Turning Factor Limited

Turning Factor Limited

Address: Network House, Alkmaar Way, Norfolk, NR6 6BF Unique reference number (URN): 2748183

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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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Leadership and governance Expected standard

Leaders and governors have a broadly accurate understanding of their strengths and areas for improvement. Leaders have thoroughly evaluated the quality of training and put appropriate actions and targets in place, focused on their priorities for improvement. Leaders report developments regularly at governing body meetings.

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Leadership and governance Expected standard

Leaders have worked quickly since the monitoring visit to strengthen their oversight of the quality of training by setting up a governing board. Governors have an appropriate range of backgrounds including in education and finance. Governors challenge leaders effectively to make improvements. For example, leaders decided to promptly make amendments to their approach to managing safeguarding and ‘Prevent’ duty policies and procedures.

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Leadership and governance Expected standard

Governors have useful link responsibilities such as safeguarding, inclusion and governance. They undertake lesson quality monitoring visits and report their findings at governing body meetings. They give leaders sound advice such as strengthening leaders’ approach to supporting learners with special educational needs and/or disabilities, and wider barriers to learning.

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Leadership and governance Expected standard

Leaders consider appropriately staffs’ wellbeing and workload. Leaders consult with staff about their health and wellbeing through staff surveys. Leaders help staff with managing their workload. Leaders make sure new staff in the organisation receive effective support.

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Leadership and governance Expected standard

Tutors benefit from personalised development opportunities that include coaching and mentoring from experienced staff. They observe their peers teach specific subject content that helps them refresh their subject knowledge. Tutors receive helpful feedback from leaders about what they can do to improve their teaching in lesson monitoring visits.

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Inclusion Needs attention

Leaders have recently started to analyse learners’ needs. Leaders discuss with learners the actions they can put in place to support them. At the start of the course, they identify suitably the needs for those learners with special educational needs and/or disabilities. Leaders do not consistently identify learners’ wider barriers to learning such as those for learners who do not have level 2 English and mathematics qualifications, or who face other challenges.

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Inclusion Needs attention

Leaders do not systematically identify tutors’ training needs for supporting learners who have a broad range of wider barriers to learning. They do not help tutors develop their teaching skills to meet the needs of learners with specific needs such as dyslexia. Tutors use their own skills, experience and knowledge competently to adapt their teaching and put effective support in place to help learners.

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Inclusion Needs attention

Leaders do not systematically review the impact of the support learners with different additional learning needs receive.

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Inclusion Needs attention

Leaders have created an appropriately welcoming and supportive learning environment where learners feel safe. All learners, including those with additional learning needs, benefit from developing their confidence and skills to meet their personal aspirations as leaders and managers in their sector.

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Achievement Expected standard

Learners make positive progress on their courses. A very high proportion of learners stay on the course and achieve their learning goals. A high number of learners choose to complete and subsequently achieve the management qualification leaders offer as part of the Skills Bootcamp.

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Achievement Expected standard

Learners’ work is of an appropriate standard for the level of the course. Through the project- based assignment, learners develop and practise suitably their English, mathematics and digital skills. They learn how to do calculations to set up a budget and make cost savings and how to analyse numerical information. Learners use their written and communication skills effectively when they present their end of course project to the group.

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Achievement Expected standard

Employers appreciate the contribution that learners make to achieve considerable cost savings in their businesses through their coursework in initiatives, such as waste reduction. Learners successfully take on additional responsibilities at work, such as leading change projects.

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Curriculum and teaching Expected standard

Leaders work closely with a range of employers in the agriculture and construction sectors to develop a curriculum offer that effectively meets employers’ needs. Leaders and employers identified a skills shortage in leadership and management training for employees who have the technical skills to do their jobs, but needed further training to help them progress into leadership and management positions.

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Curriculum and teaching Expected standard

Leaders carried out a thorough evaluation of the content of the Skills Bootcamps after the previous monitoring visit. They now include topics that teach learners about a wide range of contemporary leadership theories. Tutors skilfully make the learning relevant to the learners’ vocational sectors.

