GLP Training Ltd

GLP Training Ltd

Address: Security House, Barbourne Road, Worcester, Worcestershire, WR1 1RS Unique reference number (URN): 1276521

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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 are highly proactive in their approach to inclusion. They have recognised an increase in disadvantaged apprentices and have significantly strengthened their approach to inclusion to ensure a consistent company-wide strategy to providing support.

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Inclusion Strong standard

Leaders and staff swiftly identify apprentices’ potential barriers to learning. This includes apprentices who undertake shift work, those have have limited access to digital technology, those with special educational needs and/or disabilities (SEND) and those who are known to social care. Managers and staff carefully plan and closely monitor the level of support that apprentices receive. Where learning needs change, staff are quick to adapt the level of support. This makes a marked difference to apprentices’ experience and access to learning.

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Inclusion Strong standard

Managers with responsibility for apprentices with SEND are highly qualified and experienced. Staff receive helpful training so they can adjust support appropriately. Tutors learn about neurodiversity and the characteristics to look out for so that they can identify emerging barriers and provide support quickly.

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Inclusion Strong standard

Leaders and managers make good use of progress data to identify where apprentices' learning needs are greatest and apply targeted support interventions. Leaders have succeeded in closing the achievement gap for apprentices with SEND, who now achieve better than their peers and achieve distinction grades in line with their peers.

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Leadership and governance Expected standard

Leaders set a clear and ambitious curriculum vision shaped by their well-developed industry expertise in construction and trade, facilities management and professional services. They invest in high-quality resources that strengthen apprentices’ technical skills and broaden their learning opportunities. Leaders use a strategic, evidence-informed approach to drive continuous improvement, that has led to substantial increases in achievement rates.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the strengths and areas for development. They collect detailed information on curriculum performance through reviews, learning walks and quality assurance activities. These processes help them to identify what needs to improve. Leaders act quickly on any emerging concerns and prioritise decisions so that apprentices’ progress and learning experiences improve over time.

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Leadership and governance Expected standard

Suitably experienced governors understand their roles and carry them out effectively. They use relevant information to monitor performance and challenge leaders appropriately. They scrutinise risk sensibly and support strategic decision-making. However, leaders do not yet provide governors with sufficient insight into the quality of the teaching that apprentices receive to enable them to assure the quality of education fully.

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Leadership and governance Expected standard

Leaders provide structured professional learning that helps teachers maintain high levels of industry expertise. However, professional development is not consistently tailored or sufficiently focused on pedagogy to secure a consistently high standard of teaching and training across all curriculums.

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Leadership and governance Expected standard

Leaders manage staff workload and wellbeing effectively. Thoughtful caseloads, frequent discussions and access to counselling and health care foster an inclusive culture where staff feel valued.

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Achievement Strong standard

Tutors carefully consider the previous qualifications and experiences of apprentices and use this to build on what apprentices already know and can do. Apprentices make extensive progress over time and can apply their learning to have a positive impact at work. Level 2 property maintenance operative apprentices quickly improve their existing knowledge and skills in plumbing and electrics. They become more independent at work across complex and diverse settings and take on more substantial tasks, such as fitting water heaters and changing taps.

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Achievement Strong standard

Leaders have taken action to improve markedly the proportion of apprentices who achieve their apprenticeship. Achievement rates are now high, especially for apprentices with special educational needs and/or disabilities and those who face other barriers to learning.

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Achievement Strong standard

Apprentices produce work to a consistently high standard and are very well prepared for their next steps. Almost all apprentices remain in employment, with many taking on increased responsibility at work or gaining promotion.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum, teaching and training. They systematically monitor and take swift action where any areas for improvements are identified. Tutors have revised the curriculum so that level 4 sales executive apprentices are taught early in their studies how to construct a high-quality case study and use the correct sector-specific terminology fluently.

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Curriculum and teaching Expected standard

Leaders and tutors work with employers to co-design the curriculum. Apprentices benefit from meaningful additional learning experiences, such as mental health courses and sustainability themes.

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Curriculum and teaching Expected standard

Tutors mostly teach well and use teaching strategies to help apprentices remember what they have learned. They carefully explain complex sector-specific vocabulary and legislation and use targeted questioning to help apprentices apply learned theory to practice. Through collaborative projects, problem-solving and discussions, apprentices can explain their knowledge confidently and link new learning to their roles at work.

