KYP Know Your Potential Consultancy Ltd

KYP Know Your Potential Consultancy Ltd

Address: Anglo House, Worcester Road, Stourport-On-Severn, Worcestershire, DY13 9AW Unique reference number (URN): 2625233

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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 are committed to creating a culture of inclusion. Staff rapidly identify barriers to learning through discussions at enrolment and the trusted relationship they build with apprentices. Staff provide apprentices with additional training sessions, time management plans and personalised resources to support their learning. Apprentices feel well supported in their studies.

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Inclusion Expected standard

Leaders monitor apprentices' progress through monthly reviews with assessors. They identify apprentices who need additional support during their apprenticeship that may not have been disclosed or required at enrolment. Apprentices with caring responsibilities and physical or mental health concerns are carefully monitored to ensure that the support and adaptations made to their learning are appropriate.

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Inclusion Expected standard

Assessors receive suitable training to help them understand learning support needs, such as dyslexia, dyscalculia and attention deficit hyperactivity disorder. Leaders have recruited assessors with prior experience of working with learners with additional support needs, and assessors support each other in discussing adaptations to learning plans and teaching and learning strategies.

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Inclusion Expected standard

Leaders encourage apprentices without level 2 English and/or mathematics to complete functional skills qualifications beyond those required for their apprenticeship. They have high aspirations for apprentices to develop these important skills and to continue developing their careers for progression in the care sector.

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Leadership and governance Needs attention

Since the previous inspection, leaders have made progress in their areas for development and continue to demonstrate their capacity to improve, as evidenced by higher achievement rates and an increase in the number of apprentices achieving merits and distinctions. However, they have not fully identified all the key areas for improvement, such as the need to ensure that all employers engage fully in apprentices' progress reviews. Governors understand leaders' vision and strategy. Leaders and governors share a purposeful focus on supporting apprentices with barriers to learning to engage in their training. Governors bring expertise in safeguarding and inclusion, and train staff on key topics.

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Leadership and governance Needs attention

Governors receive information from leaders to inform discussions about apprentices' achievement, safeguarding and the quality of teaching. However, they rely too closely on this information. Their support and challenge to leaders lacks focus.

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Leadership and governance Needs attention

Leaders develop close working relationships with employers to understand better the challenges of working in the care industry. They work with employers to support apprentices whose wellbeing is a concern, so that appropriate steps can be taken to reduce workload and pressure.

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Leadership and governance Needs attention

Assessors benefit from training to develop their teaching skills. However, these skills are not yet consistently used effectively in the training environment.

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Leadership and governance Needs attention

Leaders prioritise staff wellbeing, allowing staff to work flexibly around caring commitments and health concerns. They ensure that staff have a manageable workload, and they are sensitive to ensuring that assessors have the time to support apprentices appropriately without becoming overburdened.

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Achievement Expected standard

Leaders have worked to improve low achievement rates. In 2024/25, achievement was much improved and broadly in line with national rates. Leaders have also increased the proportion of apprentices with barriers to their learning who achieve their apprenticeships. They understand fully the reasons when apprentices withdraw from their programme.

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Achievement Expected standard

The vast majority of apprentices who reach their final assessment complete their apprenticeship, and an increasing number achieve higher grades. Most apprentices who complete their apprenticeship progress to positive destinations, including securing permanent employment, pursuing higher level study, taking on additional work responsibilities or being promoted.

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Needs attention

Apprentices typically make progress from their starting points, and those who study English and mathematics alongside their apprenticeship achieve well. However, a few apprentices do not make the progress of which they are capable.

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Curriculum and teaching Needs attention

Leaders and managers are aware of most of the areas for improvement of their curriculums, and they have taken action to tackle them. For example, they have introduced professional development for assessors to develop further their teaching skills following the results of their quality assurance activities.

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Curriculum and teaching Needs attention

The quality of teaching varies across apprenticeships. Assessors support their apprentices in workshops and one-to-one sessions to develop the knowledge they need to complete their assessments successfully. However, teaching is often too focused on meeting assessment needs and does not develop the wider knowledge, skills and behaviours that apprentices need or challenge those with prior knowledge to develop their skills further.

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Curriculum and teaching Needs attention

In too many instances, assessors do not work closely enough with employers to link apprentices' learning with workplace opportunities to practise and embed what they have learned. This hinders the development of apprentices' skills.

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Curriculum and teaching Needs attention

Leaders have ensured that the curriculum is accessible to apprentices with barriers to their learning. They put in place effective arrangements and support to ensure that these apprentices make appropriate progress alongside their peers.