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Curriculum and teaching Expected standard

Leaders act effectively on learners’ feedback to make improvements to the course. For example, tutors now introduce the project-led assignment criteria early in the course. This helps learners agree with their employer the focus of the project well in advance of the coursework deadline.

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Curriculum and teaching Expected standard

Tutors plan carefully the order of topics they teach. They start with teaching about the essential skills learners need in their leadership roles such as effective communication techniques. Tutors ensure learners grasp soundly the concepts of team building and managing people. Learners understand the importance of creating a working environment where their team members feel psychologically safe. Learners identify appropriately staff welfare and wellbeing as one of their key leadership responsibilities.

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Curriculum and teaching Expected standard

Tutors provide suitable support for learners with additional learning needs. They plan regular breaks for learners who find it difficult to concentrate for long periods of time.

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Participation and development Expected standard

Learners have high attendance. They engage positively in lessons and take an active part in discussion with peers. When learners miss a lesson, leaders follow-up appropriately with learners to offer additional lessons online to help them catch up. Where a learner’s absence causes concern, leaders discuss this sensitively with their line managers.

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Participation and development Expected standard

Staff successfully create calm and safe learning environments. Learners know they can approach their tutors and other safeguarding staff if they need to report a concern. They are confident that leaders would take appropriate action on any concerns raised.

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Participation and development Expected standard

Learners receive helpful and relevant career development advice from tutors during their course. At mid-point reviews, tutors signpost learners to relevant additional training. However, learners are not fully aware of the wide range of career progression opportunities open to them in their own or related occupational sectors.

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Participation and development Expected standard

During the early stages of the Skills Bootcamp, learners gain an understanding of how to protect themselves against the risks of radicalisation and extremism. Learners demonstrate values such as tolerance and respect during group discussions. They understand the principles of valuing diversity and freedom of speech. Leaders do not extend learners’ understanding of how these topics apply to them in their roles as team leaders.

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

Learners appreciate the teaching they receive from well-qualified tutors. They benefit from the extensive experience tutors have in leadership positions across employment sectors such as hospitality and construction.

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

Learners value highly the new knowledge and skills they learn on Skills Bootcamps. They gain a thorough understanding of what tasks to delegate, and when, to their team members. Learners consider more closely what helps to motivate their team members. They know what to do to adjust their management style accordingly. Learners recognise that they provide more tailored support to their staff in individual meetings and in annual performance reviews.

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

As a result of what they learn, learners implement new projects at work. They are proud to report to their employers the amount of money they have saved as a result of these initiatives. Most learners gain confidence during the course. They feel comfortable to hold conversations with their staff about keeping mentally and physically healthy. Learners successfully take on additional responsibilities at work and gain promotion.

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

Learners enjoy learning face-to-face with others in a group. They like the opportunity to discuss and debate the topics tutors teach so that they deepen their knowledge. Learners find tutors’ questioning techniques and recapping topics useful for remembering information. Those who have additional learning needs receive helpful support from tutors.

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

Learners value socialising with their peers during break times. They learn from each other and their tutor how to improve their health and wellbeing. They discuss fitness techniques such as how to build stamina when taking up running. They learn how exercise benefits mental health, and how they can take part in volunteering opportunities in the community.

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Next steps

Leaders should ensure that they identify learners' wider barriers to learning including for those who do not have level 2 English and mathematics qualifications. Leaders should monitor closely the impact of support that learners with additional learning needs and wider barriers to learning receive. Leaders should strengthen tutors' development opportunities for teaching learners with additional learning needs and/or any wider barriers to learning. Leaders should ensure learners have access to high-quality careers education and guidance so that learners have a broader understanding of their career progression pathways.

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Team inspector:

Rochelle Saneria, 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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Adult learning programmes

Leaders should deepen learners' understanding of topics such as British values and how to protect themselves from extremist views so that learners know how to apply these at work.

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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, tutors, learners and employers during the inspection.

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About this inspection

Turning Factor Limited is an independent learning provider based in Norwich. The provider teaches Skills Bootcamps in leadership and management. They offer qualifications at levels 2, 3 and 5. At the time of this inspection, there were 79 learners attending courses at level 3.

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About this inspection

All learners are in full-time employment in businesses across Norfolk and Suffolk.

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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