Mighty Oak Training Ltd

Mighty Oak Training Ltd

Address: 4 Parkside, North Leigh, WITNEY, Oxfordshire, OX29 6SG Unique reference number (URN): 2577257

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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

Trainers enable apprentices to fulfil their potential regardless of any barriers that they may have to learning. They are skilled at assessing apprentices' starting points and designing training to fill any early gaps in knowledge. Trainers assess apprentices’ individual needs frequently and adapt support as necessary.

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Inclusion Expected standard

For apprentices who disclose learning needs, trainers respond positively and speedily to put in place appropriate support that allows the apprentice to make rapid progress. For example, trainers give apprentices who need or opt to study mathematics extra time to complete other assignments.

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Inclusion Expected standard

Trainers benefit from effective training so that they can identify apprentices’ learning needs. When an apprentice develops a specific need or barrier during their apprenticeship, trainers intervene quickly to ensure that appropriate support is put in place.

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Inclusion Expected standard

Trainers’ work on inclusion is not yet fully embedded in all their work. Leaders are in the process of strengthening communication with employers so that they understand apprentices’ needs and how to support them fully in the workplace. However, it is too early to see the impact of this work.

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Leadership and governance Expected standard

Leaders understand the apprenticeship standard well. They have ensured that it fulfils a training need that local authorities value, and they have developed the apprenticeship so that it meets the requirements of other employers, such as charities.

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Leadership and governance Expected standard

Leaders have engaged the support of a ‘critical friend’, who has a wealth of expertise that he uses effectively to challenge leaders by, for example, carrying out a health check on the quality of training.

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Leadership and governance Expected standard

Leaders model well the behaviours that they expect of trainers and apprentices. They have created a professional working environment. They pay good attention to the workload of trainers through, for example, employing staff to support with marking apprentices’ work. Trainers feel highly valued.

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Leadership and governance Expected standard

Leaders generally have an accurate understanding of their strengths and areas for improvement. Feedback from employers and apprentices is a key component of the quality assurance process, and leaders respond quickly and effectively to any issues raised. Leaders act to ensure that apprentices have high outcomes and a positive experience. They have recently implemented a comprehensive, tailored programme of careers education, but it is too early to judge the full impact of this.

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Leadership and governance Expected standard

Leaders identify staff training needs well, with a focus on professional and career development. For example, a trainer with extensive sector expertise but no teaching background has undertaken a teaching qualification. Leaders use external agencies effectively to, for example, support trainers’ understanding of special educational needs and/or disabilities.

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Achievement Strong standard

From the start of their training, apprentices gain knowledge and skills that build rapidly over time. For example, after only 4 weeks apprentices are able to produce welfare fund applications for clients facing financial hardship. They produce written and practical work of a consistently high standard. They demonstrate a thorough understanding of complex concepts and processes, and they apply these fluently to tasks at work. Apprentices achieve extremely well.

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Achievement Strong standard

Apprentices rapidly develop their English, digital and mathematical skills. For example, they do accurate calculations that support their clients in applying for welfare and benefits. The very few apprentices who need to take qualifications in English and/or mathematics achieve these, nearly always at the first attempt.

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Achievement Strong standard

Apprentices are well prepared for their next steps, and they move on with confidence that they have the skills to succeed and flourish.

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Curriculum and teaching Strong standard

Trainers teach the curriculum extremely well. They ensure apprentices have foundation knowledge, such as how councils run, before moving on to more complex tasks, such as applying for council tax exemptions. Trainers make sure that the curriculum is accessible regardless of apprentices’ prior learning.

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Curriculum and teaching Strong standard

Trainers work closely with employers to match what they are teaching to job roles. Apprentices learn relevant new material quickly and, as a result, employers give apprentices more responsibility. Trainers and employers ensure that apprentices’ on- and off-the-job training align seamlessly. Employers know which modules happen when and plan job tasks accordingly. Apprentices benefit from frequent opportunities to practise in the workplace what they have learned.

