Phoenix4Training LLP

Phoenix4Training LLP

Address: The Hubb Business Centre, 335-351 Rainham Road South, Dagenham, RM10 8QR Unique reference number (URN): 1280310

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders, managers and trainers promote a positive and inclusive culture. They demonstrate a clear commitment to making sure that apprentices receive the support they need to make the progress of which they are capable. They use initial assessment information well to put in place helpful support strategies and resources early on apprentices' programmes.

p.2

Inclusion Expected standard

Leaders provide staff with effective training to develop their understanding of teaching apprentices with special educational needs and/or disabilities (SEND), such as dyslexia and autism, and other barriers to learning such as attention deficit hyperactivity disorder. Trainers review apprentices' support needs during progress reviews. However, they do not systematically evaluate and reduce the support they provide as learners gain independence.

p.2

Inclusion Expected standard

Trainers make suitable adaptions to their curriculums to make sure that the challenges that learners with SEND and other barriers to their learning face are minimised. For example, they simplify academic content to support apprentices who are returning to study. These approaches help apprentices develop confidence and greater independence.

p.2

Inclusion Expected standard

Leaders closely and frequently monitor the performance of apprentices with SEND and other barriers. They provide apprentices’ employers with useful progress reports. Employers then make adjustments, such as arranging aids for visually impaired apprentices and adapting their language to give concise instructions to support apprentices with dyslexia working in the adult care sector.

p.2

Leadership and governance Expected standard

Since assuming ownership of the company, leaders have worked effectively to develop their provision. They have a clear strategic vision which aims to help communities develop local talent, upskill individuals and make sure that businesses have skilled staff. Leaders have a thorough understanding of the residential care and early years sectors in which they predominately operate.

p.2

Leadership and governance Expected standard

Leaders understand well their strengths and areas for development. They routinely evaluate the quality of their curriculum and have helpful improvement actions in place that enhance apprentices’ experiences. For example, they are clear about the need to make resources fully accessible for learners with SEND and other barriers to learning.

p.2

Leadership and governance Expected standard

Leaders have recently established a governing body. Governors are suitably qualified to support leaders to continue to improve their provision. As these arrangements are new, it is too early to assess any impact.

p.2

Leadership and governance Expected standard

Leaders provide trainers with a carefully planned programme of professional learning. Trainers complete a wide range of training to improve their understanding of key topics such as mental health awareness, safeguarding and the ‘Prevent’ duty. They undertake valuable industrial updating by, for example, completing work-shadowing placements of managers in residential care settings to improve their subject knowledge. Leaders place a high priority on the wellbeing of their staff. They carefully monitor trainers’ workloads, provide ongoing support through frequent appraisals and provide a wide range of incentives. For example, staff benefit from wellbeing days, teambuilding activities and financial incentives. Staff feel highly valued, speak very positively about leaders and enjoy working at the provider.

p.2

Achievement Expected standard

Apprentices develop a range of important knowledge, skills and behaviours that they apply effectively at work. For example, level 3 early years educator apprentices learn theories of how children play and use what they know when planning activities to support children’s learning and development. Apprentices become confident practitioners who work to industry standards.

p.3

Achievement Expected standard

Achievement was high on the first small cohort of apprentices who completed their training in 2024/25.

p.3

Achievement Expected standard

Apprentices produce work of the expected standard. For example, level 5 operations manager apprentices interpret and analyse profit and loss budget sheets accurately. They develop strong analytical and problem-solving skills, which they apply at work when calculating finances.

p.3

Achievement Expected standard

Apprentices are well prepared for the next stage of their education, employment or training. They know about roles they can move on to through discussions with their employers and trainers. Most progress on to positive destinations, including taking on roles with more responsibility at work and promotion.

p.3

Curriculum and teaching Expected standard

Leaders have selected a suitable range of apprenticeships in response to skills shortages at local, regional and national levels in key sectors, including child and adult residential care, early years and business management.

p.3

Curriculum and teaching Expected standard

Leaders carefully plan and sequence their curriculums to enable apprentices to develop new knowledge, skills and behaviours securely over time. Apprentices study core concepts early on before they apply their learning when studying more complex topics. This helps them to meet the expectations of the sectors they work in competently.

p.3

Curriculum and teaching Expected standard

Trainers are experts in their fields. They use their industry knowledge and experience to illustrate how to manage workplace situations effectively. For example, adult care worker trainers clearly explain procedures so that clients' medication is administered correctly. Apprentices study curriculums that are current and relevant to their needs.

p.4

Curriculum and teaching Expected standard

Trainers work well with employers to plan apprentices’ training. This helps apprentices stay on track and demonstrate their learning through workplace tasks. However, when planning training, trainers too often set targets that do not clarify well enough the steps that apprentices should take to meet targets.

