Lighthouse (Training And Development) Ltd

Lighthouse (Training And Development) Ltd

Address: Unit 10, Station Road, Melton, Woodbridge, Suffolk, IP12 1QT Unique reference number (URN): 1280357

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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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Leadership and governance Expected standard

Leaders have a clear vision and passion for improving the quality of leadership and management in the organisations they work with. They specialise in this area which is reflected in the apprenticeships they offer. Leaders ensure that all staff working in the organisation share this vision and expertise.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the strengths of the provision. They identify appropriate priorities and take sensible actions to bring about improvements. For example, leaders amended the curriculum on the level 4 learning and skills mentor as a result of identified weaknesses in assessment.

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Leadership and governance Expected standard

The arrangements for governance are appropriate. While leaders are working to further strengthen these arrangements, senior leaders work with a critical friend, who provides effective support and challenge to improve quality and outcomes. Senior leaders have empowered, and have effective oversight of, the newly formed leadership team.

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Leadership and governance Expected standard

Leaders ensure that pastoral support for those with personal barriers is prioritised. They respond quickly to apprentices’ feedback to put in place improvements to the provision, such as a revised curriculum design to avoid overloading apprentices.

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Leadership and governance Expected standard

Staff receive a range of useful professional development, including formal qualifications, mandatory training and updates to professional knowledge. Staff value these opportunities. Leaders provide helpful training, shadowing and peer support for new tutors.

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Leadership and governance Expected standard

Staff feel well supported by leaders, and value the care for their wellbeing. Managers take proactive steps to manage workloads. Staff are able to work flexibly in the office or from home and choose a work pattern that suits them best.

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Inclusion Needs attention

Leaders place a high priority on establishing a caring and trustworthy culture so that apprentices feel welcomed. They closely monitor the progress that apprentices make and the barriers they face, such as personal and workplace pressures. Leaders and staff are vigilant to apprentices’ emerging concerns. They are swift to provide additional individual support and adjustments for any temporary barriers to learning.

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Inclusion Needs attention

Leaders have not yet provided staff with targeted training to fully support the range of needs apprentices have. They recognise this, and have further training planned.

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Inclusion Needs attention

Leaders have not established a strategic approach to identifying and supporting all apprentices with barriers to their learning. However, tutors and trainers do discuss with apprentices any barriers they may face at the start and through the programme. They explore with apprentices what support they would prefer. They make suitable adjustments and, through the reviews with apprentices, make amendments to this support as needed.

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Inclusion Needs attention

Leaders do not establish fully apprentices' learning and support needs, where they have not achieved a qualification at level 2 in English and/or mathematics. Leaders do not ensure that apprentices receive the support they need to improve their mathematics skills, or tailor learning beyond the requirements of the apprenticeship.

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Achievement Expected standard

A high proportion of apprentices achieve their qualifications, many with distinctions. Those with barriers to learning achieve in line with their peers. Leaders support apprentices, who are on a break in learning effectively, to return within agreed timescales and achieve their goals.

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Achievement Expected standard

Apprentices develop the knowledge and skills required to be effective leaders and managers in their workplaces. Reflections from the 'managing self' module help apprentices to understand their own leadership styles and to make suitable adjustments to lead their teams more effectively. Apprentices mostly produce work of an appropriate standard.

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Achievement Expected standard

Apprentices are well prepared for their next steps. Most apprentices are clear about their career goals and many gain promotions into higher management positions.

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Achievement Expected standard

Apprentices develop the English and mathematics skills they need to achieve their apprenticeship. However, leaders do not ensure that apprentices without level 2 mathematics develop their skills beyond those required for the apprenticeship.

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Curriculum and teaching Expected standard

Leaders work effectively with employers to ensure that curriculums are highly relevant to the need for leadership and management training across a range of public and private providers.

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Curriculum and teaching Expected standard

Staff ensure that the curriculums are well considered to ensure that learners build on their existing knowledge and skills. Apprentices learn to self-reflect and consider their own development before that of others.

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Curriculum and teaching Expected standard

Staff make appropriate adaptions to teaching practices and provide suitable resources to ensure all apprentices can participate in the training. Tutors provide support through one-to- one tutoring. Trainers adapt learning resources and adjust their delivery style when a need is identified.

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Curriculum and teaching Expected standard

Tutors and trainers use a range of appropriate teaching strategies to ensure that apprentices develop the required knowledge and skills. Apprentices come prepared to workshops by completing pre-workshop self-study activities. Trainers teach theoretical concepts clearly. They help apprentices to apply theoretical models to their workplace contexts. Through one- to-one sessions with tutors, apprentices secure their knowledge and close any gaps in their learning.

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Curriculum and teaching Expected standard

Staff ensure that assessment is effective to help apprentices improve their work and workplace practices. Apprentices are well prepared for their final assessments. They receive useful feedback on their work through one-to-ones sessions with tutors.