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Curriculum and teaching Expected standard

Tutors typically give helpful feedback to apprentices. Feedback usually tells the apprentice how they can improve their work. On level 5 operational manager, tutors make suggestions for improvement and next steps for future assessments. Consequently, the quality of the apprentices’ written work improves over time.

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Curriculum and teaching Expected standard

Tutors use high-quality learning resources for practical and online learning. Construction workshops are well stocked with industry standard tools and equipment. Leaders have invested in AI-powered resources for role play and scenario-based training that enables apprentices to practise oral communication skills. This enables apprentices to practise and improve their skills, such as in conflict management, in a safe learning environment.

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Participation and development Expected standard

Tutors prepare apprentices well for life in modern Britain. Young apprentices are taught age- appropriate content on safeguarding, wellbeing, healthy relationships and the signs of coercive behaviours. Tutors discuss topics such as the fundamental British values and equality and diversity frequently throughout the taught curriculum. Most apprentices can relate these topics to their everyday lives and work and develop an understanding of how to protect themselves from radicalisation and extremist views and harmful online content.

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Participation and development Expected standard

Tutors use their industry experience to discuss potential next step opportunities. Most apprentices understand the career and further study options available to them. For a minority of apprentices, their knowledge of the specific steps they need to take to reach their career goals is underdeveloped.

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Participation and development Expected standard

Leaders work with employers to understand apprentices’ wider development needs. Apprentices gain additional skills that are desirable to their current and prospective employers. Apprentices undertake additional learning about leadership skills, human rights and celebrating neurodiversity. Level 3 security first line manager apprentices complete first aid at work, health and safety courses, fire warden training, and closed-circuit television courses. Apprentices develop greater independence and confidence and are more self- assured individuals.

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

Apprentices are highly satisfied with the education and training that they receive. They value highly the support that they receive from their tutors and staff that enables them to overcome any barriers to learning. Apprentices become increasingly motivated in their studies and thrive.

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

Apprentices develop substantial new knowledge, skills and behaviours that they usefully apply at work. Level 3 team leader apprentices working in dispatch roles learn to adapt their leadership style to staff and task urgency. They apply situational leadership and use different communication styles effectively when managing a team. Level 3 recruiter apprentices apply recruitment frameworks, diversity awareness and their developed understanding of recruitment licensing legislation compliance when hiring candidates for security sector work roles.

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

Most apprentices complete their apprenticeship. The proportion of apprentices who achieve has increased yearly, as has the proportion of apprentices who achieve distinction grades.

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

Managers and tutors provide age-appropriate content on topics, such as tolerance of others, mutual respect and the benefits of cultural diversity. Most apprentices can connect these topics to their place of work. Young apprentices learn about healthy relationships and how to keep themselves physically and mentally well.

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

Apprentices gain confidence in their studies and at work. Tutors expertly guide level 3 building services engineer apprentices to problem-solve confidently and perfect their practical skills in workshops, without the feeling of pressure. Apprentices become more independent, confident and self-assured.

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

Apprentices develop strong communication skills and sound knowledge of business functions, take on greater professional responsibility and can apply effective problem-solving at work. They perform well at work and are better prepared for progression to sustained employment or promotion.

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Next steps

Leaders should update teachers’ professional development to secure a consistently high standard of teaching across all curriculums. Leaders should provide governors with information on the quality of teaching and learning, so that they can fully assure the quality of the curriculum.

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Team inspectors:

Mark Parton, His Majesty's Inspector Helen Kinghorn, Ofsted Inspector Joanne Keatley, Ofsted Inspector Karen Tucker, Ofsted Inspector Jack Bullock, 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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Number of learners

Leaders should embed high-quality careers education, advice and guidance into the curriculum so that all apprentices develop a detailed knowledge of their potential future pathways and know how to take their next steps.

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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 and governors, tutors, staff, apprentices and employers 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

GLP Training Ltd is an independent learning provider based in Worcester. At the time of the inspection, there were 1,351 apprentices studying apprenticeships from level 2 to level 5 in construction and trade, leadership and sustainability, facilities management and professional services. The largest apprenticeship cohorts study level 5 operations manager, level 3 team leader, level 2 property maintenance operative, level 3 facilities management supervisor and level 3 building service and maintenance engineer.

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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

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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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