Rinova Limited

Rinova Limited

Address: SQB - sierra quebec bravo, 77 Marsh Wall, London, E14 9SH Unique reference number (URN): 2791024

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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 demonstrate a clear commitment to inclusion. They quickly identify learners with special educational needs and/or disabilities (SEND) and other challenges and sensitively explore support strategies with these learners. Learners appreciate tutors' thoughtful consideration of their needs to ensure they are not disadvantaged by disability, mental health or personal circumstances.

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Inclusion Expected standard

Leaders have created an inclusive culture in which diversity is celebrated. Learners feel welcomed and included. For example, teachers of creative arts invite learners to share their preferred pronouns with each other.

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Inclusion Expected standard

Leaders provide teachers with suitable training to support learners with SEND and other barriers to learning and wellbeing. For example, teachers complete training in neurodiversity awareness and equality, diversity and inclusion. Teachers value this training as it increases their confidence to support learners.

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Inclusion Expected standard

Teachers adapt their strategies to meet learners' individual needs effectively. For example, teachers of creative arts provide coloured socks and wristbands for learners who struggle with physical coordination. This helps these learners to differentiate between left-hand and right-hand movement. However, teachers do not systematically review the support they provide to reduce it where appropriate.

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Inclusion Expected standard

Teachers know their learners well. They routinely check on learners' wellbeing, and learners feel comfortable to ask for help if they need it.

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Leadership and governance Expected standard

Leaders take a values-driven approach to their curriculum offer. This focuses on social inclusion and widening participation. They work particularly well with those who need the most help with getting into work. They deliberately design their curriculums to provide access to qualifications at entry level, level 1 and level 2 in key sectors such as adult care and the creative industries, where employers' demand for skills is high.

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Leadership and governance Expected standard

Since the monitoring visit, leaders have taken appropriate actions to strengthen their oversight of their subcontracted provision. For example, they set out their high expectations for teaching early on. They closely track the number of learners who withdraw from health and social care courses at their largest subcontractor, carry out routine performance management meetings and undertake teaching observations. They set subcontractors clear improvement actions and monitor these frequently through their own internal processes.

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Leadership and governance Expected standard

Leaders have put in place effective governance arrangements. They have a thorough reporting structure with clearly defined individual roles and responsibilities. Board members have substantial experience of senior leadership and the further education and skills sector. As the governance arrangements are relatively new, it is too early to assess their impact. Teachers are highly qualified and have substantial experience in their fields of expertise. Leaders provide them with valuable professional learning to help them maintain their teaching skills and subject knowledge. Teachers very much appreciate this investment in their careers and the opportunities to advance to higher levels. Leaders manage teachers' workload carefully and are mindful of the wellbeing of staff.

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Achievement Expected standard

Learners achieve their qualifications well overall across the range of provision. Learners with special educational needs and/or disabilities and other barriers achieve in line with their peers. However, achievement at the largest subcontractor is too low. This is gradually improving through leaders’ closer monitoring and improvement actions.

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Achievement Expected standard

Learners develop a broad range of new knowledge, skills and behaviours. They recognise that these are important for their career progression and entry into the workplace. For example, learners on creative arts courses build on their technical dance skills and learn work-related skills, including how to produce a pitch, source a film location and create a rehearsal schedule.

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Achievement Expected standard

On completion of their courses, most learners move on to positive destinations that are linked to their career interests and goals. A few progress to a higher level of learning.

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Curriculum and teaching Expected standard

Leaders have developed a purposeful curriculum offer that meets skills shortages in priority sectors, including the creative industries and health and social care. They work closely with external partners to influence the design of the curriculums to make sure that they are current and relevant. Learners have clear progression pathways that help them develop their skills to higher levels.

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Curriculum and teaching Expected standard

Managers and teachers sequence the curriculums logically. For example, health and social care learners study nutrition early on in their course. They plan a diet using the principles of healthy eating before they consider how to adapt this, based on what they learn about eating disorders. This effective curriculum planning enables learners to extend their knowledge and skills over time. Teachers use a range of strategies to teach learners effectively. Learners benefit from their teachers' extensive industry experience, case studies, demonstrations, scenarios and interactive resources. In a few instances, teachers teach a very high-quality curriculum. For example, learners on creative arts courses benefit from a broad range of masterclasses that are beyond the requirements of their qualifications, such as intimacy coordination, overcoming creative blocks and funding applications. These extra technical skills support

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Curriculum and teaching Expected standard

Teachers adapt their planning and resources well to meet the needs of learners with special educational needs and/or disabilities (SEND) and other barriers to learning. This enables learners to make the same progress as their peers. For example, teachers of creative arts offer learners with SEND opportunities to submit their assessments by video analysis, video diary and sketches of their work rather than produce written assignments.