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Curriculum and teaching Expected standard

Leaders and staff plan on- and off-the-job training well with employer partners. They ensure that apprentices further develop and apply their learning effectively in their workplaces, such as writing reports, presenting information and giving feedback.

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Participation and development Expected standard

Apprentices work and learn in safe and respectful environments. They are highly engaged, articulate and motivated and contribute in workshops confidently and respectfully.

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Participation and development Expected standard

Leaders set clear expectations for attendance and behaviours. Apprentices regularly attend workshops, where they contribute to discussions and share workplace experiences with their peers. Apprentices complete pre-learning activities and arrive well prepared to online workshops. The few apprentices who are unable to attend workshops, access pre-learning materials and attend one-to-one sessions with tutors to ensure they do not fall behind.

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Participation and development Expected standard

Tutors support apprentices very effectively regarding their wellbeing. They provide guidance and strategies on managing workloads and provide useful support for apprentices’ mental and physical health.

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Participation and development Expected standard

Apprentices have a suitable awareness of fundamental British values, diversity and how to keep themselves safe. Staff include these topics during induction, revisit them during progress review meetings and provide additional e-learning materials for those that would benefit from them. Apprentices have a good understanding of these topics in their workplace environments.

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Participation and development Expected standard

Leaders have in place a useful programme to support apprentices with information about career goals. Apprentices receive helpful, targeted support from tutors, where they face restructure or redundancy in their current roles.

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

Apprentices acquire a range of new skills that they apply confidently in the workplace. They increase their confidence when working with colleagues and clients, improve communication skills and demonstrate greater professionalism. Apprentices on level 3 team leader develop effective delegation skills, which helps them to be more effective as leaders. Those in the NHS on level 5 operations or departmental manager gain valuable insights into the working of the NHS through the Mary Seacole management training embedded into the curriculum. Apprentices add value to the wide range of departments in which they work.

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

Apprentices are supported effectively by staff to overcome personal barriers to their learning or workplace pressures. However, apprentices with learning difficulties and/or disabilities, while supported by tutors through additional one-to-ones, do not receive targeted support informed by their needs.

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

Apprentices value their learning experiences. This is provided by skilful trainers in workshops and caring tutors, who help apprentices to reinforce their knowledge and provide pastoral support. Apprentices are highly motivated, benefit from working with their peers and from sharing experiences from different sectors. They receive timely support to prepare them for assessments. Many achieve distinctions in their final assessments.

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

Apprentices show high levels of respect for each other, staff and workplace colleagues. Line managers support their apprentices effectively in the workplace. They value the skills and knowledge apprentices learn. Apprentices, in turn, develop their own teams and work more effectively with colleagues or stakeholders.

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

Apprentices access suitable opportunities to extend their skills beyond the requirements of the standard. Apprentices on level 3 programmes have the opportunity to complete the NHS Edward Jenner programme, designed for those working in the NHS or wider care settings aspiring to leadership or management roles. Apprentices take part in coaching activities and develop skills in reflective practice to enhance their leadership skills.

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Next steps

Leaders should ensure that staff have access to appropriate training to identify the support required for and use suitable strategies with apprentices with special educational needs and/or disabilities.

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Lead inspector:

Rebecca Perry-Tomlinson, His Majesty's Inspector

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Team inspectors:

Penny Fawcus, His Majesty's Inspector Liz Gormley-Fleming, Ofsted Inspector Jo Styles, Ofsted Inspector Angela Twelvetree, Ofsted Inspector Angela McLean, Ofsted Inspector

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Facts and figures used on inspection

Leaders should establish fully apprentices’ learning and support needs, including their mathematics skills, and then support apprentices to develop these skills beyond the requirements of the apprenticeship. Leaders should further strengthen the arrangements for governance to ensure that the revised management structure is effective in ensuring continued improvements to the quality of the provision. Leaders should implement further the revised curriculum structure to ensure that apprentices have the greatest opportunity to succeed and achieve.

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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

Inspection activities: Inspectors spoke with provider leaders and staff, apprentices and employers during the inspection.

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About this inspection

Lighthouse (Training and Development) Ltd. Is an independent learning provider, specialising in leadership and management training. At the time of the inspection, there were 300 apprentices in learning. Almost all were aged over 19 years. The majority of apprentices were studying apprenticeships at level 3, with 100 on level team leader and 58 on level business administrator. A further 88 were on the level 5 operations/departmental manager, 34 on level 5 coaching professional and 20 on level 4 learning and skills mentor. Forty-five apprentices had a declared learning need and none were in receipt of high needs funding. Twelve apprentices were working towards achieving English and/or mathematics functional skills qualifications.

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About this inspection

Managing Director: Gill Shimmon 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.

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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

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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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