Alphabet Training Group Ltd

Alphabet Training Group Ltd

Address: Central Buildings, Richmond Terrace, Blackburn, BB1 7AP Unique reference number (URN): 2626865

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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 learnerss for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The learners has an open and positive culture of safeguarding. Not met: The learners has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders accurately identify learners’ and apprentices’ needs through initial assessments that include a review of their English and mathematics skills. For apprentices, leaders use a digital platform to identify and understand apprentices who are neurodiverse. Tutors monitor learners’ and apprentices’ progress closely and intervene quickly when they notice anyone is struggling. Even when no needs are declared, tutors identify when apprentices require extra explanation or individual support.

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Inclusion Expected standard

Tutors create additional learning support plans to ensure that support for apprentices with additional learning needs remains purposeful. Apprentices with cognitive needs access online modules that build their time management and organisational skills. Tutors check on apprentices’ development during progress reviews. Leaders continually review the support provided.

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Inclusion Expected standard

Tutors complete qualifications in special educational needs and/or disabilities, and receive relevant training on the graduated approach. This enables them to apply inclusion strategies and provide flexible, tailored support. Tutors know their learners well and act promptly when extra help is needed.

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Inclusion Expected standard

Leaders ensure that employers understand apprentices’ needs and make suitable workplace adaptations. Apprentices with verbal reasoning needs complete targeted weekly tasks and learn to use mind-mapping techniques to improve their organisation skills. Apprentices studying English or mathematics receive personalised support and extra sessions, which they value highly.

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Leadership and governance Expected standard

Leaders have a clear vision centred on creating opportunities, adding value and improving the lives of learners and apprentices. They prioritise training in sectors such as early years, health and social care, digital and pharmaceutical services. Leaders ensure that curriculums align with local and regional skills needs.

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Leadership and governance Expected standard

Leaders have an accurate understanding of their strengths and the areas requiring further development. They take purposeful, well-judged actions to drive improvement and refine their practice. Since the previous inspection, they have overhauled curriculum planning and delivery. For Skills Bootcamps, leaders have streamlined curriculums, introduced project- based learning and strengthened monitoring processes to improve consistency and quality. On apprenticeships, leaders have improved information, advice and guidance, clarified expectations for apprentices and employers and tailored programmes more precisely to meet individual apprentices’ needs. These actions have contributed to improved outcomes.

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Leadership and governance Expected standard

Tutors benefit from a comprehensive programme of professional learning and development. They receive ongoing development in topics such as assessment and feedback and specialised mathematics training. Leaders recognise the importance of tutors maintaining their industry currency and support this through self-directed learning, industry days and curriculum updates. Leaders foster a positive and flexible working culture. Staff feel valued and supported. Leaders ensure that tutors’ workloads are manageable through weekly checks, proactive guidance and regular monitoring of wellbeing.

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Leadership and governance Expected standard

Leaders have recruited board members with considerable expertise in education, special educational needs and/or disabilities, data and compliance. Governors support leaders’ vision and strategy and maintain a strong focus on the experience of learners and apprentices.

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Achievement Expected standard

Most learners on Skills Bootcamps come from disadvantaged backgrounds and face multiple barriers to learning. Tutors check learning regularly and monitor progress closely. Learners who fall behind are identified quickly and tutors support them to catch up. As a result, the large majority of learners complete their programme and are suitably prepared for job interviews.

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Achievement Expected standard

Learners develop the knowledge, skills and behaviours that they need to move into employment. They produce work that is appropriate to the level of study and demonstrate a secure understanding of key concepts. Learners on digital marketing courses design brand concepts and incorporate these into structured presentations. Learners develop their English, mathematics and digital skills through purposeful activities, including communicative tasks, presentations and applied mathematical work such as ratios. These activities prepare them effectively for their next steps.

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Achievement Expected standard

Learners apply their learning confidently by creating brand concepts and presenting these as part of assessed tasks.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of their Skills Bootcamps. Since the previous inspection, they have taken sustained action to improve the curriculum, teaching and training. Leaders have redesigned the curriculum, ensuring that teaching, learning and assessment are better sequenced and more coherent. As a result of this work, the quality of Skills Bootcamp provision has improved significantly. Leaders have clear oversight of learners’ progress. Leaders provide Skills Bootcamps primarily for unemployed adults in areas closely aligned to local and regional skills needs. This supports learners to enter employment in IT, early years and health and social care sectors.

