Enterkey Training Ltd

Enterkey Training Ltd

Address: 337-339 Coventry Road, Small Heath, Birmingham, B10 0SN Unique reference number (URN): 2636441

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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 Needs attention

Leaders and staff foster an inclusive and welcoming culture in which learners feel respected and valued from the outset. Tutors reinforce this culture by recognising learners as individuals and by adapting aspects of provision, such as changing session start and finish times, in response to learners’ personal circumstances.

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Inclusion Needs attention

Leaders have introduced processes to identify learners’ needs at the start of their courses. In some cases, this allows staff to provide timely and relevant support. For example, staff nurture and support learners with high levels of anxiety effectively to re-engage positively with learning. However, leaders do not yet train staff well enough to identify learning and support needs quickly or accurately. Leaders do not routinely check that staff fully understand or apply required adjustments, so in a few cases, the support offered does not match appropriately to learners’ individual needs.

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Inclusion Needs attention

Leaders do not yet ensure that staff routinely review, monitor or assess the impact of the support strategies provided. They plan to strengthen staff training so that they can identify emerging needs earlier, but these improvements are not yet evident in practice.

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Leadership and governance Needs attention

Leaders have a clear and ambitious vision to support low-skilled and unemployed adults to progress into further learning and work. They design courses that respond directly to identified labour market demands, including in the digital and customer service sectors. Leaders show a clear commitment to serving and improving their local communities.

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Leadership and governance Needs attention

Leaders, through their recent work, have an accurate understanding of the strengths and the areas for improvement across the organisation. Through their revised self-assessment processes, they now identify weaknesses clearly. Leaders recognise that they need to make further improvements to secure greater consistency in the quality of their work.

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Leadership and governance Needs attention

Leaders have restructured governance and have established a new board, whose members bring appropriate experience and a sound understanding of performance and risk. Communication between leaders and governors is now effective, enabling informed oversight and challenge. However, the board is newly formed, so it is too early to evaluate any impact on the quality of training that learners receive.

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Leadership and governance Needs attention

Leaders have not yet ensured that staff receive a fully coherent, high-quality programme of professional learning. Professional development opportunities for staff do not consistently meet their needs or build on pedagogical expertise effectively.

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Leadership and governance Needs attention

Leaders manage staff's workload and wellbeing thoughtfully. They prioritise learners’ and staff's interests when making decisions and promote a positive culture in which staff feel valued and supported. Staff are very proud to work for the organisation.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculums they offer and ensure that these remain highly relevant to local and regional priorities. They take carefully considered actions to improve learners’ experiences. For example, leaders work collaboratively with other local providers to ensure that learners can move on to study the higher ‑ level qualifications that they need to be successful and meet their personal aspirations.

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Curriculum and teaching Expected standard

Tutors plan and sequence curriculums coherently. On courses in English for speakers of other languages, tutors support learners to first master essential skills, such as recognising and using capital letters, commas and full stops correctly. They then design activities to enable learners to apply these skills when constructing simple sentences before progressing on to using confidently a wider range of punctuation, including apostrophes and semicolons. This careful sequencing enables learners to build their knowledge securely over time.

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Curriculum and teaching Expected standard

Tutors use a range of well ‑ planned strategies to teach learners effectively. They give clear explanations, model new concepts step by step and use group activities to help learners understand and apply their learning. Tutors routinely draw on real ‑ life examples to make learning relevant and engaging. On cybersecurity Skills Bootcamps, learners study recent cyber-attacks and develop the practical skills needed to mitigate similar risks.

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Curriculum and teaching Expected standard

Tutors provide feedback that enables learners to improve the quality of their work. They give prompt and dynamic feedback while questioning learners, which supports them to deepen their spoken English skills successfully. Learners can communicate more coherently and better convey their thoughts and ideas.

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Participation and development Expected standard

Tutors ensure that learners develop the knowledge they need to stay mentally and physically healthy. They emphasise the importance of positive mental wellbeing and signpost learners to a wide range of support services. Learners also benefit from access to well ‑ trained counsellors and one ‑ to ‑ one support when required, enabling them to sustain both their learning and personal wellbeing.