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Expected standard

Trainers use high-quality teaching resources. They explain theory well. They use strategies such as questioning, tests and small-group tasks to help apprentices remember and apply specialist knowledge. Leaders have a thorough understanding of the quality of training. Trainers continuously improve the quality of their teaching.

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Expected standard

Trainers ensure that apprentices have opportunities to work beyond the fundamentals of the curriculum. For example, they give them a complex research and data analysis task that also requires mastery of digital skills, English comprehension and critical thinking.

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Expected standard

Trainers and employers carefully monitor apprentices’ progress. They give apprentices targets that help them stay on track and understand which areas they need to develop. Trainers use assessment very well to check apprentices’ understanding and help them consolidate and extend their knowledge and skills. They give useful feedback that helps apprentices rapidly improve current and future work.

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Participation and development Expected standard

Trainers create a respectful and welcoming online learning environment. Apprentices feel that the training sessions provide a space, where they can confidently ask questions. They are supportive of each other.

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Participation and development Expected standard

Trainers have high expectations of attendance. They check non-attendance and follow this up swiftly with apprentices and line managers. Apprentices attend well.

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Participation and development Expected standard

Apprentices benefit from age-appropriate content on how they can keep mentally and physically healthy.

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Participation and development Expected standard

Apprentices demonstrate knowledge of fundamental British values and the protected characteristics, which they relate well to their job roles. For example, they understand the rule of law as it pertains to benefit claiming. Apprentices develop a secure understanding of the risks of radicalisation and extremism and how to stay safe online.

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Participation and development Expected standard

Trainers provide apprentices with suitable information about career pathways, and apprentices are fully aware of the options open to them, such as advisory or statutory routes. Leaders acknowledge that there is more to do to embed the recently implemented programme of support for next steps, such as CV writing and preparing for interviews.

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Participation and development Expected standard

Trainers provide suitable activities for apprentices to expand their knowledge and interests. For example, they work with employers to arrange visits to courts and tribunals.

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

Apprentices enjoy their training and are motivated to succeed. They attend well and value the opportunities that their training opens up for them. Without exception, they would recommend this training to others.

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

Apprentices benefit from high-quality training. They quickly gain in confidence to ask questions, learn from their mistakes and take responsibility for their own learning. They master the technical language and terminology of welfare and benefits and become experts at explaining these to clients. Many employers give apprentices extra responsibility, frequently early on in their training. For example, because of the skills they have learned, an apprentice now leads a team of colleagues working on benefit claims.

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

Apprentices’ work, both in training and in the workplace, is of an extremely high standard, and apprentices achieve very well. The training that apprentices receive sets them up for their next steps, which they take with confidence. Many apprentices gain a promotion or some other enhancement in their job roles on completion of their training.

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

Apprentices gain valuable skills beyond the curriculum that allow them to thrive, prosper and become valuable members of their workforce and local communities. For example, they become expert at working with clients from different cultures and backgrounds. Dealing with clients who, for example, are unable to pay their council tax teaches them to be resilient and to treat everyone with respect and empathy.

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

Trainers and employers know their apprentices extremely well and, as a result, apprentices benefit from the tailored support and guidance that they receive throughout their training. Apprentices value the professional atmosphere in which they train and work. They have a sense of belonging, even though they mostly train remotely. They feel safe and know how to report any concerns that they may have.

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Next steps

Leaders should continue to help employers fully support apprentices with any barriers to learning. Leaders should ensure that careers education is fully embedded throughout the curriculum, so that apprentices have highly tailored guidance and learning.

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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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Team inspector:

Claudia Harrison, 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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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

Inspectors spoke with apprentices, leaders, trainers, employers and those responsible for governance during the inspection.

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Strong standard

The inspectors confirmed the following information about the provider:

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Strong standard

Leaders offer the level 4 revenue and welfare benefits practitioner apprenticeship. At the time of the inspection, there were 16 apprentices in training, all of whom were aged 18 or over. Apprentices do the large majority of their training online.

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Strong standard

Chief Executive Officer: Julie Maycock 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 .

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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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