Community Matters Ltd.

Address: Greenside House, 50 Station Road, Wood Green, London, N22 7DE Unique reference number (URN): 2765312

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders have created an inclusive culture where apprentices’ needs are identified accurately and early. Staff use initial assessment and frequent review points well to understand emerging needs and to provide tailored support. Apprentices who speak English as an additional language receive helpful one-to-one guidance to build confidence in speaking during group activities. Apprentices with health conditions benefit from flexible deadlines, additional check-ins and opportunities to have their draft work reviewed.

p.2

Inclusion Expected standard

Leaders work effectively with apprentices and employers to remove barriers to learning. Staff receive suitable training and liaise closely with line managers and external specialists when needed, ensuring that apprentices understand how to access wider support services. Regular meetings and progress reviews help staff quickly identify learners at risk of falling behind. Staff adapt support to help apprentices continue their programme successfully. Most apprentices with additional support needs engage fully in learning and make progress in line with their peers.

p.2

Inclusion Expected standard

Leaders review and adjust support appropriately. They use information about apprentices’ backgrounds, starting points and support needs well to inform learning plans. Although leaders collect useful achievement information, they do not consistently analyse achievement gaps for disadvantaged groups. This limits how precisely they evaluate the impact of their inclusion strategies.

p.2

Leadership and governance Expected standard

Leaders ensure that the quality of teaching and training apprentices receive has a positive impact on their lives, both professionally and personally. Since the previous inspection, they have carefully strengthened and expanded their provision, ensuring that apprentices continue to receive a high-quality curriculum and achieve well.

p.2

Leadership and governance Expected standard

Leaders engage well with healthcare specialists and professional networks, including NHS Leadership Academy and the National Association of Primary Care, to strengthen the curriculum offer and ensure that it remains aligned with sector developments.

p.2

Leadership and governance Expected standard

Senior leaders and those responsible for governance understand their strengths and areas for development thoroughly. They review performance regularly through structured meetings, scrutinising the quality of teaching and apprentices’ progress. Directors provide effective support and rigorous challenge, asking probing questions to identify the root causes when apprentices fall behind.

p.2

Leadership and governance Expected standard

Leaders have appropriate quality assurance processes in place. They use their findings sensibly to inform staff development and improvement plans. Leaders analyse feedback from employers and apprentices thoroughly to support decision-making and further drive improvements in the quality of teaching.

p.2

Leadership and governance Expected standard

Leaders provide appropriate training to staff in teaching, assessing and safeguarding. Assessors are knowledgeable and have access to suitable welfare and wellbeing support from senior leaders. They feel valued, supported and appropriately challenged in their roles. Leaders manage workload sensitively and provide useful feedback to help staff refine their practice.

p.2

Leadership and governance Expected standard

While leaders monitor apprentices’ progress closely, they do not consistently analyse overall attendance and achievement gaps. Occasionally, data inaccuracies are not rectified promptly, which temporarily limits the precision of leaders’ strategic oversight.

p.3

Achievement Expected standard

Most apprentices, including those with barriers to learning, make significant progress from their starting points and achieve their apprenticeship. They steadily develop the knowledge, skills and professional behaviours required to carry out their jobs competently. Operations management apprentices develop projects that improve service efficiency by using budgeting and data analysis to monitor performance and make informed decisions.

p.3

Achievement Expected standard

Employers value greatly the progress that apprentices make in the workplace. Community health and wellbeing apprentices communicate effectively with different teams, coordinate tasks efficiently and manage patient interactions successfully. Most apprentices sustain employment and/or gain promotion at work when they finish their studies. Others move to higher education.

p.3

Achievement Expected standard

Apprentices enhance their English, mathematical and digital skills well through the curriculum. They generally produce work of a suitable standard. However, staff do not set clear expectations around quality or deadlines consistently. Consequently, a few apprentices make a slow start, and only a few achieve distinctions.

p.3

Curriculum and teaching Expected standard

Leaders have designed a coherent curriculum that closely aligns to the skills that employers require across the healthcare sector. Assessors typically begin by introducing essential knowledge before teaching key professional practices specific to apprentices' job roles. For example, in business administration, assessors develop apprentices’ understanding of basic information technology in daily life before moving on to more advanced workplace systems and related governance principles that enable apprentices to handle information securely. Assessors have in-depth knowledge of the subjects they teach. They use a wide range of teaching strategies and well-planned activities to engage apprentices in learning. In online lessons, assessors expertly use clear explanations and work-based scenarios to help apprentices make connections between theory and practice. They use questioning skilfully to deepen apprentices’ thinking. Level 5 apprentices use analytical tools, such as PESTLE

p.3

Curriculum and teaching Expected standard

analysis, to evaluate issues affecting healthcare settings from different perspectives, developing stronger analytical skills.

p.4

Curriculum and teaching Expected standard

Leaders collaborate effectively with employers to design a curriculum that is highly relevant to apprentices’ job roles. In business administration, apprentices link their learning on digital processes to the work they do to support patient-facing services such as maintaining patient records. Assessors model sector-specific terminology. Apprentices increasingly use professional vocabulary confidently in the workplace.

