Castle & Co Training Limited

Castle & Co Training Limited

Address: Dickens House, Guithavon Street, Witham, Essex, CM8 1BJ Unique reference number (URN): 2814670

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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

Leaders accurately identify apprentices' support needs at the outset of their training through initial assessments and self-declaration. These needs are discussed and reviewed throughout apprentices' studies. This ensures that apprentices with additional support needs make at least the progress expected of them and that they achieve their qualifications in line with their peers.

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Inclusion Expected standard

Leaders provide good support for apprentices' wellbeing. Apprentices have access to counselling services and additional one-to-one meetings with staff, which means that they can access the support that they need at the right time. However, leaders do not systematically evaluate the impact of any adjustments that they make for apprentices who experience temporary barriers to learning to enable them to identify if the support is having a positive impact on apprentices.

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Inclusion Expected standard

Staff receive sufficient training through standardisation meetings and the sharing of best practice to assist apprentices with special educational needs and/or disabilities. Leaders recognise that, as the number of apprentices they recruit increases, they will need more specialist support capacity.

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Inclusion Expected standard

Tutors correctly identify apprentices who require extra support, even if they do not self- declare. They swiftly create and adapt individual learning plans for apprentices and adjust them as apprentices' needs change.

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Leadership and governance Expected standard

Leaders have a clear focus on providing leadership training for small businesses. Recently, they have taken the decision to broaden their provision to include early years and childcare apprenticeships to meet the needs of their employer partners.

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Leadership and governance Expected standard

Leaders maintain an accurate evaluation of the quality of their provision. They correctly identify improvement actions and swiftly implement them. Leaders meet with tutors monthly to evaluate apprentices' progress and put in place support for any apprentices who need it. However, they do not monitor closely enough how well apprentices achieve within the planned timeframe. As a result, a few apprentices take longer than planned to achieve their qualification.

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Leadership and governance Expected standard

Leaders have a strong focus on enhancing tutors' teaching skills. There is a well-structured training plan for new tutors, who are often recruited straight from industry. Leaders provide beneficial training to improve teaching skills and invest in professional development resources. For example, they subscribe to a professional learning platform to develop tutors' teaching practice, although this is yet to be used extensively. Tutors enjoy their work and feel their workload and wellbeing are considered by leaders.

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Leadership and governance Expected standard

Leaders have recently appointed a governance board with appropriate experience. The initial actions of the board have been positive. For example, governors challenge leaders to provide reports to aid their scrutiny and monitor performance. However, it is too soon to evaluate the wider impact that governors have on the quality of training.

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Leadership and governance Expected standard

Leaders listen to the needs of their employers and communicate with them well. Employers highly value the online flexible delivery model and the skills that their apprentices bring to their businesses.

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Achievement Expected standard

Most apprentices, including those with special educational needs and/or disabilities, complete their apprenticeship and achieve their qualifications, although very few achieve distinction grades.

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Achievement Expected standard

Apprentices acquire new knowledge, skills and behaviours that they apply swiftly in the workplace. Early years, and children, young people and family apprentices develop a strong knowledge of safeguarding, child development and care plans. Leadership and management apprentices learn theoretical models and apply coaching frameworks to structure discussions, support teams and improve workplace performance. Most apprentices produce work that is of at least the expected standard.

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Achievement Expected standard

Apprentices develop relevant English, mathematical and digital skills for the workplace. Their literacy skills are strengthened through discussions, report writing and presentations and their numeracy skills through data analysis, budgeting and financial planning.

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Achievement Expected standard

Apprentices take on extra responsibilities at work, such as project management roles, and greater responsibilities in early years settings. Most apprentices go on to secure jobs with their employers.

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Curriculum and teaching Expected standard

Leaders develop flexible curriculums that they tailor to meet employers' and apprentices' needs. They identify apprentices' existing skills and knowledge at the start of their programme and make appropriate use this information when creating apprentices' training plans.

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Curriculum and teaching Expected standard

Leaders have a sound understanding of the quality of curriculums. They conduct useful observations of teaching and provide tutors with helpful suggestions to improve. Leaders ensure that the curriculums are accessible to apprentices. Tutors adapt training when necessary, in line with apprentices' support plans. They adjust sessions thoughtfully and provide recordings that allow apprentices to revisit learning, which aids their progress.

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Curriculum and teaching Expected standard

Most tutors use effective teaching methods and check apprentices' understanding appropriately. They revisit earlier learning through reflection, questioning and scenario- based exercises. This means that apprentices consolidate knowledge before they learn more complex concepts. A few tutors have limited teaching experience and are less aware of the various strategies that they could use to help apprentices understand and remember new knowledge.

