Educate 2Gether Training

Educate 2Gether Training

Address: Office 20, Link Spaces, Botanica Ditton Park, Riding Court Rd, Slough, Berkshire, SL3 9LL Unique reference number (URN): 2814697

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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

The vast majority of learners face barriers to learning, with many having spent significant time away from education or employment. Because of the support leaders and staff provide, learners achieve well, grow in confidence and independence and gain an understanding of early years education. They develop the knowledge and skills needed to progress into employment or further study.

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Inclusion Expected standard

Leaders identify learners’ support needs effectively. They work with organisations such as Jobcentre Plus to identify learners' needs before enrolment and use reliable systems to understand the barriers learners face during training.

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Inclusion Expected standard

Leaders offer targeted training so staff can identify and support learners appropriately, including developing communication strategies for the high proportion who speak English as an additional language.

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Inclusion Expected standard

Staff use effective strategies to help learners stay on programme, build confidence and succeed. Leaders provide bursaries and laptop loans for those facing financial challenges and additional support or adapted activities for learners with long ‑ term medical needs or physical disabilities.

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Inclusion Expected standard

Leaders and staff generally review and adjust support well, reducing it as learners gain confidence and independence. However, leaders acknowledge that this process is not consistently understood across the organisation, leading to some variation in the quality of reviews.

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Leadership and governance Expected standard

Leaders draw on their experience in early years education and adult learning to design Skills Bootcamps that meet the needs of learners, most of whom have been out of employment or training for an extended period.

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Leadership and governance Expected standard

Leaders work effectively with partners to review and refine training. As a result, learners develop the knowledge and skills they need to work with children, including those who have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders have a secure understanding of the quality of provision. They take sensible and effective actions that have led to substantial improvements, such as rapidly increasing the proportion of learners who remain in learning. Leaders are strengthening their understanding of learner destinations so they can fully evaluate the impact of their provision. A recently appointed, highly experienced governor is developing a secure understanding of the provision, but it is too early to see the impact of governance.

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Leadership and governance Expected standard

Leaders are highly ambitious for their learners and demonstrate this through an ambitious curriculum. This includes additional qualifications and volunteering placements that extend learners’ understanding of the early years sector. Leaders provide helpful training that extends staff's knowledge of inclusive practice and keeps them vocationally up to date. Where relevant, staff are supported to complete additional qualifications, and they benefit from informal opportunities to develop their teaching skills. However, leaders do not yet offer a formal, sustained programme of professional learning to help staff systematically strengthen their pedagogical expertise.

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Leadership and governance Expected standard

Leaders are highly considerate of staff's workload and wellbeing, and staff value their support.

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Achievement Expected standard

Nearly all learners make the expected progress developing the knowledge, skills and behaviour essential to work in the early years and education sectors. They can identify special educational needs and/or disabilities and suggest appropriate support strategies.

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Achievement Expected standard

Most learners, many of whom have multiple barriers to their learning, stay until the end of their training, complete their assessments and secure a job interview with an employer.

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Achievement Expected standard

Learners’ work is generally at the standard expected. It is well presented and mostly free from error. Learners develop their spoken and written English well, enabling them to write concisely and use technical terms fluently and correctly to express their views clearly.

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Achievement Expected standard

Nearly all learners are ready to move on to their chosen career. They grow in confidence due to the skills they acquire, such as paediatric first aid, which are closely aligned to employers’ needs.

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Curriculum and teaching Expected standard

Leaders understand the strengths of what they do and where development is needed. They take sensible steps that lead to improvement, such as reducing the proportion of learners who leave their training before completion.

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Curriculum and teaching Expected standard

Leaders work with employers and local authorities to design Skills Bootcamps that are closely aligned to current early years and education skills priorities. They include topics such as paediatric first aid and anaphylaxis awareness, which enhance learners’ future employability prospects. Leaders order learning logically so that learners initially gain a secure understanding of topics such as safeguarding and health and safety in the context of education settings. Tutors then introduce more complex subjects such as childhood development, ensuring that learners acquire a firm understanding of topics central to their chosen career.

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Curriculum and teaching Expected standard

Where learners need additional support, tutors put this in place promptly. If learners do not initially understand something, tutors explain it in different ways, breaking concepts down into more easily understandable components and allowing more time. This helps learners overcome barriers to their learning.