p.4

Curriculum and teaching Expected standard

Assessors use assessment effectively to check learning and support apprentices’ progress. Feedback is generally developmental and helps apprentices understand how to improve. However, occasionally assessors do not correct spelling, punctuation and grammar or ensure that level 5 apprentices use reference materials effectively. In these instances, feedback lacks the rigour needed to produce high-quality work.

p.4

Participation and development Expected standard

Apprentices feel safe and work in respectful environments. They regularly discuss how to maintain their mental health and wellbeing in lessons. This helps them manage their wellbeing effectively in busy work environments.

p.4

Participation and development Expected standard

Apprentices typically demonstrate positive attitudes to learning and work. They attend well and engage enthusiastically in their training.

p.4

Participation and development Expected standard

Apprentices demonstrate a thorough understanding of fundamental British values and apply these appropriately in their work with diverse patient groups. Assessors embed equality and diversity effectively within the curriculum. Apprentices explore current issues such as low vaccination uptake in specific communities, which helps them understand how cultural diversity affects healthcare practice.

p.4

Participation and development Expected standard

Leaders provide apprentices with suitable opportunities for personal development that increase their confidence and broaden their experiences. Apprentices present to external stakeholders during National Apprenticeship Week and participate in local initiatives that support community wellbeing.

p.4

Participation and development Expected standard

Young apprentices demonstrate a suitable understanding of healthy relationships. However, staff do not routinely provide age-appropriate information about healthy relationships in a structured way.

p.4

Participation and development Expected standard

Apprentices receive effective careers information and guidance. Staff explore apprentices’ career goals and aspirations in progress reviews. They skilfully support apprentices to consider different progression routes in the wider healthcare sector and encourage them to take higher-level qualifications.

p.4

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

Apprentices typically experience a welcoming and well-structured learning environment where they feel supported to progress in their studies. They report that bullying or harassment are not tolerated and that they know how to raise concerns if needed. They value the positive relationships that they develop with staff, who set clear expectations for behaviour and participation. During online lessons, apprentices participate actively in discussions and engage fully in their learning. They keep their cameras on, listen to others and contribute thoughtfully.

p.5

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

Apprentices speak positively about their assessors, whom they describe as supportive and thoughtful. Assessors create environments in which apprentices, including those with barriers to learning, thrive and grow. They put in place reasonable adjustments and apply adaptive strategies that support resilience. Assessors provide clear guidance and structured approaches that help apprentices manage their workload and stay focused. Apprentices who work in high-pressure jobs appreciate the additional one-to-one support and flexible approaches that help them re-engage quickly if they fall behind.

p.5

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

Apprentices mostly achieve well. They benefit from up-to-date teaching that links well to their work, helping them make useful links between theory and practice. Apprentices apply new skills and knowledge confidently to progress in their careers and succeed in their jobs. Operations management apprentices confidently present in meetings to GPs and apply management tools such as Gantt charts to organise tasks and manage caseloads more effectively.

p.5

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

Apprentices value the frequent opportunities to collaborate with peers during breakout activities and in-person lessons, which help them to test ideas and work together to solve problems. They generally know their next steps well and understand how their apprenticeship links to progression in the healthcare sector. However, apprentices receive limited information about career opportunities outside the healthcare sector.

p.5

Next steps

• Leaders should ensure that the performance data, including overall attendance and achievement data for disadvantaged groups, is accurate and analysed consistently so that they can identify trends and gaps, evaluate the impact of their inclusion strategies more precisely and take timely action to improve apprentices' progress. • Leaders should ensure that assessors correct errors consistently and support level 5 apprentices to use references effectively, so that all apprentices produce consistently high ‑ quality work. • Leaders should ensure that assessors set clear and consistent expectations for the quality and timeliness of apprentices' work so that more apprentices make a positive start and are supported to achieve distinctions. • Leaders should broaden careers information and guidance so that apprentices understand the full range of progression opportunities available to them beyond the healthcare sector.

p.5

Next steps

• Leaders should ensure that staff provide structured and age-appropriate teaching about

p.5

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.

p.6

Total learners

healthy relationships so that young apprentices develop a secure understanding of this topic.

p.6

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.

p.6

About this inspection

Inspectors spoke with apprentices, employers, leaders, assessors and members of the board of directors during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the provider:

p.6

About this inspection

Community Matters Limited is an independent learning provider located in the London Borough of Haringey, specialising in training for the healthcare sector. It operates mainly in London. Teaching and training are taught mostly online, with a few in-person workshops held at various community and employer venues, including GP surgeries.

p.6

About this inspection

At the time of the inspection, there were 72 apprentices, most of whom were adults. Fewer than 5 apprentices were aged 16 to 18. More than half of apprentices study the level 5 operations manager apprenticeship. Other apprentices study the level 3 business administrator and level 3 community health and wellbeing worker apprenticeships. Eleven apprentices were studying mathematics and/or English qualifications.

p.6

About this inspection

Director for Apprenticeships: Murat Ozcelik

p.6

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'.

p.7

Year This provider 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'.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.7

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8