National Business College Limited

National Business College Limited

Address: 1 Greenhead Road, Huddersfield, West Yorkshire, HD1 4EN Unique reference number (URN): 53451

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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

Staff quickly identify apprentices' support needs. Where they identify barriers to learning such as neurodiversity, mental ill health or special educational needs and/or disabilities (SEND), they implement effective support quickly and tailor it to the individual. Staff monitor apprentices closely to identify any barriers not previously disclosed or new needs that may occur. Staff are ambitious for their apprentices, supporting them to develop as individuals.

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Inclusion Strong standard

Staff ensure that apprentices are supported well, including when at work. They communicate apprentices' support needs or barriers to learning to employers so that workplace environments are suitable. Staff ensure those working with apprentices receive information on their individual needs and share strategies so they are successful at work.

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Inclusion Strong standard

Leaders take an active role in the area to support the development of inclusive practice. They are part of Kirklees inclusion network, designed to support employers with strategies enabling them to employ learners with an education, health and care plan or SEND.

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Inclusion Strong standard

Leaders provide a range of useful training for staff in pertinent topics such as attention deficit hyperactivity disorder awareness and inclusive pedagogy practices. Inclusive practices are well established and tutors use this training to provide effective teaching.

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Leadership and governance Expected standard

Leaders and governors are clear in their vision and strategy. They are ambitious for their apprentices and committed to providing high-quality education in business-related subjects. Leaders make decisions in the best interests of apprentices and make sure apprentices progress through their studies and move on to their next steps.

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Leadership and governance Expected standard

Leaders are very aware of their strengths and areas for development. They use the information they gather to identify improvement priorities and generate specific actions that they keep under frequent review. Governors demonstrate an appropriate understanding of the curriculums. They are committed to their role and provide effective support and challenge to leaders. Leaders are expanding the board of governors to increase the expertise in education and training. Leaders are very considerate of staff workload and take the wellbeing of their staff seriously. They implement personalised wellness action plans for all staff and include activities such as team breakfasts away from site and walks in the local park. Leaders plan a wide range of training and professional development to enhance the knowledge and expertise of their staff. They have a strong focus on approaches to teaching and inclusive practices to further

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Leadership and governance Expected standard

Leaders and staff work very effectively with a range of key stakeholders. They have developed excellent relationships with local and regional employers such as the local council, doctors’ surgeries and in the manufacturing sector. Stakeholders value the provider and many of their relationships are long-standing with employers returning to the provider for further training.

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Participation and development Strong standard

Leaders prioritise apprentices’ participation and development and support them to become effective at work quickly. Staff set very high expectations for attendance, behaviour and participation from the outset and apprentices rapidly learn to behave professionally and demonstrate positive attitudes to learning. Attendance is very high including for those who did not attend well at school. Apprentices learn in safe, calm and accessible environments where staff prioritise apprentices wellbeing and barriers to learning are reduced quickly.

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Participation and development Strong standard

Leaders have established a highly respectful culture in which apprentices from all backgrounds feel safe, valued and well supported. Leaders provide a wide range of valuable opportunities to foster apprentices' sense of citizenship and belonging. Apprentices take part in volunteering and community activities, such as fundraising. which help them build confidence and develop a strong understanding of the local community where they live and work. Staff reinforce British values, equality and diversity well and apprentices demonstrate these consistently, developing an understanding of how these are relevant in their daily lives. For example, apprentices who work in the NHS can explain how they ensure that the needs of patients from diverse backgrounds are respected and catered for.

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Participation and development Strong standard

Staff provide very effective careers information, advice and guidance. Apprentices receive tailored support to understand their strengths, ambitions and next steps. They know about

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Expected standard

progression routes such as higher-level apprenticeships and are well prepared for future learning, employment and progression opportunities within the workplace.

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Achievement Expected standard

Apprentices develop the skills and attributes needed to be successful in administration, leadership and managerial roles as they progress logically through the curriculum. They apply this well to their work contexts and employers value the contribution they make. The knowledge, skills and confidence that apprentices gain through the apprenticeship, prepares them very well to progress to their next steps. Almost all progress to positive destinations such as employment or promotion in their sector.

