JGW Training Limited

JGW Training Limited

Address: 2 Dronfield Court, Wards Yard, Dronfield, Derbyshire, S18 1NQ Unique reference number (URN): 1270877

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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 foster an inclusive culture where learners and apprentices feel valued, respected and supported. They use effective processes, including comprehensive enrolment procedures and apprenticeship planning sessions, to identify individual needs and promptly address learners' barriers to learning and wellbeing.

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Inclusion Expected standard

Leaders have detailed oversight of learners’ and apprentices’ needs and have a clear understanding of the challenges they face. They track their progress closely and ensure that disadvantaged learners and apprentices achieve well.

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Inclusion Expected standard

Leaders provide a range of effective interventions and reasonable adjustments, such as flexible pastoral care, additional one-to-one guidance and breaks in learning for apprentices needing temporary time away from their studies. These measures enable learners and apprentices to participate in learning activities fully, overcome challenges and reach their potential.

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Inclusion Expected standard

Leaders ensure that teaching staff receive training to meet diverse learner needs. Staff apply this training effectively. They know learners and apprentices well and provide flexible, individualised support. Staff monitor the impact of support to ensure it meets most learners' and apprentices' needs effectively. However, leaders do not consistently review or reduce support when it is no longer required, which leads a minority of learners and apprentices becoming overly reliant on support.

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Leadership and governance Expected standard

Leaders use comprehensive systems to identify curriculum strengths and areas for development accurately. They take effective action to improve underperforming programmes, which has resulted in achievement rate increases for level 3 digital marketing and level 7 senior leadership apprenticeships. Trustees are very experienced and well informed, and support and challenge leaders appropriately.

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Leadership and governance Expected standard

Leaders review teaching and learning annually, including independent support and challenge to enhance continuously the quality of training. Leaders acknowledge the need to enhance further the professional teaching skills of staff following observations of teaching.

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Leadership and governance Expected standard

Leaders and trustees understand their role in supporting local and regional priorities. They work closely with small and medium-sized enterprises to upskill their staff in digital, marketing and leadership skills. Through well-established partnerships and networks, leaders recognise the care sector’s need for skilled leaders and managers. They offer a range of apprenticeship courses to meet this need, addressing skills gaps and supporting workforce development effectively.

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Leadership and governance Expected standard

Leaders work closely with the local combined authority to deliver Skills Bootcamps that develop the skills that employers need. These courses create clear pathways into work for unemployed adults and contribute to regional economic growth. Leaders are passionate about supporting individuals from disadvantaged and under- represented backgrounds. They are committed to ensuring that these learners can access education and employment opportunities.

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Leadership and governance Expected standard

Leaders demonstrate a genuine commitment to staff wellbeing. They monitor workload carefully and value employees' feedback. As an employee-owned trust, all staff have a voice and benefit from the organisation’s success.

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Achievement Expected standard

Both employed and unemployed learners on Skills Bootcamps make good progress. They improve their knowledge and skills. Digital marketing learners learn how to enhance website design to increase sales, while project management learners develop skills in using Gantt charts and risk management tools.

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Achievement Expected standard

Learners’ work is appropriate for level 3 study. Coursework prepares them well for their next steps. Games skills learners create pitches explaining how they have developed and improved key design pillars.

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Achievement Expected standard

Almost all learners complete their courses, and most achieve their planned milestones. Most unemployed learners gain interviews, secure jobs and meet their learning goals. Learners already in work often take on new or extended responsibilities in their organisations. A large majority of digital marketing learners start or grow their own businesses, and over half of games skills learners gain employment within 6 months of completing their course.

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Curriculum and teaching Expected standard

Leaders ensure that their Skills Bootcamp offer aligns closely with funding priorities and the needs of key stakeholders. They work effectively with the local combined authority and sector experts to design courses that develop the skills that employers require.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of their Skills Bootcamp provision. They monitor learners’ outcomes and progress towards their learning goals carefully.

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Curriculum and teaching Expected standard

Leaders observe lessons when concerns are identified. They hold useful weekly performance meetings with trainers. However, leaders do not yet take a consistently systematic approach to reviewing the quality of teaching across all online sessions, including those delivered by visiting industry specialists.

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Curriculum and teaching Expected standard

In games Skills Bootcamps, leaders collaborate closely with sector partners through well- defined associate partnership arrangements. Expert associate trainers teach the curriculum. The course content is current, industry relevant and taught to a high standard. Learners develop their knowledge and skills quickly, including through exposure to live projects and practical insights into professional game development workflows.

