Intelligencia Training Limited

Intelligencia Training Limited

Address: 3 Appley Court, Haynes, Bedford, MK45 3QQ Unique reference number (URN): 1276511

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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 created an inclusive and welcoming learning environment where apprentices with diverse needs are supported effectively to make progress and achieve their learning goals.

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Inclusion Expected standard

Leaders identify apprentices' support needs effectively at the start of the apprenticeship and quickly put appropriate support in place. Trainers receive useful guidance for teaching strategies, such as avoiding certain language to prevent apprentices' misinterpretation. However, leaders do not systematically evaluate the impact of the support apprentices receive, preventing leaders identifying what interventions are working well or where improvements are needed.

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Inclusion Expected standard

Leaders provide very helpful support for apprentices with temporary medical needs or wider barriers to learning. Leaders have catch-up discussions with apprentices who return from a break in learning to refresh apprentices' knowledge and support their transition back into learning.

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Inclusion Expected standard

Leaders with overall responsibility for inclusion are well qualified and experienced for their role. They have implemented a sound programme of professional development, which helps trainers support apprentices with specific additional learning needs effectively.

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Inclusion Expected standard

Leaders put in place effective adjustments to classroom layouts to meet the needs of apprentices with visual impairment or those who use a wheelchair. Where appropriate, leaders discuss with apprentices and their employers the adaptations apprentices need to help them in the workplace.

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Leadership and governance Expected standard

Leaders have accurate oversight of the quality of the apprenticeship training. They take effective action to achieve improvements, such as strengthening information, advice and guidance for counter fraud apprentices, and ensure workplace managers complete a structured apprenticeship induction. This has contributed to improving retention and achievement for counter fraud and intelligence analyst apprentices.

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Leadership and governance Expected standard

Leaders have maintained a clear strategy focused on delivering specialist level 4 and level 5 apprenticeships for the protected services and security sectors, prioritising quality over rapid growth. They collaborate effectively across government departments, police forces and private-sector organisations to meet national and local intelligence and security priorities. Leaders have strong partnerships with employers to co-design programmes that respond to the evolving needs of the sector.

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Leadership and governance Expected standard

Leaders have established an effective governance structure that provides leaders with appropriate challenge and support. Those responsible for governance help leaders to refine provision and strengthen quality improvement processes to ensure that apprentices receive effective training. Leaders place apprentices at the centre of decision-making. They promote inclusive practice through initiatives such as a neurodiversity working group. They use data dashboards and apprentice feedback well to tailor delivery and intervene promptly where needed.

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Leadership and governance Expected standard

Staff access relevant sector professional development. However, leaders have not implemented a targeted approach to further improve trainers' teaching practice.

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Leadership and governance Expected standard

Staff feel valued, trusted and supported. They enjoy working at the provider, have manageable workloads and receive effective wellbeing initiatives that help them maintain their work-life balance.

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Achievement Expected standard

Most apprentices achieve their qualifications. While overall achievement rates are high, on the counter fraud apprenticeship too many apprentices leave early, with many moving to jobs where they are no longer completing investigative work, resulting in them leaving their apprenticeship.

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Achievement Expected standard

Apprentices make good progress from their starting points. They can fluently and confidently apply theories and concepts they learn to their own workplaces. Counter fraud apprentices improve their investigation skills and become more confident completing their job roles. Employers highly value the new learning apprentices bring back to their organisations. Apprentices produce written work of the expected standard for the apprenticeship they are studying.

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Achievement Expected standard

Apprentices are well prepared for their next steps. On most programmes, apprentices remain working for their employer. Many take on extra responsibilities or gain promotion.

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Curriculum and teaching Expected standard

Trainers use a range of teaching strategies effectively. They teach engaging face-to-face sessions that incorporate practical activities and realistic scenarios very well to enrich apprentices' learning. For example, trainers use high-quality professional scenario videos during sessions to prompt apprentices to reflect and evaluate their workplace practice. These activities help apprentices apply what they learn in theory sessions into practical contexts. Trainers draw on their extensive experience of the protected services sector to plan interactive, practical and simulation activities. For example, counter fraud apprentices take part in courtroom-style role play with a barrister. Trainers ensure apprentices frequently revisit and recall prior learning, strengthening apprentices' knowledge retention over time.

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Curriculum and teaching Expected standard

Leaders ensure the curriculums remain well planned, contextualised and regularly updated, including content on new intelligence systems and developments in artificial intelligence. This results in apprentices receiving up-to-date and relevant knowledge, skills and behaviours.

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Curriculum and teaching Expected standard

Trainers mostly use assessment effectively to check apprentices' understanding. However, in online sessions, trainers do not consistently confirm that apprentices have fully grasped key concepts. Trainers mostly provide clear, constructive feedback on apprentices' work that helps them improve their practical skills and written work.

