Buttercups Training Limited

Buttercups Training Limited

Address: Buttercups House, Castlebridge Office Village, Castle Marina Road, Nottingham, NG7 1TN Unique reference number (URN): 1276392

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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 Strong standard

Leaders make inclusion a high priority, and this is evident across the whole of the organisation. They identify apprentices’ needs through detailed assessments at the start of the training and use this information to plan effective support. Apprentices with additional needs, including those with special educational needs and/or disabilities or gaps in knowledge, receive help quickly.

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Inclusion Strong standard

Staff put support in place that helps apprentices take part fully in their training. This includes one-to-one help and reasonable adjustments. Where apprentices require a break in learning, staff support them through well-planned touch points to get them back on track.

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Inclusion Strong standard

Leaders and staff continually review how well support is working. Staff review apprentices' progress frequently and thoroughly, changing support where needed. This helps apprentices overcome difficulties and become more independent over time.

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Inclusion Strong standard

Staff receive relevant training on how to support apprentices with different needs. Tutors adapt their teaching so apprentices can understand more complex topics, such as calculations used in practice. Apprentices work well with specialist staff in individual support sessions as well as benefiting from training in groups. Apprentices benefit from high-quality workplace settings that match their needs and help them apply what they learn.

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Leadership and governance Strong standard

Leaders have a sharply focused and accurate view of what is working well and what needs to improve. They use up-to-date information to monitor performance and act quickly when they identify weaknesses. As early adopters of digital platforms, they rightly recognise the need to update their digital systems so that they and their apprentices can sustain their success.

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Leadership and governance Strong standard

Leaders set a clear direction for the organisation. They focus on providing high-quality training that helps apprentices build the knowledge and confidence they need for their roles and future careers in the pharmacy sector. Leaders are well connected and have extensive links with organisations across the sector, including the NHS and the General Pharmaceutical Council. They know well the challenges that the sector is facing and consider these carefully in their approach.

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Leadership and governance Strong standard

Those responsible for governance know the provision very well. They review performance and safeguarding carefully and check that improvement plans are working. They challenge leaders where needed and provide appropriate support. Governance supports leaders well in their drive for continuous improvement.

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Leadership and governance Strong standard

Leaders make decisions that put apprentices first. They ensure that support is in place where it is needed and invest in staff training. Staff benefit from well-planned training, such as the teacher development programme, which helps improve teaching and assessment. Leaders pay attention to staff's workload and wellbeing. Staff feel supported and say their workload is manageable. Leaders respond quickly when pressures arise so staff can focus on their work with apprentices.

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Achievement Strong standard

Apprentices make excellent progress from their starting points. They develop knowledge, skills and behaviours far beyond the level that they need and are skilled and confident in their work. Their written and practical work is of a high standard.

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Achievement Strong standard

Most apprentices achieve their qualification, with the exception of one small apprenticeship. Where results declined for this apprenticeship, leaders acted quickly, and current performance shows swift improvement. Achievement rates on the level 3 pharmacy technician apprenticeship are very high.

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Achievement Strong standard

Leaders ensure that apprentices continually develop their English, mathematics and digital skills, even when apprentices already hold level 2 qualifications in these subjects. Apprentices improve their academic writing, use referencing correctly and apply mathematical skills accurately. First-time pass rates for those taking functional skills qualifications are very high.

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Achievement Strong standard

Apprentices are ready for their next steps. They take on increased responsibility in their roles. Many move into more advanced roles in pharmacy and healthcare.

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Curriculum and teaching Strong standard

Leaders plan the curriculums carefully, following a comprehensive assessment of apprentices' starting points. This ensures apprentices build their knowledge step by step. Learning starts with the basics and moves on to more complex and challenging topics, such as clinical judgement and problem-solving.

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Curriculum and teaching Strong standard

Leaders and tutors have mapped the curriculums skilfully to include opportunities to learn beyond the required apprenticeship outcomes. For example, level 6 apprentices gain insights from practising industry professionals and act as ambassadors representing pharmacy departments on key committees at work. They develop wider professional skills, understand workforce development needs and know how they can support the training and development of others. Tutors have expert industry knowledge which they use to explain ideas clearly. They use questioning, discussion and relevant examples very well to check apprentices' understanding and build confidence. As a result, apprentices are able to grasp, retain and apply their new knowledge fluently in a clinical context.