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Curriculum and teaching Expected standard

Tutors model correct terminology and explain key concepts clearly. This supports apprentices to use subject-specific language accurately. Digital marketing apprentices sharpen their vocabulary through campaign presentations, analytical discussions and report writing. Apprentices benefit from the developmental feedback that tutors provide on written assignments, which enables them to improve their work.

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Curriculum and teaching Expected standard

Tutors fully inform employers of what apprentices will learn and when. They work with employers to help apprentices connect learning to their job roles through activities such as shadowing colleagues. Leaders ensure that the principles of apprenticeships are met.

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Participation and development Expected standard

Staff set high expectations for conduct, and apprentices demonstrate these professional standards in their roles. For example, senior leader apprentices collaboratively explore and champion new initiatives at work, such as implementing new corporate social responsibility volunteering days for staff.

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Participation and development Expected standard

Leaders and tutors carefully monitor apprentices’ attendance and follow up absences through wellbeing checks. Where any poor attendance is identified, tutors intervene and put suitable actions in place to help apprentices get back on track.

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Participation and development Expected standard

Apprentices learn about fundamental British values, how to stay healthy and the risks of radicalisation and extremism. Tutors sensitively discuss topics such as healthy relationships with young apprentices. Apprentices know the signs of coercive behaviour in the workplace and their personal lives.

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Participation and development Expected standard

Tutors provide responsive careers support and guidance during progress reviews and discuss apprentices' aspirations for the future. Early years apprentices gain insights into the steps and qualifications needed to be a primary school teacher. Tutors provide relevant information to apprentices about higher education pathways. However, in a few cases, tutors do not provide apprentices with enough structured information about relevant, broader career pathways and opportunities for their future.

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

Apprentices' training comprises a beneficial combination of online learning and individual face-to-face support sessions. Apprentices enjoy the flexibility of learning online. It allows them to commit to their studies and balance this alongside their job roles. They find their tutors to be very helpful and supportive. Tutors are approachable, available when needed and communicate effectively with apprentices.

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

Most tutors use their in-depth industry knowledge and experience very effectively to make learning relevant and interesting for apprentices. Tutors often use helpful contextual explanations of theory, with frequent links to industry practice. This helps apprentices to remember key information and techniques that they need at work. For example, business tutors use their experience to explain and exemplify coaching models. Operations manager apprentices are then able to understand and apply coaching principles to support their own staff.

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

Apprentices swiftly apply their new knowledge and skills in the workplace. For example, young apprentices in early years settings with little prior childcare experience become competent in caring for their own key children and can accurately observe and record child development.

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

Tutors create an inclusive environment in where it is safe to ask questions and share views. If apprentices have additional support needs, these are identified and met. This contributes to apprentices feeling comfortable and respected during sessions, where they are able to participate fully. This helps them to make positive progress.

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

Apprentices learn how to keep themselves safe. They know how to stay safe online, the importance of British values and the risks of radicalisation and extremism. In a few cases, younger apprentices' understanding of local risks is more variable. Apprentices appreciate the support for wellbeing that tutors provide along with the access they have to a useful counselling service.

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Next steps

Leaders should take action to reduce the proportion of apprentices who go past their expected end date of study and seek to increase the proportion who achieve distinction grades. Tutors adapt training when necessary, in line with apprentices' support plans. Leaders should consider how they monitor the impact of support and adjustments for apprentices who experience temporary vulnerabilities to further inform their interventions. Leaders should further strengthen their careers education programme so that all apprentices gain a sound understanding of the wider roles and opportunities available to them.

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Lead inspector:

Rochelle Saneria, His Majesty's Inspector

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Team inspectors:

Penny Fawcus, His Majesty's Inspector Eileen O'Gara, Ofsted Inspector Mark Care, His Majesty's 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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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, apprentices, staff and employers.

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About this inspection

Castle & Co Training Limited (trading as 'Career Crafters') is an independent learning provider base in Witham, Essex. It provides apprenticeships from level 2 to level 7, mostly in leadership and management, early years and children, young people and families.

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About this inspection

At the time of inspection, the provider had 190 apprentices in learning, most of whom were aged 19 and over. There were 74 apprentices studying the level 7 senior leader and 79 studying at level 3, most of whom were on the level 3 early years educator apprenticeship. The remaining apprentices were studying on apprenticeships at levels 2, 4 and 5. There were 29 apprentices working towards a level 2 functional skills qualification in mathematics and 21 working towards English qualifications. Fifteen apprentices had a declared learning difficulty or barrier to learning.

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About this inspection

Apprentices work mostly in the West Midlands, the East of England and London. Most of the training for apprentices is provided online, with some teaching and support provided in workplaces.

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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

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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