Skillwise Training UK Ltd

Skillwise Training UK Ltd

Address: 4 Beacon Court, Birmingham Road, Great Barr, BIRMINGHAM, B43 6NN Unique reference number (URN): 2554066

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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 foster a culture of continuous improvement. They monitor the quality of the curriculum and teaching that apprentices receive. Since the previous inspection, leaders have taken appropriate action to tackle the areas for improvement identified. They have implemented thorough systems to make sure that apprentices’ prior knowledge and skills are established at the start. Leaders and tutors use this information to ensure that apprentices study a sufficiently challenging curriculum and make progress over time. Leaders have markedly increased the proportion of apprentices who achieve.

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Leadership and governance Expected standard

Leaders have a clear vision for the curriculums they teach. They work to support local, regional and national employers to improve the leadership skills of staff. The curriculum helps businesses to improve staff productivity and retention. Leaders have introduced level 5 apprenticeships to develop those who need strategic or project management skills.

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Leadership and governance Expected standard

Leaders have in place an experienced governing function. Governors bring a range of expertise, including safeguarding, curriculum planning and teaching. Leaders typically make decisions that are in the best interests of all apprentices. They have clear oversight of apprentices’ progress and gain assurance that the curriculum is ambitious for all.

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Leadership and governance Expected standard

Leaders generally plan useful professional development. Staff undertake courses that develop their sector knowledge, such as project management and coaching techniques. Leaders expect staff who do not have a teaching qualification to gain it. However, leaders do not ensure that qualified teachers continue to develop their pedagogical skills.

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Leadership and governance Expected standard

Leaders are considerate of staff's workload and wellbeing. Where appropriate, they help staff to improve their work–life balance.

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Inclusion Needs attention

Leaders and tutors identify apprentices with additional learning needs early and discuss with them the support that they need. Currently, apprentices with a declared disadvantage mostly have special educational needs and/or disabilities (SEND). Leaders are not aware of apprentices who may face other barriers to learning. Staff identify apprentices’ needs quickly at the start of the apprenticeship and respond to barriers that emerge during the apprenticeship. However, they do not routinely review and update the support interventions to ensure they remain effective.

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Inclusion Needs attention

Leaders work with employers of disadvantaged apprentices. For example, they liaise closely with a women's charity where apprentices who have experience of domestic violence are employed. In consultation with the employer, staff make adaptations to the curriculum to reflect the sensitivity required.

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Inclusion Needs attention

Leaders have only recently started to offer staff the training required. Tutors have recently received training in dyslexia awareness. Leaders have sensible plans in place to extend the training offer to include other topics, such as with regard to needs relating to neurodiversity. The leader responsible for learners with additional learning needs recognises that they need to complete training to enhance their oversight of apprentices with SEND.

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Achievement Expected standard

Most apprentices achieve their apprenticeship, and a high proportion achieve distinction grades. Those with special educational needs and/or disabilities achieve in line with their peers.

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Achievement Expected standard

Apprentices develop substantial new knowledge, skills and behaviours. Level 5 operations manager apprentices apply their learning on conflict management models at work. Level 3 team leader apprentices plan, prioritise and delegate tasks more effectively.

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Achievement Expected standard

Apprentices generally produce work to the expected standard. However, apprentices studying at level 5 do not develop their writing to a consistently high standard.

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Achievement Expected standard

Most apprentices make expected, or better, progress. When apprentices fall behind, tutors put interventions in place to help them catch up. In a small number of cases, the targets set by tutors lack sufficient challenge, impeding progress for a few apprentices.

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Achievement Expected standard

Apprentices progress to positive destinations. They gain promotions, salary increases and additional responsibilities because of their apprenticeship.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They identify priority areas for improvement and act swiftly. Staff identify accurately what apprentices already know and can do at the beginning of the training. They use this to plan learning and to make sure that the curriculum is challenging.

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Curriculum and teaching Expected standard

Tutors generally use effective teaching and assessment practices. They present and explain new topics clearly using real-world examples and use questioning to identify misconceptions. Through regular recaps, self-reflection and group discussion, apprentices can remember what they have learned and know how to practise management techniques, such as Edward de Bono’s Six Thinking Hats and the Pareto Principle, in workplace settings including hospitality and retail.

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Curriculum and teaching Expected standard

Tutors provide appropriate support for apprentices who need extra help so they can participate in learning. This includes one-to-one sessions and speech-to-text software. However, tutors do not routinely review and adapt the support to ensure it remains effective.

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Curriculum and teaching Expected standard

Tutors plan on- and off-the-job training with employers appropriately. Apprentices receive the time and resources they need to complete their studies. They quickly apply their new learning at work. Apprentices studying level 4 associate project manager conduct trials of their project proposals, assess their impact and refine them as necessary before full implementation of the project.