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Curriculum and teaching Expected standard

Tutors sequence the curriculums so that learners incrementally build their knowledge, skills and behaviours. This structured approach enables learners to understand how they can effectively prepare for job interviews and transition successfully into work.

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Curriculum and teaching Expected standard

Tutors have a range of appropriate industry experience and teaching qualifications. They present information clearly and typically use a wide range of teaching activities and resources to develop learners’ knowledge. These include quizzes, presentations and group and independent tasks. Learners benefit from feedback that identifies what they have done well and what they need to do to improve further.

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Curriculum and teaching Expected standard

Tutors check learning at appropriate points to identify whether learners have understood the content securely and can recall it over time. They use questioning purposefully to probe understanding, address learners’ misconceptions and support them to extend and deepen their responses.

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Participation and development Expected standard

Learners receive careers education that helps them understand their potential next steps and identify different progression routes into employment. They develop their CVs and communication skills through structured support from tutors.

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Participation and development Expected standard

Tutors establish clear expectations for learners’ conduct, participation and attendance before the course begins. They monitor attendance closely and follow up promptly on any absence. Learners understand that they must attend regularly and that any missed learning must be caught up. Learners’ attendance on Skills Bootcamps is high.

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Participation and development Expected standard

Learners complete training near the start of their course on topics such as fundamental British Values and the risks associated with radicalisation and extremism. Tutors revisit these themes throughout the course. Learners can articulate the meaning of fundamental British Values and explain how these are embedded in their training environment. They demonstrate respectful behaviours towards tutors and peers and understand the importance of listening to others’ viewpoints.

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Participation and development Expected standard

Leaders have developed wider opportunities appropriate to the short duration of the Skills Bootcamps. Learners develop their employability skills and work towards securing employment. They know how to raise concerns and report that they feel safe. Learners are confident that any concerns they raise will be addressed promptly.

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Achievement Expected standard

Apprentices build securely on their initial knowledge and skills and make sustained progress. Most apprentices who remain in learning achieve within the planned timeframe, and almost a half achieve merit or distinction grades. Leaders have improved the proportion of apprentices who remain on their programme. Those studying English and/or mathematics achieve these qualifications on time, usually at the first attempt.

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Achievement Expected standard

Apprentices acquire the knowledge, skills and behaviours needed for the workplace and for their next steps. Apprentices on the pharmacy services assistant apprenticeship explain accurately the process for dispensing controlled drugs and how to prevent medication errors. Early years apprentices design book corners that promote children’s independence and autonomy in reading. The quality of apprentices’ work is at least of the standard expected.

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Achievement Expected standard

Apprentices are well prepared for progression. Three quarters move on to positive destinations, including continued employment or further study, and a quarter intend to progress to a higher level qualification.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths and areas requiring further development in their apprenticeship provision. They have taken effective and timely action to secure improvements. Outcomes for apprentices have improved and are now above the national rate.

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Curriculum and teaching Expected standard

Leaders plan curriculums that align well to local and regional labour-market priorities. They focus training in sectors where demand for skilled workers is high, including early years, health and social care, digital and pharmaceutical services.

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Curriculum and teaching Expected standard

Leaders sequence apprenticeships effectively so that apprentices follow a carefully considered curriculum. They work closely with employers to ensure that apprentices can apply their new learning and become proficient in the workplace. Employers value the positive impact that apprentices make to their businesses. Apprentices in early years take the lead in interactions with children and manage learning sessions adeptly. Apprentices on the pharmacy services assistant apprenticeship hone their teamwork skills.

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Curriculum and teaching Expected standard

Leaders recruit tutors with teaching qualifications and relevant industry experience. Tutors mostly use teaching strategies ably in sessions. They use their industry expertise well to teach apprentices how theoretical concepts apply to the workplace. Early years apprentices use key terms such as holistic development and spontaneous experience accurately.

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Curriculum and teaching Expected standard

Tutors mostly use a range of appropriate assessment strategies. They use questioning effectively to aid apprentices’ recall and to consolidate their knowledge of key concepts. Tutors provide apprentices with personalised, helpful feedback that identifies what they have done well and what they need to improve. Apprentices mostly act on the feedback that they receive to improve their work.