p.4

Curriculum and teaching Expected standard

Trainers use effective strategies to teach apprentices. They use workplace scenarios, professional discussions, videos and self-study resources to provide a flexible curriculum that is individualised to apprentices’ needs. Apprentices quickly apply what they learn at work.

p.4

Curriculum and teaching Expected standard

Trainers do not consistently check what apprentices learn. This means that apprentices miss out on opportunities to consolidate their knowledge before they move on to more complex topics.

p.4

Participation and development Expected standard

Leaders provide well-considered careers information, advice and guidance. Since the previous inspection, they have appointed careers staff who work closely with trainers to inform apprentices of potential next steps. This helps apprentices to make well-informed decisions about progression to more senior roles and to higher-level training.

p.4

Participation and development Expected standard

Staff and employers closely monitor apprentices’ attendance at work and off-the-job training. Trainers implement a well-developed absence policy which means that the very few apprentices who miss training sessions or do not complete work are supported to catch up. Attendance rates are high.

p.4

Participation and development Expected standard

Apprentices benefit from a wider curriculum offer that is highly relevant to their roles and workplace duties. For example, they increase their understanding of mental health, build productive relationships and strengthen the ways in which they work in teams. Apprentices build their resilience and develop a range of personal and employability skills.

p.4

Participation and development Expected standard

Apprentices understand the importance of British values. They report how they promote these values in the workplace to establish respectful working relationships, such as when they work with clients from diverse communities.

p.4

Participation and development Expected standard

Apprentices feel very safe and know how to maintain the safety of others in their workplace settings. Apprentices working in different parts of the country are aware of local risks and how to raise any concerns. They are confident that staff would act swiftly on these. Apprentices are aware of how to recognise and report any signs of extreme and radical behaviour. For example, they know to report changes in children’s behaviours to keep them safe from potential harm.

p.4

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

Apprentices benefit from well-planned curriculums that are carefully designed to meet their needs. They value the individual coaching and useful teaching that trainers provide, which helps them to reinforce their learning and fill gaps in their knowledge. Trainers are flexible in their approach to supporting apprentices, and this helps apprentices manage the demands of work and training.

p.5

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

Apprentices are enthusiastic and motivated well to do well. They are keen to gain qualifications that help them improve their performance at work, progress to higher-level training and increase their promotion opportunities. Most move on to positive destinations.

p.5

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

Apprentices value the clear links between what they learn during progress reviews and regular meetings and their job roles. They quickly apply what they learn at work. For example, level 5 children, young people and families manager apprentices use what they learn about child development to create behaviour plans for children in their care. Employers highly value the new skills and confidence that apprentices demonstrate.

p.5

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

Apprentices are supported well by staff. When needed, trainers arrange additional sessions that fit around apprentices’ work and personal commitments to help them review their work and set targets. Trainers routinely check on apprentices’ wellbeing during progress reviews and one-to-one meetings, respond quickly to queries and make sure that apprentices stay on track. Apprentices highly value their trainers’ support and speak of them positively.

p.5

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

Apprentices enjoy a wider curriculum that allows them to develop their knowledge beyond the core components of their training. For example, they learn about key themes such as internet safety, bullying and harassment, life in modern Britain, county lines and far right extremism. During progress reviews, they discuss these topics with trainers, which helps to reinforce their awareness of how to protect their personal safety.

p.5

Next steps

Leaders should continue to improve trainers’ understanding of how to reduce the support they provide, in order to increase apprentices’ independence. Leaders should make sure that trainers set targets that support apprentices to achieve their full potential and know the steps they need to take to achieve their goals. Leaders should make sure that trainers consistently check what apprentices learn so that apprentices' knowledge and understanding are secure before they move on to more complex content.

p.5

Team inspectors:

Kanwaljit Dhillon, Ofsted Inspector Maureen Gilmartin, Ofsted Inspector Eileen O'Gara, Ofsted Inspector

p.6

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.

p.6

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.

p.6

About this inspection

Inspection activities: Inspectors spoke with leaders, managers, employers, apprentices, trainers and governors.

p.6

About this inspection

Phoenix4Training LLP is a national independent learning provider based in the borough of Barking and Dagenham in east London. It offers apprenticeships for the early years, supported living, residential care, business, accountancy and food and drink sectors. Apprentices study blended curriculums that include self-study through an online learning platform, workplace visits, monthly supervisions and progress reviews with trainers and employers.

p.6

About this inspection

At the time of the inspection, there were 224 apprentices enrolled on 16 apprenticeships from levels 2 to 5. Most of these were enrolled on the level 4 and level 5 children, young people, and families practitioner or manager apprenticeships. There were18 enrolled on the level 3 early years educator apprenticeship and 14 on the level 3 lead adult care worker apprenticeship. There were fewer than 10 apprentices enrolled on each of the remaining apprenticeships.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.7

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8