The Side By Side Partnership Limited

The Side By Side Partnership Limited

Address: Middle Farm Barns, Dorchester, DT1 3WA Unique reference number (URN): 2526596

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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

Staff create a highly inclusive and welcoming environment for learners and apprentices where individual barriers to learning are fully considered and effectively reduced. They use their expertise and their knowledge of learners' barriers to learning effectively to provide swiftly the support that learners need. This enables learners to develop the knowledge and skills to complete their courses and make valuable contributions to their workplaces. Staff frequently review the support provided to assess its effectiveness, and adjust the offer accordingly. They accurately evaluate the support that learners and apprentices need, and respond to these needs as they change or emerge, whether temporary or longer term.

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Inclusion Strong standard

Well-trained and committed staff work highly effectively with individuals to teach them practical strategies, such as budgeting skills, to overcome personal difficulties and refer them to additional services where appropriate. This approach builds learners' resilience and promotes their independence, as the support that learners require gradually reduces.

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Inclusion Strong standard

Leaders work highly effectively with the local authority to improve opportunities for apprentices who are care experienced. They use personal education plans well to monitor the needs of apprentices and provide the necessary support and safeguards.

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Leadership and governance Expected standard

Leaders focus their vision and strategy on using their substantial experience and expertise to provide high-quality early years and residential care training for apprentices and adult learners. They recognise the significant skills shortage in these sectors and have high expectations to recruit and retain highly skilled staff in the sectors they serve.

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Leadership and governance Expected standard

Leaders understand their areas of strength and priorities for development well. They work effectively with staff to agree their quality improvement priorities and gain staff agreement. Leaders understand well the reasons for previous low achievement of apprenticeships at levels 3 and 4 relating to very small cohorts where individual circumstances leading to withdrawal had a large impact on published outcomes. These circumstances were beyond leaders' control but have nonetheless led leaders to further improve the guidance that apprentices and employers receive at the start of their courses. Leaders do not currently have any governors or external oversight of their provision. They assure themselves of the quality of their curriculums, teaching and training by using their expertise to work closely with staff to review frequently the curriculum and the progress that learners make.

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Leadership and governance Expected standard

Leaders take a serious approach to staff wellbeing. Staff feel valued and appreciate the focus on their workloads, knowing that leaders will support them if they find their workloads unmanageable.

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Leadership and governance Expected standard

Leaders provide suitable opportunities for ongoing professional development through standardisation meetings, additional reading opportunities and external training courses. However, teachers do not routinely participate in professional development to improve their teaching practice and understanding of the requirements of the wider curriculum.

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Achievement Expected standard

Learners develop substantial new knowledge and skills. They develop skills relating to paediatric first aid, safeguarding principles and how to plan activities for children in their care. Most learners complete their courses and achieve their qualifications in the anticipated time frame.

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Achievement Expected standard

Learners produce work of a high standard that reflects the settings in which they work and their areas of interest, such as traditional early year settings compared to alternative philosophies of early years learning. Learners develop vital study skills, such as referencing and citations, that prepare them well for future study. Most learners achieve their intended goals, such as gaining an understanding of the early years foundation stage in anticipation of future childminding ambitions.

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Achievement Expected standard

Learners are well prepared for the next stage of their development. They carry out additional study such as courses on working with children with special educational needs and/or disabilities and working in further and higher education.

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Curriculum and teaching Expected standard

Leaders provide a curriculum for learners that addresses the chronic shortage of qualified practitioners in the early years sector. The adult learning programme offers an alternative route to an apprenticeship and is valued highly by employers. Leaders have a thorough understanding of the quality of the courses that they offer and ensure that these remain highly relevant to local and national priorities. They carefully align the curriculum to employer needs and prioritise the strategies and techniques that learners use in their jobs.

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Curriculum and teaching Expected standard

Leaders provide a well-sequenced and coherently planned curriculum that teaches adult learners the knowledge and skills they need to work effectively in the early years and residential care sectors. Highly qualified and experienced tutors convey technical knowledge to learners using a mixture of individual teaching sessions, independent study and support sessions on topics such as early childhood development and play theories. Tutors ensure that learners have the time they need to practise their newly acquired theoretical knowledge in their settings to develop skills such as setting up and planning different learning activities for children. Staff ensure that learners who face barriers to their learning receive the support they need to complete their courses.

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Curriculum and teaching Expected standard

Tutors assess thoroughly learners' development of knowledge and acquisition of skills through written assignments, practical observations and question-and-answer sessions. Learners value highly the helpful and constructive feedback they receive on completion of these activities as it helps them to improve their skills and make progress towards achieving their qualifications.

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Participation and development Expected standard

Leaders set consistently high expectations for attendance, behaviour and participation. Tutors set challenging targets for completion of work that learners largely meet, demonstrating motivation and enthusiasm for their work. Learners attend their learning sessions well and take their studies seriously, understanding the responsibilities that they have when working with children. Tutors encourage learners to develop independent study skills that will help them in their future careers. For example, they signpost learners to additional reading materials and relevant legislation and encourage learners to develop their practical understanding of these in their everyday work.

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Participation and development Expected standard

Staff understand learners’ wider development needs well. Tutors teach an effective age- appropriate curriculum to adult learners that prioritises their wellbeing and development of resilience in the settings in which they work. Learners know how to keep themselves safe from radicalisation and extremism and model the principles of fundamental British values in their work.

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Participation and development Expected standard

Learners receive helpful careers information, advice and guidance from their tutors. They understand the possible routes they could take on completion of their courses and know their next steps. For example, those who want to specialise in working with children with special educational needs and/or disabilities know which qualifications they will need and where they can study them.

