Whyy? Change Limited

Whyy? Change Limited

Address: Unit 7B, AESSEAL New York Stadium, New York Way, Rotherham, S60 1FJ Unique reference number (URN): 2526609

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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 have established a strong culture of care, inclusion and high expectations. They identify apprentices’ needs promptly during their early days of employment and continue to review these throughout their programme. Staff routinely check on apprentices’ wellbeing at the start of weekly taught sessions and during progress reviews, which employers attend. This ensures that any emerging problems are recognised early and dealt with swiftly. Staff know apprentices well and use this understanding to offer timely, individualised support.

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Inclusion Expected standard

Leaders and tutors identify common barriers to learning that affect apprentices, including dyslexia, hearing impairments and long-term health conditions that affect mobility. Leaders put in place suitable adjustments so apprentices can participate fully alongside their peers.

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Inclusion Expected standard

Leaders carefully monitor the support provided to apprentices. They discuss with staff the adaptions required for apprentices. They review adaptions to evaluate their impact and make changes where necessary. The culture of support for apprentices and their employers is well embedded. Leaders provide appropriate training for staff to enable them to respond to apprentices' needs and adjust the level of support as necessary.

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Inclusion Expected standard

Leaders work closely with employers and local providers to understand emerging challenges and provide additional support where needed, particularly where workplace instability may affect apprentices’ progress.

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Leadership and governance Expected standard

Leaders have established a well-considered strategy to develop leadership, management and quality improvement skills that employers need in the local area. They have developed clear principles in relation to promoting a positive organisational culture.

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Leadership and governance Expected standard

Leaders undertake a suitable range of quality assurance activities, including gathering feedback from apprentices and holding purposeful standardisation meetings. This helps them to gain an accurate understanding of the areas that need improvement. For example, leaders have identified, through employer feedback and identification of business needs, the requirement to expand online teaching and have appropriate plans in place to implement this. They are also taking steps to strengthen the monitoring of the quality of teaching.

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Leadership and governance Expected standard

Senior leaders maintain sufficient oversight of the provision. Department heads monitor apprentices’ progress carefully, enabling leaders to gain a clear and timely understanding of performance across subjects. Leaders also gain external perspectives on the quality of provision through their participation in provider networks.

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Leadership and governance Expected standard

Leaders recruit staff with extensive industry expertise and support them to maintain up-to- date professional knowledge. This includes encouraging staff to gain memberships with relevant professional bodies, such as the Chartered Quality Institute. Leaders have plans to ensure that all teaching staff are supported to achieve formal teaching qualifications, but these are not yet implemented. Leaders place a high value on their staff and take appropriate steps to promote their wellbeing. As a result, staff feel well supported and highly valued within the organisation.

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Achievement Expected standard

Most apprentices achieve their qualifications. A high proportion gain merit or distinction grades. The few apprentices who have additional learning needs, such as dyslexia, achieve as well as their peers.

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Achievement Expected standard

Apprentices successfully develop new knowledge and skills that relate closely to their job roles. They improve their organisation's productivity, communications, motivation of staff and culture.

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Achievement Expected standard

Apprentices produce work of a high standard. They act on the comprehensive and useful feedback they receive from trainers to improve the standard of their work. They accurately use referencing and high-level technical language that relates to their sectors. They confidently use specialist digital software to analyse data and to forecast the impact on their work practices.

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Achievement Expected standard

Apprentices are prepared well for the next stage of their careers, including having the confidence to move to other organisations to realise their aspirations. They develop the confidence to work more effectively with managers and colleagues.

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Curriculum and teaching Expected standard

Leaders offer a curriculum that meets the needs of large local employers to help build future leadership capacity. Tutors have a high level of expertise in the curriculums that they teach. They use their own experiences in lessons well to contextualise theoretical input to practical scenarios in the various sectors in which apprentices work.

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Curriculum and teaching Expected standard

Trainers provide effective individual support for apprentices. Apprentices benefit from working in small groups and receive frequent feedback about what they do well and what they could improve. Apprentices become confident in their job roles, which contributes to them frequently gaining promotions. The few apprentices who have additional learning needs receive the support they need to succeed. Trainers are well qualified as practitioners and most hold teaching qualifications. Managers encourage staff to update their own professional qualifications, to further develop their understanding. Trainers, for example, often undertake the same programmes as their apprentices. This ensures that they fully understand the challenges and standards needed to succeed. Managers often teach alongside trainers to help them develop their teaching skills, particularly in areas that they are less experienced in teaching. This ensures that

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Curriculum and teaching Expected standard

apprentices get a consistently positive learning experience.