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Participation and development Expected standard

Leaders plan a wider curriculum that provides learners with access to a range of valuable experiences beyond their main qualifications. For example, learners at the subcontractors participate in volunteering projects, such as helping at local food banks.

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Participation and development Expected standard

Staff set high expectations for learners' attendance. Learners understand well that missing lessons impacts on their progress and that good attendance is an important workplace behaviour. Most learners attend well. Teachers offer support for learners who cannot attend due to health conditions through individualised tutorials, which enable these learners to catch up.

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Participation and development Expected standard

Leaders promote a safe inclusive environment in which learners' wellbeing is prioritised. Learners have not experienced any forms of bullying, unlawful discrimination, harassment or victimisation. Teachers consistently promote respectful communication and safe working practices.

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Participation and development Expected standard

Teachers provide learners with useful careers guidance that helps them make informed decisions about next steps. For example, health and social care learners at the subcontractors benefit from their teachers' extensive experiences of working in the adult care sector. This helps them to understand realistic job roles, progression pathways and further training. Learners on creative courses take part in international cultural events that expand their professional networks and develop their skills of creative leadership.

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

Learners speak consistently highly about the valuable support that their teachers provide. During reviews of learners' progress, teachers routinely check on learners' health and wellbeing. Learners feel safe and comfortable to discuss personal matters that may impede their progress. Teachers maintain frequent communication outside of taught sessions, provide flexible teaching and intervene promptly when learners need additional support. Learners study a highly individualised flexible curriculum. For example, subcontractor teachers complement learners' independent online study with highly tailored, one-to-one teaching that helps to reinforce knowledge and correct any misconceptions. Teachers of performance and dance encourage learners to improvise movement to music in their own way. These well-considered approaches help most learners to make effective progress.

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

Learners on creative industry courses study in an ambitious, professionally connected environment. Highly experienced expert staff teach learners, many of whom are graduates, technical skills that extend their existing academic knowledge. Learners learn how to use a showreel, capture motion through videography and put a soundtrack to a film. Teachers help learners to make new connections through networking events and support them to understand career pathways.

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

Learners and teachers work together well to set individualised social, personal and employability goals that help learners to remain focused. These goals include developing confidence in public speaking and working collaboratively in teams. Teachers and learners frequently review these goals, and this helps learners to maintain high levels of motivation.

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

Learners receive effective careers advice and guidance. Learners who study health and social care at a subcontractor use a well-structured, online learning platform to access careers resources and progression modules. Learners receive targeted support, including for CV writing and interview preparation. Learners studying creative subjects receive extensive industry-specific guidance, including for auditions, and valuable guidance on self- promotion and creating a personal brand.

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Next steps

Leaders should continue to oversee their arrangements with subcontractors to ensure that learners on health and social care courses achieve their qualifications. Leaders should systematically review and evaluate the support that learners with special educational needs and/or disabilities, and other barriers to learning receive, in order to reduce these barriers where appropriate. Leaders should continue to increase the proportion of learners who progress to higher levels of 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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About this inspection

Inspectors spoke with leaders, managers, teachers, learners and governors during the inspection.

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About this inspection

Rinova Limited is an employee-owned company based at Canary Wharf in east London. Rinova Trust Limited, the education wing of the provider, offers courses that target

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Team inspectors:

Sarah Wilding, Ofsted Inspector Debbie Ryle, 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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Adult learning programmes

individuals who are furthest away from the workplace so that they can enter the labour market. Leaders specialise in the creative industries. Under the name Creative Re-Work (CRW), they teach levels 1 and 2 performance skills and dance leadership and level 1 entrepreneurship for creatives courses.

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Adult learning programmes

The provider works with two subcontractors, The Opportunity Provider (TOP) and W1SE Angels, both of which provide level 2 health and social care courses. W1SE Angels also provides functional skills English and mathematics courses. Learners taught at TOP study online. Learners at W1SE Angels study face-to-face and online.

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Adult learning programmes

At the time of the inspection, there were 443 adult learners. Of these, Rinova Trust Limited taught 61 learners directly, TOP taught 271 and W1SE Angels taught 111.

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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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