipeline of skilled staff to meet the employment needs of the sport and leisure sector. They plan a curriculum that is highly challenging. For example, level 3 apprentices skilfully review and evaluate leisure centre finances. Tutors sequence the curriculum adeptly. They align apprentices’ learning plans seamlessly to their starting points. They teach qualifications, such as lifeguard and swimming instructor, early in the apprenticeship to prepare apprentices to carry out a range of roles at work swiftly.

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Curriculum and teaching Strong standard

Tutors use a range of highly effective teaching strategies. They use questioning skilfully to develop apprentices’ understanding of key concepts, such as blood pressure and client consultations. Tutors complete observations, professional discussions and mock assessments with apprentices to assess their competence, for example, in static and dynamic fitness testing.

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Curriculum and teaching Strong standard

Tutors adapt their teaching and resources skilfully to meet the individual support needs of apprentices. They provide learners who have attention deficit hyperactivity disorder with frequent breaks and time-outs. Apprentices who have not achieved mathematics and English qualifications receive additional support sessions.

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Curriculum and teaching Strong standard

Tutors are well qualified and highly experienced. They use their industry expertise to bring learning to life and contextualise content to apprentices’ work. Tutors maintain their vocational expertise by working as practitioners in the sector.

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Expected standard

Tutors coordinate on- and off-the-job training with employers very effectively. Apprentices quickly master their skills and apply them fluently at work. Apprentices complete additional training at work in pool plant operation, fire marshal duties and first aid.

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Participation and development Expected standard

Apprentices receive effective information for their next steps and careers. Tutors identify apprentices' career goals quickly and revisit them at review meetings. Apprentices attend careers fairs and explore progression opportunities within their employers’ businesses.

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Participation and development Expected standard

Apprentices have very high attendance. They demonstrate professional behaviours and positive attitudes to their studies and work. Apprentices improve their confidence and can deliver presentations and deal with customers at work assuredly. Tutors provide effective support for apprentices’ wellbeing by taking account of their personal commitments and responsibilities.

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Participation and development Expected standard

Apprentices confidently recall their training on healthy relationships and staying safe. They can identify inappropriate behaviours in leisure settings, such as mixed changing room environments. Apprentices recall their training on the ‘Prevent’ duty and know how to recognise the signs of radicalisation and extremism in others .

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Participation and development Expected standard

Apprentices have a clear understanding of fundamental British values. They understand that bullying and harassment at work should not be tolerated. Apprentices respect different views and value the opinions of their tutors and peers.

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Participation and development Expected standard

Apprentices have access to a range of wider opportunities beyond their apprenticeship. They complete additional qualifications, such as lifeguard, swimming teacher and gym instructor. Most apprentices participate in sports development teams and provide talks on careers at schools.

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

Learners and apprentices are highly motivated and committed to their studies. They talk enthusiastically about how much they enjoy using what they learn in practical activities or at work. Adult learners write professional emails and reports, and apprentices resolve problems and set clear expectations about time management at work. This helps them to develop their confidence.

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

Learners and apprentices develop useful new knowledge and skills, which they apply competently. Learners studying sports massage perform palpation techniques to diagnose problems and apprentices safely use chemicals to check the quality of swimming pool water. Learners and apprentices achieve their qualifications well. Learners and apprentices speak highly of the support that they receive from their tutors. This motivates them to do well and make at least their expected progress. Staff put in place helpful strategies and adaptations so that learners and apprentices with barriers to learning can participate fully.

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

Apprentices and learners value the community in which they learn. They quickly form friendships and get to know their group well. There is an open and collaborative environment, where learners and apprentices can ask questions and are not afraid to get things wrong. Apprentices and learners feel very well supported by each other, develop a sense of belonging and build a network of professional relationships. They value highly the mix of online learning and face-to-face lessons.

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

Learners develop knowledge and skills beyond their qualification content. They learn about lead generation, online personal training and how to become self-employed. Learners on massage courses learn about breathwork and how this can activate the relaxation response to reduce stress and improve focus and wellbeing.

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Next steps

• Leaders should plan and provide carefully tailored programmes of wider learning opportunities for adult learners. • Leaders should develop more detailed monitoring of learners' progress to make sure that all learners make substantive progress from their starting points. • Leaders should continue to strengthen the quality of the curriculum and training that learners receive so that improvements are sustained. • Leaders should further improve assessment processes to make sure that tutors consistently identify gaps in learning quickly and reinforce technical language.

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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, governors, tutors, employers, learners and apprentices.

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About this inspection

FLM Training Limited is an independent learning provider based in Wigan, Greater Manchester. It provides training for apprentices and adults in the sport, health and leisure sectors.

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About this inspection

Apprentices study across 2 apprenticeship standards. There were 20 apprentices studying level 2 leisure team member and 11 on the level 3 leisure duty manager apprenticeships. There were 8 apprentices aged below 19.

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About this inspection

Adults study across two level 3 qualifications. There were 32 learners studying level 3 sports massage and 24 studying level 3 personal trainer.

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Team inspectors:

Alison Humphreys, His Majesty's Inspector Nicola Welland, Ofsted Inspector Maura Cummins Cummins, Ofsted 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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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. 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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