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Curriculum and teaching Expected standard

In most cases, tutors give helpful feedback to apprentices. Apprentices know what they have done well and what they need to do to improve their work. Most apprentices receive guidance on what they need to do to achieve distinctions in their final assessments.

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Participation and development Expected standard

Tutors provide coherent careers education, information, advice and guidance at the start of the apprenticeship, linked to apprentices’ personal development plans. They mostly give ongoing tailored careers advice and guidance to apprentices who request it. Apprentices enhance their career prospects with their employer, and most gain promotion.

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Participation and development Expected standard

Apprentices typically attend lessons and behave professionally. They collaborate well with colleagues, demonstrate professional attitudes and consistently meet employers’ expectations for conduct. Tutors check apprentices’ wellbeing frequently. Apprentices feel safe both online and at work.

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Participation and development Expected standard

Leaders and tutors promote diversity suitably through the curriculum. Apprentices use their learning about unconscious bias, equality and expected professional conduct to manage staff confidently and put in place reasonable adjustments where needed.

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Participation and development Expected standard

Apprentices develop a sound understanding of life in modern Britain, including the risks of radicalisation and extremism. Tutors manage discussions around topical themes, such as ‘Operation Raise The Colours', with sensitivity, creating a safe space for open discussion in lessons. Apprentices build strong professional relationships at work. They become confident, competent team leaders and managers, who employers value highly. Apprentices learn to undertake challenges with empathy, tolerance and respect and develop strong problem- solving skills.

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

Apprentices typically find their lessons interesting and beneficial. Tutors are knowledgeable and explain new concepts clearly. Apprentices enjoy interacting with each other during lessons and sharing their ideas and management experiences.

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

Apprentices value the flexible approach to teaching and learning. This helps them to manage their work, life and study commitments. Tutors are quick to respond to apprentices’ requests for help.

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

Most apprentices develop substantial new knowledge, skills and behaviours and have a positive impact on their employers’ businesses. Level 4 associate project manager apprentices demonstrate fluency in their knowledge. They use their improved time management skills to work on challenging projects such as automation of invoices, development of manufacturing machinery and new insurance policy development.

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

Most apprentices make good progress on their apprenticeships and achieve. Staff discuss apprentices’ support needs at the start of the apprenticeship and provide help where needed. This includes providing additional teaching. However, leaders and staff do not routinely review the planned support to ensure it remains appropriate and meets apprentices’ needs.

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

Apprentices access useful resources that deepen their leadership knowledge. A helpful business-focused newsletter covers topics such as project management and building relationships to improve team morale. Tutors routinely encourage apprentices to apply for professional body membership and to access the leadership resources available to them.

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

Apprentices learn about the dangers associated with radicalisation and extremism. Tutors offer useful information that helps apprentices to be more aware of the dangers in their local areas. Apprentices know how to stay safe online.

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

Most apprentices improve their confidence because of their learning. They work with staff at all levels and present confidently to their colleagues. Apprentices studying level 3 business administrator develop communication skills that help them to answer customer service queries confidently on the telephone.

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Next steps

• Leaders should ensure that tutors and managers responsible for inclusion receive comprehensive training to help them support disadvantaged apprentices, including those

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Team inspectors:

Maggie Fobister, Ofsted Inspector Beth Selwood, Ofsted Inspector William Baidoe-Ansah, Ofsted Inspector Suzanne Horner, His Majesty's Inspector with special educational needs and/or disabilities. • Leaders should ensure that staff regularly review the support they give to apprentices to ensure that it is suitable and meets their needs. • Leaders should provide further training to ensure that apprentices can produce work to a consistently high standard. • Leaders should further strengthen the targets that tutors set for apprentices so that all apprentices consistently make extensive progress from their starting point. • Leaders should further embed planned high-quality careers education and guidance throughout the apprenticeship so that all apprentices develop detailed knowledge of their potential future pathways. • Leaders should ensure that tutors benefit from tailored professional development opportunities so that they continue to develop their pedagogical skills to a high standard,

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Team inspectors:

particularly for those staff who have already obtained their teaching qualification.

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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, staff, apprentices and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Skillwise Training UK Limited is an independent training provider based in Birmingham. It provides apprenticeships across England, both online and in apprentices’ place of work. Most apprentices are on programmes in leadership and management from level 3 to level 5.

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About this inspection

At the time of the inspection, there were 181 apprentices, of whom fewer than 5 were aged under 19. The largest apprentice numbers were in level 3 team leader and level 5 operations manager.

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About this inspection

Co-Directors: Mr Lee Croucher and Mr Ian Simms

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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. 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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