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Participation and development Expected standard

Leaders and tutors set clear expectations for apprentices’ conduct and professional behaviour. Apprentices value their learning, which is reflected in their high attendance and active participation.

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Participation and development Expected standard

Tutors promote respectful, inclusive learning environments where apprentices feel comfortable contributing. Apprentices study bullying, harassment and victimisation and can identify behaviours such as rudeness or exclusion that negatively affect teamwork and wellbeing. They know how to raise concerns and trust staff to respond appropriately.

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Participation and development Expected standard

Most tutors discuss relevant topics with apprentices including mental health, wellbeing and online safety. Apprentices generally understand fundamental British values and how they apply in their working life. Apprentices on the pharmacy services assistant apprenticeship relate these values to the importance of treating patients respectfully and equitably. Apprentices learn how to maintain healthy, safe and responsible lives and develop awareness of radicalisation risks. A few apprentices are not fully confident in explaining extremism.

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Participation and development Expected standard

Most apprentices develop wider personal and professional skills through taking part in enrichment activities. Apprentices on early years and team leader apprenticeships develop skills through charity projects and volunteering.

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Participation and development Expected standard

Apprentices receive appropriate careers information, advice and guidance. They engage in ongoing and productive career discussions with their tutors. Apprentices understand the various progression routes available to them.

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

Learners and apprentices gain valuable new knowledge and skills that they need for employment or further study. Almost all apprentices who remain in learning achieve on time, and around half achieve merits or distinctions. Many learners on Skills Bootcamps come from disadvantaged backgrounds and face barriers to their learning and wellbeing. Tutors provide effective support so that most learners complete their course and attend a job interview.

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

Learners and apprentices participate keenly in lessons. They are enthusiastic about their training. Apprentices in early years share examples from their nursery settings, such as the benefits and risks of messy play. They speak confidently to parents and carers about children’s routines. Learners on IT Skills Bootcamps accurately identify hardware components and understand storage, data backups and synchronisation. Learners on digital marketing courses create and present their own brand concepts. Learners develop communication, presentation and mathematical skills that prepare them well for employment. Apprentices are well prepared for their next steps. Three quarters progress to positive destinations, including university or continued employment. Learners on Skills Bootcamps develop clear and realistic employment plans focused on entry level IT helpdesk roles. Tutors support them to strengthen their CVs and improve their interview skills.

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

Learners and apprentices explore wider topics beyond their qualifications. They develop broader personal and professional skills. Apprentices on the pharmacy services assistant apprenticeship build their leadership skills through peer mentoring and producing community health materials. On Skills Bootcamps, learners complete training on fundamental British values and the risks linked to extremism and radicalisation. They explain these concepts confidently.

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

Learners and apprentices are highly satisfied with their training. They enjoy their lessons, value the individualised support and benefit from teaching that helps them understand and apply new knowledge. They set and achieve personal targets such as improving their confidence and communication skills.

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Next steps

Leaders should ensure that apprentices and learners experience consistently high-quality training, assessment and feedback. Leaders should take action to improve retention on apprenticeships, so that more apprentices remain in learning and achieve. Leaders should ensure that all learners and apprentices have access to a broad and rich range of wider development opportunities.

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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, teachers and learners during the inspection.

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About this inspection

Alphabet Training Group Limited is an independent learning provider in Blackburn. At the time of the inspection, there were 115 apprentices in learning; 36 were aged 16 to 18 and the remainder were aged 19 or over. Most apprentices study at level 3, with a small number on level 2 apprenticeships.

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About this inspection

Learners and apprentices are mostly based in Lancashire, Greater Manchester and West Yorkshire. The main apprenticeships were in level 2 and level 3 early years and level 2 pharmacy services assistant. In addition, there were smaller numbers of apprentices on

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Team inspectors:

Janine Archer, Ofsted Inspector Jaqui Scott, Ofsted Inspector Zoe Ibbotson, 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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115

level 3 apprenticeships in teaching assistant, team leader, business administrator and multi- channel marketing.

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115

Alphabet Training Group Limited also provides Skills Bootcamps. There were 14 adult learners on Skills Bootcamps in digital marketing, web development and IT support technician.

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115

Head of quality and curriculum: Marie Cheetham

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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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