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Curriculum and teaching Expected standard

Teachers use their expertise to explain concepts clearly, often sharing workplace scenarios that bring learning to life. They encourage learners to use technical terminology correctly, helping them to communicate with workplace colleagues effectively.

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Curriculum and teaching Expected standard

Tutors check learners’ understanding and recall of what they have been taught thoroughly. They give feedback that celebrates what learners have done well and, if appropriate, what they need to do further to achieve the assessment criteria. While generally effective, the quality of feedback is not yet consistently high across all tutors.

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Participation and development Expected standard

Staff create inclusive and respectful online learning environments where learners, including those who face barriers to their learning, feel safe, valued and welcomed.

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Participation and development Expected standard

Staff have high expectations for learners, challenging them to do their best and providing support where learners find this difficult. Learners are generally motivated and work hard. They are attentive in online learning sessions, contributing their ideas readily and listening to each other and the tutor attentively.

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Participation and development Expected standard

Leaders provide learners in early years and those with special educational needs and/or disabilities with opportunities to participate in voluntary work placements with employers, which many do. All teaching assistant learners complete work placements. However, other opportunities for learners to develop their wider skills are limited.

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Participation and development Expected standard

Staff make sure that learners know how to stay physically and emotionally healthy. Learners understand the risks from radicalisation and extremism and know how to protect themselves from harm. Staff skilfully include fundamental British values in learning sessions and promote awareness of equality and diversity so that learners are prepared well for life in modern Britain.

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Participation and development Expected standard

Learners receive helpful careers advice and guidance. Employer talks help them understand workplace expectations and prepare for recruitment activities. Most learners make well- informed choices about job opportunities open to them.

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

The vast majority of learners face additional barriers to learning. Many have been long ‑ term unemployed or out of training for significant periods. Because of the sensitive care and support provided by leaders and staff, most learners quickly become more confident and independent, and develop the skills they need for employment. They gain a secure understanding of child development and educational theory.

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

Leaders have worked with key partners to ensure that training includes additional content, such as paediatric first aid. This enables learners to work safely and appropriately with babies and children, including those with special educational needs and/or disabilities. Learners who participate in placement settings gain valuable work experience, which supports their applications for job roles. Employers speak highly of the quality of support that learners provide when taking part in these activities.

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

Learners, many of whom speak English as an additional language, develop their literacy skills well. They become more confident in communicating in English in both professional and personal settings. However, learners do not have the same opportunities to improve their numeracy skills.

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

Learners develop high standards of professional behaviours. They are polite, respectful and tolerant of others, and model these behaviours with those in their care. Learners develop their appreciation and understanding of being an active citizen in modern Britain. However, learners have limited opportunities for their wider personal and professional development.

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

In previous cohorts, too many learners did not remain in learning. Leaders took swift action so that learners are now more aware of the requirements of the course. Where learners may not be suitable for the course when they apply because of their language skills, leaders work with partner organisations to signpost them to training that they can complete to prepare them well for the Skills Bootcamp.

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Next steps

Leaders should continue to strengthen their quality assurance of the provision, including governance arrangements, to ensure sustained improvements are made. Leaders should provide staff with an effective programme of training that helps them to develop their teaching practice to a high standard. Leaders should take a consistent and systematic approach to ensuring that the support that learners receive is monitored, reviewed and adapted effectively. Leaders should provide learners with a rich and diverse set of opportunities to help them further with their personal and professional development. Leaders should help learners to develop their numeracy knowledge and skills securely.

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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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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, trainers, learners 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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About this inspection

Educate 2Gether is an independent training provider based in Slough, Berkshire. Leaders offer Skills Bootcamps to prepare adult learners to work as learning support assistants for learners with special educational needs and/or disabilities (SEND) in local nurseries and schools. At the time of the inspection, there were 35 learners, of whom 7 were studying a 16-week, level 3 programme in early years education, 15 were studying an 8-week, level 3 programme for SEND support and 13 were studying a 14-week, level 2 supporting teaching and learning assistant programme. The vast majority of learners experience one or more barriers to learning, and all were unemployed at the time of the inspection.

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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

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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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