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Curriculum and teaching Expected standard

Trainers are subject experts. They use a wide range of effective teaching strategies, including scenarios, mind mapping and professional masterclasses. Trainers explain concepts clearly. They provide frequent opportunities for learners to practise new skills through industry-led projects and individual planning activities. The curriculum for project management and digital marketing is well designed. Learners build their knowledge and skills progressively.

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Curriculum and teaching Expected standard

Trainers use assessment effectively. They check learners' understanding frequently and give clear, developmental feedback. Apprentices understand how to improve.

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Participation and development Expected standard

Learners benefit from a respectful and nurturing environment in their online classes. As a result, they are at ease. They attend and participate in learning activities well.

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Participation and development Expected standard

Learners behave well and are polite and respectful. Trainers set clear expectations for professional behaviour and reinforce employability skills. Learners, especially those who are unemployed, value this guidance. They develop skills, such as communication, teamwork, time management and problem-solving, and learn how to present themselves confidently to employers.

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Participation and development Expected standard

Learners benefit from a relevant and well-designed personal development curriculum. Leaders are aware that many learners on Skills Bootcamp courses face vulnerabilities. Leaders and trainers promote safe online behaviours and strategies for maintaining good mental health effectively.

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Participation and development Expected standard

Learners generally receive useful guidance for their next steps. Project management and digital marketing courses are well tailored to support learners to make progress in their careers or develop their businesses. Games skills learners receive effective guidance on pursuing freelance work, including support to improve their CVs and professional online profiles. However, few of these learners have recently benefited from activities such as recruitment events or interview practice.

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Achievement Expected standard

Most apprentices, including those facing barriers, achieve within expected timeframes and make good progress from their starting points. Achievement rates across all courses have improved steadily and remain consistently just above national averages.

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Achievement Expected standard

Apprentices develop the knowledge, skills and behaviours required for their roles and apply them confidently. Level 7 senior leaders produce high-quality, well-researched strategic and policy documents, while level 3 team leaders gain confidence in decision-making and contributing ideas in meetings.

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Achievement Expected standard

Trainers use targeted preparation activities to ensure apprentices are well prepared for final assessments. Many apprentices achieve distinction grades, including those who face barriers or disadvantage.

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Achievement Expected standard

Apprentices produce written work that is appropriate for the level they are studying. Those studying higher-level courses demonstrate strong analytical, evaluative and strategic skills. Most apprentices develop the English, mathematical and digital skills needed to be successful.

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Achievement Expected standard

Most apprentices move on to positive destinations, including promotion, sustained employment or further learning.

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Curriculum and teaching Expected standard

Leaders plan courses around local and regional employer needs and labour-market priorities. They keep their curriculum relevant through strong partnerships with the Chartered Management Institute and flexible planning. Apprentices gain skills that employers value and contribute effectively to the workforce.

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Curriculum and teaching Expected standard

Leaders have clear oversight of apprenticeship courses. They identify areas for improvement and act on these quickly. For example, they strengthened enrolment processes to ensure apprentices and employers are well informed and appropriately matched to courses.

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Curriculum and teaching Expected standard

Trainers plan and sequence lessons effectively, gradually moving from foundational to complex concepts. Level 7 leadership apprentices move from operational leadership to strategic management. Apprentices also learn from practices in different industries. They broaden their professional understanding and develop versatile skills.

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Curriculum and teaching Expected standard

Trainers are experienced and qualified. They have the resources they need to teach effectively. They use a variety of strategies, including discussion, peer learning, coaching and applied workplace tasks. They help apprentices understand and retain key information effectively.

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Curriculum and teaching Expected standard

Trainers explain complex concepts using real-life examples. Level 7 senior leadership apprentices benefit from specialist workshops on regulation, compliance and research. Level 5 operations managers apply learning to workplace projects effectively, improving processes and generating cost savings. Trainers adapt their teaching to meet apprentices’ needs through pace adjustments, breaks, one-to-one support, early access to materials and adapted assessments.

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Curriculum and teaching Expected standard

Apprentices have well-planned opportunities to practise new skills and apply their knowledge. They connect new learning to prior experience, develop confidence in their roles and receive constructive guidance on what they do well and what to improve.