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Curriculum and teaching Expected standard

Trainers plan on- and off-the-job training effectively. They have designed workplace projects for intelligence analyst apprentices that consolidate their learning. On the youth justice apprenticeship, trainers, apprentices, reviewers and line managers link workplace activities effectively to the required knowledge, skills and behaviours in the apprenticeship. Apprentices complete varied off-the-job activities that support rapid application of new knowledge, skills and behaviours in the workplace.

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Participation and development Expected standard

Trainers skilfully embed fundamental British values in training sessions. Apprentices understand the importance of equality, particularly when working with individuals with protected characteristics. They apply fair and professional interview techniques when gathering evidence and questioning clients. They use evidence-based, factual and non- blaming questioning in line with sector and professional standards.

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Participation and development Expected standard

Staff carefully consider apprentices' wider development needs. Reviewers use progress reviews effectively to discuss apprentices' professional development and career aspirations. Apprentices benefit from opportunities to shadow colleagues in different roles and departments, and attend specialist conferences through their companies, which helps to broaden their understanding of the sector.

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Participation and development Expected standard

Leaders ensure apprentices understand the importance of mental and physical health and wellbeing, enabling apprentices to maintain their health in work and their daily lives.

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Participation and development Expected standard

Apprentices mostly receive appropriate careers support and guidance to help them plan their next steps. Trainers highlight the career opportunities in the public and private sectors during counter fraud training sessions. They emphasise the transferable skills that apprentices develop and how they can use these if they move into different roles, such as intelligence. However, staff do not consistently embed careers advice through the curriculum, particularly on the newly introduced youth justice and anti-social behaviour apprenticeships.

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

Apprentices, many of whom have been out of learning for some time, benefit from well- planned apprenticeship programmes that support them to achieve their goals in intelligence and investigator roles. They swiftly develop their investigative or counter fraud knowledge, skills and behaviours. Youth justice apprentices assess children’s needs confidently with specific industry tools. Apprentices quickly apply their new knowledge skills and behaviours confidently and independently in the workplace.

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

Apprentices learn in safe, professional environments that are conducive to learning. Trainers encourage apprentices to ask questions, behave appropriately and work in a mature and respectful manner.

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

Apprentices attend their training sessions very well and are motivated to learn. They contribute positively to discussions and take responsibility for their learning. They work collaboratively with their peers in face-to-face and online sessions.

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

Apprentices study wider professional modules, such as mental health and cyber-security. On the counter fraud apprenticeship, leaders include additional teaching on intelligence to ensure that they meet the government standards for investigation, which supports apprentices to gain recognised accreditation.

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

Apprentices learn about positive mental health and complete mental health awareness training. This training helps apprentices to be more empathetic and helps them consider adaptations to help collect evidence, such as providing alternative modes of communication for a witness who is unable to read and write, as well as keeping themselves safe.

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

Staff provide apprentices with appropriate careers advice. Apprentices are aware of the transferrable skills that they develop throughout their apprenticeship. However, careers advice and guidance could be further embedded through the curriculum, particularly on the newly introduced youth justice apprenticeship.

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

Apprentices make positive progress from their starting points. They are well prepared for their end-point assessments and, as a result, a high proportion of apprentices achieve their apprenticeship.

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Next steps

Leaders should ensure that they further improve their achievement rates by reducing the proportion of apprentices who leave their courses early on the counter fraud standard. Leaders should ensure that they improve their ongoing professional development programme to continue to develop trainers' pedagogical knowledge and skills to help improve the consistency of teaching strategies used, particularly for online learning. Leaders should ensure that they strengthen how they monitor progress of different groups of apprentices and use this information to fully monitor the impact of their inclusive practices.

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Lead inspector:

Rochelle Saneria, His Majesty's Inspector

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Team inspectors:

Georgina Ager, His Majesty's Inspector Baz Wren, Ofsted Inspector Alice Giles, Ofsted Inspector Paul Breheny, Ofsted Inspector Sue Hasty, His Majesty's Inspector

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Facts and figures used on inspection

Leaders should further strengthen their careers education programme, so it is fully embedded throughout the curriculum, so that apprentices have a sound understanding of the wider roles and opportunities available to them on completion of their apprenticeship.

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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 the chief executive officer, the non-executive director, leaders, apprentices, staff and employers.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Intelligencia Training Limited is a national training provider based in Haynes, Bedfordshire, with offices in Haynes and Warrington. The provider offers specialist apprenticeships at level 4 and level 5 for the protected services and security sectors.

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About this inspection

At the time of inspection, there were 626 apprentices studying apprenticeships at level 4 and level 5. Of these, 388 were studying level 4 counter fraud investigator, 152 were studying level 4 intelligence analyst, and the remaining apprentices were studying towards newly introduced level 4 apprenticeships in anti-social behaviour and community safety officer. There were 36 apprentices studying the only level 5 and newly introduced youth justice practitioner apprenticeship.

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About this inspection

Most apprentices were 19 years of age or older, with fewer than 5 apprentices aged 16 to 18 years old. There were 12 apprentices studying English and/or mathematics qualifications.

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About this inspection

Chief Executive Officer: Barry Searle 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

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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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