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Curriculum and teaching Needs attention

Assessors do not consistently provide feedback on apprentices' work that is precise enough to tell apprentices how to improve or to enable them to achieve higher grades.

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Curriculum and teaching Needs attention

Leaders ensure that apprentices studying functional skills English and mathematics have access to a wide range of resources and study options. Apprentices study functional skills through group workshops and are offered individual sessions when needed to develop their skills.

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Participation and development Needs attention

Leaders do not consistently set high enough expectations for apprentices to attend their taught sessions. As a result, apprentices who do not attend do not have the same quality of experience as those who do attend. Too many apprentices miss out on important teaching.

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Participation and development Needs attention

Leaders set high expectations for apprentices' behaviours. Staff do not tolerate bullying, discrimination or harassment and act quickly to raise and address concerns. Apprentices know how to raise concerns and are confident that staff will take them seriously.

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Participation and development Needs attention

Leaders and staff promote awareness of cultural diversity and discussions on extremism and safeguarding, reinforcing respect and tolerance. Apprentices demonstrate awareness of protected characteristics and equality and diversity issues. They feel confident to address them in their learning and at work. However, a few apprentices do not have a deeper understanding of fundamental British values and how they relate to their workplace and lives.

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Participation and development Needs attention

Leaders' provision of careers guidance is unstructured and lacks sufficient detail to help apprentices make informed choices. For example, some apprentices express aspirations to become registered managers but are not always clear about the specific requirements or progression pathways.

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

Apprentices enjoy their learning. Many attend workshops away from the workplace, where assessors promote a positive, respectful and inclusive culture. Where an apprentice has absences due to personal challenges, assessors put in place support to help them make progress. On the level 4 residential childcare apprenticeships, assessors help apprentices break down tasks and set assignments in more accessible ways, ensuring that apprentices can fully access all parts of their learning.

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

Leaders have ensured that the curriculum is accessible to apprentices with learning barriers. Tutors support apprentices through flexible delivery arrangements. Assessors adapt training to shift patterns, using remote sessions when attendance is not possible, to ensure that apprentices do not miss valuable learning opportunities.

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

In most cases, apprentices produce work to the required standard and develop new knowledge, skills and behaviours throughout their apprenticeship. Level 2 adult care worker apprentices develop a deeper understanding of key legislation and best practice relating to their work, and they can recall how this new knowledge has helped them in the workplace when working with service users.

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

Assessors embed workplace digital skills, mathematics and English into lessons. As a result, apprentices develop the skills required to support them in their occupational role.

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

The curriculum includes age-appropriate content on safeguarding, mental health, radicalisation and online safety. Consequently, apprentices know how to stay safe and recognise risks at work and in their personal lives.

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Next steps

• Leaders should take action to identify fully all of the provision's key strengths and areas for development so that they can secure improvements across all apprenticeships. • Leaders should provide governors with clear information about all aspects of the apprenticeship, enabling them to carefully support and challenge leaders in the continued improvement of apprentices' learning experience. • Leaders should ensure that assessors use the skills they are developing as part of their

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Team inspectors:

Helen Morgan, His Majesty's Inspector Stuart Collett, His Majesty's Inspector Ravinder Jhite, Ofsted Inspector Claire Poole, Ofsted Inspector professional development to teach subject content and explain concepts clearly, helping apprentices develop the knowledge and skills that they need to be successful in the workplace. • Leaders should ensure that employers participate fully in progress reviews, supporting assessors to plan opportunities for apprentices to practise the skills they have learned in the workplace. • Leaders should ensure that tutors provide helpful feedback to apprentices so that they know what they have done well and how to improve their work. • Leaders should ensure that they raise expectations for attendance so that more apprentices attend their taught sessions. • Leaders should provide all apprentices with access to appropriate careers advice and guidance so that apprentices can understand the training and progression routes available

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Team inspectors:

to them and how to achieve their career ambitions. • Leaders should ensure that all apprentices are supported to develop an understanding of fundamental British values and how they apply them in the areas where they live and work.

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About this inspection

Following our updated 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 apprentices, employers, leaders, coaches and governors during the inspection.

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About this inspection

Know Your Potential Consultancy Limited is an independent learning provider based in Stourport-on-Severn. At the time of the inspection, 264 apprentices were in learning, all aged over 19 years old. There were 190 on the level 4 residential childcare practitioner apprenticeship, 42 on the level 5 residential childcare manager apprenticeship, 30 on the level 2 adult care worker apprenticeship and fewer than five on the level 3 lead adult care worker apprenticeship.

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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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