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Achievement Expected standard

Apprentices develop the knowledge, skills and behaviours they need to be effective practitioners in the workplace. They demonstrate professional practices and are valued by their employers. Apprentices who face barriers to their learning make appropriate progress and achieve well in their studies. Apprentices produce work of a high standard, reflecting their professional practice and personal interests. Most apprentices feel ready for their next stage of employment and most have clear ideas about their future careers in the early years sector.

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Achievement Expected standard

Apprentices’ past achievement of qualifications has been too low, with too many leaving the profession before completing their qualification. This was reflective of individual circumstances beyond leaders' control and had a substantial effect on published outcomes in a very small cohort of apprentices. Since then, leaders have more stringently applied selection and onboarding processes, for example, to better prepare apprentices and employers for their courses.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculums they offer to apprentices. They closely monitor their impact so that they know where development and improvement are needed. Leaders have improved their recruitment and onboarding arrangements to counteract apprentices leaving their courses early. They design and review their curriculums with employers to meet their need for well-trained staff locally and regionally.

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Curriculum and teaching Expected standard

Well-qualified and highly experienced tutors carefully structure curriculums so that apprentices build and consolidate their learning progressively over time. Tutors build dedicated reflection time into the curriculum that gives apprentices time to ask questions and fill gaps that have been identified through assessment and feedback. Lessons link effectively the theoretical knowledge taught and the skills and behaviours that apprentices are expected to develop. For example, apprentices are encouraged to identify examples of their own practice where they have developed children’s skills in areas such as speech, language and communication.

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Curriculum and teaching Expected standard

Staff know their apprentices well and have an accurate understanding of how well apprentices’ professional childcare skills are developing. Apprentices with education, health

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Needs attention

and care plans or personal education plans are supported very well to succeed and make very good progress from their starting points.

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Needs attention

Apprentices value the feedback that tutors provide on their assignment work, observations of practice and in their frequent progress reviews with employers. This helps them to identify and fill gaps in their understanding and work with their employers to practise the skills they need to develop on the job.

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Participation and development Needs attention

Staff establish calm and respectful learning environments for apprentices. Apprentices' wellbeing is monitored effectively and managed though frequent progress reviews and individual discussions in class. Consequently, apprentices receive the support they need to remain in training and complete their courses. Staff set clear expectations for attendance, punctuality and behaviour. Apprentices know and respect these expectations. Tutors teach apprentices about diversity and respect for others. They actively follow up on any issues, such as incidents of derogatory language, and provide additional teaching where concerns are raised. Apprentices are confident that any concerns will be dealt with appropriately.

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Participation and development Needs attention

Leaders do not provide a curriculum for apprentices that sufficiently explores mental and physical health, healthy relationships, fundamental British values and how apprentices can protect themselves from radicalisation, extremist views and harmful online content. Staff teach these topics early in their programme but they are not reviewed sufficiently or revisited to enable apprentices to retain the information.

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Participation and development Needs attention

Leaders do not provide a structured and coherent programme of careers information, advice and guidance. Apprentices are not aware of the steps they need to take to achieve their desired career goals.

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

Learners and apprentices enjoy studying at The Side By Side Partnership because of the highly supportive and nurturing environment that staff create. Staff develop highly effective working relationships with learners and apprentices, which helps them to understand well the barriers to learning that apprentices face. Learners and apprentices value highly the focus that staff place on their wellbeing and appreciate adaptations such as the option to join lessons online where appropriate.

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

Learners and apprentices develop a sound understanding of topics such as childhood development, play theories and planning activities for children, which increases their confidence in supervising the children in their care. Learners and apprentices are enthusiastic about their training. They are highly motivated to use the technical knowledge and practical skills they develop, gradually increasing their responsibilities, such as working with key children, updating their development logs and planning their next steps.

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

Leaders do not provide apprentices with a suitable curriculum to develop their knowledge of topics such as mental and physical health, healthy relationships and how to keep themselves safe from the dangers of radicalisation and extremism. Staff discuss relevant items of news with apprentices, such as serious case reviews, as they arise but do not sufficiently plan an explicit wider development curriculum. Apprentices receive individual help to plan the next steps in their careers but do not benefit from independent careers advice and guidance on the wider options available to them.

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

Adult learners receive tailored information and advice to help them plan the next stage of their careers. Staff provide adult learners with age-appropriate learning opportunities to enhance their understanding of physical and mental health and how to develop their resilience in their workplaces.

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Next steps

Leaders should ensure that staff teach about and review apprentices' understanding of mental and physical health, healthy relationships and how to protect themselves from radicalisation, extremist views and harmful online content. Leaders should provide a comprehensive programme of careers information, advice and guidance for apprentices. Leaders should continue to monitor the impact of refreshed recruitment processes and adjust these as appropriate to ensure that apprentices are placed on the right courses and understand the requirements of the early years and residential care sectors. Leaders should further strengthen professional development to include opportunities for staff to improve their teaching practice and understanding of the requirements of the wider curriculum.

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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, staff, employers, learners and apprentices.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

The Side By Side Partnership Limited is a small independent training provider, established in 2009 and based in Dorchester, Dorset. It offers training in early years education and residential childcare for apprentices and adult learners.

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Lead inspector:

Sarah Alexander, His Majesty's Inspector

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Team inspectors:

Nick Crombie, His Majesty's Inspector Hilary Yuille, 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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Apprenticeships overall achievement rate

At the time of inspection, there were 36 apprentices in training. There were 14 apprentices on the level 2 early years practitioner apprenticeship, 15 apprentices on the level 3 early years educator apprenticeship and 7 on the level 4 children, young people and families practitioner apprenticeship. There were 10 adult learners studying level 3 diplomas for residential childcare or diplomas for working in the early years sector at levels 2 and 3.

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Apprenticeships overall achievement rate

Teaching and training take place face to face, either at the training centre in Dorchester or at employers’ premises.

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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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