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Participation and development Expected standard

Leaders create safe, respectful learning environments and prioritise apprentices’ wellbeing. Through induction and mandatory training, they give apprentices the knowledge and confidence to keep themselves and others safe. Apprentices know how to report bullying, discrimination and harmful behaviour and trust that leaders will address concerns promptly.

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Participation and development Expected standard

Apprentices learn about equality, diversity, inclusion, consent, online safety and mental health, They build resilience and manage risks in their personal and professional lives. Leaders set clear expectations for behaviour, conduct and attendance. Apprentices attend regularly and actively participate in learning activities well.

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Participation and development Expected standard

Leaders provide a structured personal development curriculum, including leadership activities, digital masterclasses and ‘hot topics’ resources, which broaden apprentices’ understanding of British values, protected characteristics and cultural diversity. Level 7 apprentices join the Chartered Management Institute, accessing professional resources and networking to support leadership growth.

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Participation and development Expected standard

Trainers give apprentices tailored guidance on careers, CV writing, job roles, salaries and progression, helping them make informed decisions about their next steps. Apprentices also gain practical skills beyond their core curriculum, including finance and budgeting, web analytics and effective use of artificial intelligence. These skills strengthen apprentices' professional competence and improve their employment and progression opportunities.

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

Learners and apprentices enjoy their studies. They learn in a positive, inclusive and welcoming environment. Leaders and trainers create a safe space in which learners and apprentices feel supported and listened to.

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

Learners and apprentices, including those facing barriers to learning or wellbeing, value the support they receive from trainers. Trainers know them well and provide flexible, individualised support that allows them to make positive progress.

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

Learners and apprentices with special educational needs and/or disabilities benefit from well-designed e-learning modules that break learning into manageable chunks. This helps them to remain focused and access the curriculum. Apprentices demonstrate professional attitudes to their training and work. They attend regularly, are punctual and arrive well prepared. They take pride in their roles and apply the skills and knowledge they develop effectively.

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

Adult learners grow in confidence as their studies progress. They develop valuable knowledge and skills and remain motivated to achieve their personal learning goals. Most complete their courses successfully.

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

Learners and apprentices learn about democracy, mutual respect and healthy relationships, which helps them to take part in professional discussions confidently and appropriately, as well as to contribute positively to their workplaces and wider society.

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

Learners and apprentices feel safe and understand how to report concerns. They are aware of safeguarding arrangements, including the risks associated with radicalisation and extremism.

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Next steps

• Leaders should systematically review the additional learning support they put in place for apprentices to ensure it remains high quality and is adapted appropriately. • Leaders should continue to take action to improve apprenticeship achievement rates, particularly on level 6 marketing manager and level 3 team leader apprenticeships, to ensure high achievement across all curriculum areas. • Leaders should expand opportunities for learners on games Skills Bootcamps to develop broader employability skills. • Leaders should consistently evaluate teaching quality across adult and apprenticeship provision and plan relevant and targeted staff development activities to enhance trainers’ teaching skills.

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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 senior leaders, managers, apprentices, learners, employers, trainers and key stakeholders during the inspection. Inspectors reviewed recorded lessons for Skills Bootcamp courses and visited lessons, enrolment activities, workshops and progress reviews for apprentices.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

JGW Training Limited, trading as Ascento Learning and Development, is an independent learning provider based in Chesterfield. The organisation became employee owned in May 2021.

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Team inspectors:

Julie Ashton, His Majesty's Inspector Alison Loxton, Ofsted Inspector Michael Worgs, His Majesty's Inspector Ann Minton, Ofsted Inspector Vicki Locke, 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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Apprenticeships

Leaders deliver apprenticeships, from level 3 to level 7, across England, using a blend of workplace-based and online learning. Since October 2022, leaders have also delivered online Skills Bootcamps in digital marketing, games skills and project management to adult learners living in Derbyshire.

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Apprenticeships

At the time of the inspection, 275 apprentices were in training. Almost three quarters were studying the level 7 senior leader apprenticeship. A further 44 apprentices were enrolled on the level 5 operations manager apprenticeship, and 21 on the level 3 team leader apprenticeship. Leaders also offered level 6 marketing manager and level 3 multi-channel marketer apprenticeships, with fewer than 10 apprentices enrolled across these programmes. All apprentices were aged 19 or over. No apprentices were studying towards functional skills qualifications.

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Apprenticeships

There were no Skills Bootcamp learners in active learning at the time of the inspection.

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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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