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Achievement Expected standard

Apprentices, including those who are disadvantaged, typically make positive progress from their starting points, demonstrating the skills they develop including customer service, administration and leadership. Most apprentices remain on their apprenticeship and those who do, pass within their allocated timeframe. A high proportion of apprentices achieve distinction grades. Apprentices who do not have English and mathematics qualifications at level 2 who choose to complete functional skills qualifications, are mostly successful in achieving these.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum, teaching and training. They maintain close links with employers, frequently reviewing how suitable the curriculums are and acting swiftly to bring about any necessary improvements. Leaders design apprenticeships that meet the workforce needs of sectors such as local authorities, healthcare providers, doctors’ surgeries and estate agencies. They work with employers to develop skilled staff who can contribute effectively to their organisations, make progress in their roles and, where appropriate, move on to higher-level apprenticeships. For example, level 5 operations manager apprentices, support colleagues through level 3 team leader apprenticeships, which helps to develop their coaching and mentoring skills alongside their own leadership responsibilities.

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Curriculum and teaching Expected standard

Apprentices follow curriculums that have well-planned outcomes and link closely to the context of the business, administration and leadership roles that their employers require them to become competent in. Through their close collaboration with employers, staff plan and implement on- and off-the-job training seamlessly, supporting apprentices to apply, practise and master their skills. Trainers develop apprentices' use of technical vocabulary related to business practices. For example, business administration apprentices describe with confidence, using correct terminology, how legislation informs business policies and the impact these have on business practices in their workplace.

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Curriculum and teaching Expected standard

Trainers have in-depth subject knowledge. They use this well to sequence learning logically. Trainers plan and teach effective lessons, providing realistic work-related examples that apprentices understand. Trainers set challenging work for apprentices and provide them with effective support that enables them to gain and apply new knowledge and skills that are valued by employers and support progression in the workplace and beyond. However, apprentices do not yet benefit from additional learning opportunities that go beyond the planned outcomes of the apprenticeship.

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Curriculum and teaching Expected standard

Trainers use assessment well to provide helpful and challenging feedback to apprentices and to monitor their progress. Apprentices understand what they need to do to improve their work and deepen their vocational and technical knowledge and skills.

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

Apprentices benefit from a well-established inclusive environment, where staff put the needs of apprentices first. Apprentices, particularly those who have not engaged in education for some time or feel nervous about returning to learning, speak positively about the supportive staff. Apprentices feel supported, included and are well placed to fulfil their potential to work in business-related roles.

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

Apprentices develop the skills needed to be successful in the business sector. They receive high-quality teaching, personalised support and wider experiences that help them grow in confidence and build positive friendships. For example, staff organise activities such as litter picking and community-based work, which enables apprentices to take part in volunteering, citizenship and social action projects.

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

Apprentices value and enjoy their time in learning. They are highly motivated, demonstrate strong commitment to their apprenticeship and make positive contributions in the workplace. For example, apprentices communicate professionally with peers and business stakeholders, collaborate respectfully with others and take pride in the work they produce. Employers consistently comment on the high levels of professionalism apprentices demonstrate in the workplace.

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

Apprentices are well informed about the risks they may face in everyday life, recognise potential concerns and know what action to take if they are worried about themselves or others. Staff plan relevant teaching on local and wider topics, including talks on knife crime and sessions with visiting speakers such as the police. Staff create an open culture in which apprentices feel confident to ask questions, discuss sensitive issues and raise concerns.

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

Apprentices benefit from working alongside peers from other industries, while maintaining a focus on business functions. They value the contributions that peers make in lessons which enables them to view the knowledge and skills they gain in a broader context and develop their knowledge for future opportunities.

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Next steps

Leaders should recruit people to their governance board who have expertise in education and training.

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Team inspectors:

Sarah Benson-Smith, Ofsted Inspector Malcolm Fraser, 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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Total learners

Leaders should provide apprentices with meaningful additional learning opportunities. Leaders should further strengthen the quality of teaching and training so that all apprentices receive expert tuition.

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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 HMI.

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About this inspection

Inspectors spoke with governors, leaders, trainers, apprentices, employers and key stakeholders during the inspection.

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About this inspection

National Business College is an independent training provider based in Huddersfield. They provide apprenticeships from level 2 to level 5 in business-related subjects including customer service, business administration, team leading and operations management. They work with employers from various sectors including manufacturing, local authorities and healthcare providers across West and South Yorkshire. At the time of the inspection, the provider had 69 apprentices, 9 of whom were age 16- to 18-years-old. There were 9 apprentices waiting to take their final assessments and fewer than 5 on a break in learning. Eight apprentices have a declared learning difficulty and/or disability and less than five are in receipt of additional learning needs funding. Fewer than 5 apprentices are currently working towards qualifications in English and/or mathematics.

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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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