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Curriculum and teaching Strong standard

Tutors adapt teaching and assessment when needed so all apprentices can take part and make progress. They skilfully base assessment activities on routine workplace tasks, such as improving services or advising patients. Tutors give apprentices clear feedback, so apprentices know how to improve.

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Curriculum and teaching Strong standard

Leaders and employers work closely together to plan training. Workplace training supervisors are highly effective in supporting training and assessment activity. They help apprentices translate off-the-job learning into workplace practice using appropriate tasks and support. Tutors and workplace training supervisors carefully link on- and off-the-job training. Frequent and purposeful reviews help keep apprentices on track and focused on what else they need to develop.

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Participation and development Strong standard

Staff encourage apprentices to undertake a range of sector-specific professional development opportunities. For example, apprentices give advice and guidance sessions about dementia at local town halls for patients and carers. Others take additional courses linked to their profession, such as anti-microbial resistance or accuracy checking. Apprentices strive to ease the work pressures of their colleagues, and many take on multifunctional roles to support their communities.

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Participation and development Strong standard

Staff are considerate of the wellbeing of their apprentices. They provide targeted guidance to help apprentices learn how to look after their physical and mental health. Staff help apprentices to understand the specific challenges in their sector that affect mental health and wellbeing. Apprentices have informed insight of the pressures faced by the sector in which they are working.

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Participation and development Strong standard

Careers guidance is helpful and ongoing. Staff start initial conversations about goals and aspirations early in training. They provide apprentices with useful information, for example links to the range of roles available to pharmacy technicians in different settings such as prisons, primary care and the armed forces. Apprentices understand their options well.

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

Apprentices develop substantial new pharmaceutical knowledge and skills that they use confidently in their work. They learn from experienced pharmacy registrants and apply their learning in practice when, for example, calculating dosages, supporting patients and making decisions about patients' care. As they progress, apprentices become more confident and take greater responsibility for their work and learning. For example, they confidently support pharmacists, manage dispensing processes and provide informed advice to patients, particularly in areas such as high blood pressure management. Apprentices organise their time well and quickly develop the independence needed for their roles. They make appropriate professional judgements and understand their responsibilities and professional boundaries. They demonstrate a strong focus on patient safety and professional accountability.

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

Apprentices are highly motivated and satisfied and enjoy their learning and their work. They behave professionally and show respect in online lessons and in the workplace. They are flourishing. Where an apprentice has a disadvantage, staff fully mitigate this with pastoral support or adaptations.

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

Apprentices benefit from specific pastoral support and meaningful check-ins alongside their progress reviews and training. All apprentices are assessed and are supported to continue with relevant English and mathematics development, regardless of their starting points. This is highly beneficial to them in their work and future careers.

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

Apprentices are part of a highly supportive and inclusive environment. They report that tutors and workplace staff are approachable and quick to respond when they need help. Frequent, focused reviews with tutors and employers help apprentices understand how well they are doing and what they need to do next. Apprentices also learn about wider topics, such as equality, diversity and professional conduct. They use this knowledge very well in their work when, for example, dealing with patients from different backgrounds.

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

Apprentices enjoy their training and feel safe. They rightly value the flexibility of online training and virtual classroom sessions, which help them balance work and study. They swiftly become more resilient and confident.

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Next steps

Leaders should continue their work to update digital systems that will enable them to sustain their sharp focus on quality and improvement and ensure that apprentices benefit from a learning experience that is seamless and easy to navigate.

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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, governors, staff, apprentices and stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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Team inspectors:

Nikki Brady, His Majesty's Inspector Karen Green, Ofsted Inspector Julie Gibson, Ofsted Inspector Matthew Newbould, Ofsted Inspector Ann Minton, Ofsted 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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Percentage of learning aims successfully achieved

Buttercups Training is based in Nottingham. It provides training for pharmacists, pharmacy technicians, dispensing assistants and support staff working in hospitals, community pharmacies, primary care practices and general practices. The provider offers apprenticeships at levels 2, 3 and 6. At the time of the inspection, there were 2,117 apprentices enrolled. Over half of the apprentices study on the level 3 pharmacy technician (integrated) apprenticeship. Thirty-six of the apprentices were aged 16 to 18.

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Percentage of learning aims successfully achieved

In April 2024, Buttercups Training was acquired by BPP Education Group (now Lyceum Education Group).

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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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