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Curriculum and teaching Expected standard

Tutors provide effective off-the-job training sessions that are contextualised well to apprentices’ job roles. Apprentices undertake a range of projects in their workplaces to apply their new knowledge in a practical environment. For example, they review their organisation’s systems to identify how they can be improved, working closely with their managers and across other departments.

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Participation and development Expected standard

Leaders and tutors create a safe, respectful learning and working environment where apprentices’ individual needs are identified and met effectively. Tutors visit apprentices in their workplaces to understand the organisational context and use this insight well to shape teaching. They work closely with employers to ensure managers take an active role in supporting apprentices to achieve.

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Participation and development Expected standard

Most apprentices attend well for both on- and off-the-job training. On the rare occasions when concerns about attendance arise, tutors act swiftly, engaging apprentices and employers in meaningful discussions. These timely interventions result in rapid and sustained improvements in apprentices' attendance.

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Participation and development Expected standard

Tutors provide apprentices with well-informed advice about internal and external career opportunities. Apprentices benefit from highly personalised one-to-one support, which enables many to secure promotions, such as heads of department, site managers and regional or international managers.

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Participation and development Expected standard

Apprentices receive early and effective teaching on safeguarding, radicalisation and fundamental British values. This helps them recognise signs of bullying, respond appropriately to concerns and support vulnerable colleagues. Trainers reinforce these themes through ongoing discussions, enabling apprentices to apply this knowledge with increasing confidence.

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Participation and development Expected standard

Tutors promote wider learning experiences for apprentices, including organising reciprocal workplace visits.

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

Apprentices learn in a calm, respectful and supportive environment in which they feel safe and valued. They quickly develop a sense of belonging because staff know them well and take the time to understand their personal and professional circumstances. Tutors visit apprentices in their workplaces to understand the organisational context in which they work. They use this knowledge effectively to shape learning so that apprentices can apply new knowledge and skills confidently in their roles.

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

Apprentices enjoy their programmes and behave professionally and with maturity. They speak positively about the small class sizes, which help them build strong relationships with peers from different departments and employers. These mixed groups broaden apprentices’ understanding of how learning applies across a range of workplace settings. Apprentices grow in confidence as they progress, particularly when staff provide timely one-to-one support to help them overcome personal or professional challenges. This helps apprentices achieve their qualifications.

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

Leaders identify apprentices’ needs swiftly during the early days of their employment and continue to monitor their wellbeing throughout their training. Weekly check-ins and employer-attended progress reviews ensure that any barriers to learning are tackled quickly. Apprentices feel well supported and know whom to approach if they need help.

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

Apprentices learn about risks relevant to their roles, including workplace safety and bullying. Safeguarding is a mandatory part of the curriculum, and apprentices are confident that staff and workplace managers would respond sensitively to any concerns. They report no current safeguarding concerns.

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

Apprentices benefit from wider learning opportunities that extend beyond their qualification. Reciprocal workplace visits help them understand how different organisations operate. Apprentices also share aspects of their cultural and religious practices, such as Ramadan, which promotes mutual respect, strengthens relationships and deepens understanding of life in modern Britain.

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Next steps

• Leaders should strengthen their processes for monitoring the quality of teaching, so that they can quickly identify any areas that need to improve. • Leaders should fully implement their plans to enable all teaching staff to become qualified teachers.

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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, staff and apprentices during the inspection.

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About this inspection

Whyy? Change Limited is an independent learning provider based in Rotherham, South Yorkshire. It has offered apprenticeships since 2018 alongside commercial training courses. Apprenticeships are at levels 3 to 7 in leadership, human resources, marketing, quality and improvement standards. At the time of the inspection, there were 41 apprentices enrolled, all over the age of 18.

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Lead inspector:

Glenise Burrell, His Majesty's Inspector

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Team inspectors:

Hayley Lomas, His Majesty's Inspector Linnia Khemdoudi, 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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national average

2021/22 75 53 Above Chief Executive Officer: Raymond Byrne

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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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