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Needs attention

Leaders and staff set consistently high expectations for attendance and behaviour. Learner attendance is high, and learners behave respectfully and courteously towards one another and their tutors, creating a calm and purposeful learning environment.

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Needs attention

Leaders and tutors also provide learners with purposeful opportunities that strengthen their engagement with their communities. They help learners understand the services and facilities available to them through well ‑ planned enrichment activities. For example, tutors take learners to the local library, where they learn how to become members and borrow books to build their reading skills. These experiences increase learners’ confidence, independence and ability to participate meaningfully in community life.

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Needs attention

Learners receive clear and helpful careers information, advice and guidance from their tutors. They understand the steps required to progress in their careers and achieve their ambitions. For example, those learners aspiring to become teaching assistants know exactly which qualifications they will need and where to access them.

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Achievement Needs attention

Most adult learners make positive progress from their starting points and achieve their qualifications. Learners with additional needs or disadvantages achieve as well as their peers. Learners, particularly those starting with very low confidence, develop resilience and self-belief. They routinely overcome their anxieties, improve their prospects and can engage more independently with their local communities.

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Achievement Needs attention

Learners develop useful knowledge and skills that they apply confidently. Learners on courses in English for speakers of other languages improve their spoken English significantly. They can also write sentences accurately, using capital letters, commas and full stops correctly.

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Achievement Needs attention

Learners produce work that is generally appropriate for its level and, in a few cases, exceeds the level of study.

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Achievement Needs attention

A high proportion of learners on courses in English, mathematics and English for speakers of other languages progress to higher-level learning or employment. However, too few Skills Bootcamp learners move into related employment on completion of their qualification.

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

Learners find the training that they receive enjoyable and challenging. They are highly motivated, collaborate well with peers and build resilience to setbacks and challenges. They attend their training well, arrive punctually and are keen to contribute to taught sessions. Learners study in venues that leaders have carefully selected to meet their individual needs. Learning centres are safe, comfortable and conveniently located so that learners with barriers to learning can attend easily. Leaders ensure that learners facing financial hardship have access to the resources they need so they can fully engage in their learning. Learners highly value their opportunities to learn.

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

Learners develop a strong sense of pride and belonging through their studies. They learn and discuss topics beyond their qualifications, which broadens their understanding of society and promotes positive citizenship. Learners understand how to keep themselves safe and how to respond to risks that they may face in their everyday lives. For example, they learn to identify the signs of domestic abuse and know what action to take if they witness it.

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

Learners deepen their English, mathematics and digital skills successfully. They apply these useful skills to support both themselves and their families. They learn to read with their children and can communicate more clearly with peers and co-workers.

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

Learners who study English, mathematics and English for speakers of other languages qualifications achieve well. They gain useful skills that equip them appropriately for their next level of study, employment or beyond. However, too few Skills Bootcamp learners move into or sustain employment following their studies.

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Next steps

• Leaders should substantially increase the proportion of Skills Bootcamp learners who progress to sustained employment because of their studies. • Leaders should provide staff with suitable training so they are able to identify learners’ learning and support needs quickly and accurately. • Leaders should broaden the range, and improve the quality, of professional learning opportunities to enable staff to develop further their teaching skills. • Leaders should further consolidate their approach to governance so that the actions governors take have a measurable impact on the quality of the training that learners receive.

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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 learners, the managing director, the head of quality, the operations director, teaching staff and a governor during the inspection.

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About this inspection

Enterkey Training Limited provides training for adult learners through courses in English, mathematics, English for speakers of other languages and digital skills. The provider

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Team inspectors:

Maggie Fobister, Ofsted Inspector Helen Kinghorn, 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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Adult learning programmes

operates in the Sandwell and Birmingham regions of the West Midlands. Teaching and training take place face to face and online.

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Adult learning programmes

At the time of the inspection, there were 53 adult learners in study. Of these, 43 were studying towards qualifications in English and mathematics. The remainder were studying on a Skills Bootcamp in cybersecurity.

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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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