Davidson Training UK Limited

Davidson Training UK Limited

Address: Azets Regis House, King William Street, London, EC4R 9AN Unique reference number (URN): 51492

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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 create an inclusive culture in which apprentices feel valued and supported to succeed, regardless of their background or prior attainment. Leaders identify apprentices’ needs quickly during initial assessment and through ongoing progress reviews, enabling timely and tailored support to be given when needed.

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Inclusion Expected standard

Leaders use effective systems to identify learners at risk of falling behind and take swift action to help them to catch up. They respond promptly to emerging or temporary challenges that apprentices may face, including wellbeing and personal concerns. Trainers implement appropriate reasonable adjustments and adapt sessions using assistive technologies. They also put in place individual plans for apprentices to help them to stay on track.

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Inclusion Expected standard

Leaders provide relevant staff training to help trainers to use the most appropriate strategies to support apprentices. Staff confidently apply inclusive teaching practices and provide effective support to apprentices with additional needs, barriers to learning or those without a level 2 in English and/or mathematics. However, leaders do not systematically review wider groups of apprentices with barriers to their learning. This makes it harder for leaders to evaluate and adapt their strategic approach to inclusion.

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Leadership and governance Expected standard

Since the previous inspection, leaders have made clear improvements to the quality of apprentices’ experiences. They have strengthened pre-course guidance, improved the quality of training and ceased working with employers who do not sufficiently support apprentices. As a result, the proportion of apprentices who remain on their programme has increased.

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Leadership and governance Expected standard

Leaders articulate a clear vision and strategy that focuses on their expertise in administration, recruitment and business services. As a result of their strong employer partnerships, leaders understand the latest sector developments, such as the use of artificial intelligence and process automation. They use this information continually and effectively to update their offer. Employers are very satisfied with the currency of what their apprentices learn.

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Leadership and governance Expected standard

Leaders maintain effective oversight of apprentices’ training through established quality improvement processes. They use performance data alongside feedback from employers, apprentices and stakeholders to determine their actions for improvement and decision- making. Leaders recognise that their quality improvement plan does not always contain targets or measures that are specific enough to allow them to monitor the progress that they make.

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Leadership and governance Expected standard

Leaders invest in their staff through a structured programme of professional learning that enhances the quality of teaching and keeps trainers’ knowledge up to date. Leaders manage staff workload well and promote their wellbeing. Staff have flexible working arrangements and access to healthcare support. This contributes to a positive culture in which staff feel valued, motivated and confident in their roles.

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Achievement Expected standard

Apprentices, including those with low prior attainment or who face barriers to learning, make positive progress from their starting points. They complete their studies and pass their apprenticeship, and a high proportion achieve distinction grades. However, while improved, too many apprentices leave their apprenticeship early and do not achieve their qualifications.

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Achievement Expected standard

Apprentices produce written work at an appropriate level. They articulate their understanding confidently using relevant terminology and apply their skills in the workplace to a high standard. For example, administration apprentices can compare change management models and appropriately apply them to projects at work. Apprentices who manage website development skilfully navigate complex conversations about website support contracts with clients.

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Achievement Expected standard

Apprentices who study functional English and mathematics achieve these qualifications quickly. A high proportion pass at the first attempt.

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Achievement Expected standard

Apprentices are well prepared for their next steps. They remain in employment, with a few progressing to roles with greater responsibility.

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Curriculum and teaching Expected standard

Leaders and trainers design courses that meet the needs of employers and apprentices in recruitment and business support roles. Trainers take time to understand apprentices’ and employers’ individual needs to design training plans. For example, apprentices new to customer facing roles initially spend longer learning to speak confidently to new people compared to more experienced apprentices.

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Curriculum and teaching Expected standard

Trainers are conscientious and ensure the training reflects industry standards. For example, recruitment trainers pay close attention to changes in legislation and recruitment practices. This means apprentices are routinely taught topics in-line with the requirements they will follow at work. Trainers use inclusive teaching practices and adapt the curriculum appropriately to meet the needs of apprentices with additional needs. The individualised one-to-one teaching that trainers provide enables apprentices to overcome barriers to learning.

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Curriculum and teaching Expected standard

Trainers use effective teaching methods. They explain concepts clearly and use high-quality resources to help apprentices further their understanding of the topics they are taught. For example, business administrator tutors design challenging role plays that help apprentices to develop skills to hold difficult customer conversations.

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Curriculum and teaching Expected standard

Trainers largely use assessment well. They provide clear verbal feedback and use probing questions to check apprentices’ understanding. In a few cases, trainers do not provide sufficient guidance in their feedback on written work so that apprentices know how to improve their work.

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Curriculum and teaching Expected standard

Trainers communicate regularly with employers to review apprentices’ progress. However, in a few cases, they do not align apprentices’ on- and off-the-job training closely enough. This can mean apprentices miss opportunities to apply what they learn at work.

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Participation and development Expected standard

Since the previous inspection, leaders have strengthened the personal development that apprentices receive. Apprentices complete helpful training about fundamental British values, online safety, the dangers of radicalisation and extremism, healthy relationships, mental wellbeing, and personal safety. Apprentices can recall important content from these modules and, in most cases, apply this knowledge. For example, apprentices know the importance of movement when you have a desk-based job and how to set boundaries for working hours to help their mental health.

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Participation and development Expected standard

Leaders provide useful opportunities for apprentices’ wider development, including citizenship activities and volunteering. However, leaders are not clear about the extent to which apprentices participate in and benefit from these activities.

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Participation and development Expected standard

Apprentices receive appropriate careers guidance. They identify early career goals and learn about their potential next steps. However, in a few cases trainers do not revisit careers guidance frequently enough throughout the curriculum. This means apprentices can be unclear about the broader opportunities available to them once they complete their apprenticeship.

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Participation and development Expected standard

Leaders foster a culture where bullying and harassment are not tolerated, and apprentices feel their wellbeing is prioritised. Apprentices speak positively about the help that tutors and employers provide in managing their wellbeing and workload.

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

Apprentices benefit from well-planned courses that include a balanced blend of independent and online one-to-one learning. Trainers set clear assessment plans that are shared with apprentices and their managers after every training session and progress review. This allows most apprentices to apply what they learn at work and be clear about the research and work they need to complete.

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

Many apprentices who complete their courses achieve distinction grades and become valued members of their teams. For example, recruitment apprentices become capable relationship managers and secure clients’ jobs quicker as they progress through their studies. Administration apprentices, who work in letting agencies, not only become competent in their jobs but also knowledgeable about the wider sector, such as the impact of mortgage rate rises on lettings.

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

Apprentices demonstrate high levels of satisfaction with their training. Their trainers put them at ease in online sessions and get to know them well. This means apprentices feel able to ask for help and support even when they often only meet their tutor virtually. Apprentices with additional support needs quickly receive any adjustments they need. Many feel they overcome barriers to learning, such as anxiety about studying functional mathematics or a lack of confidence when talking to new people, because of the care and support from their trainers.

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

Apprentices are highly motivated and participate well in training and progress reviews. Attendance is high due to clear expectations set by leaders. Staff monitor attendance closely and implement timely interventions when apprentices fall behind.

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

Younger apprentices develop a good awareness of how to stay safe online and the importance of healthy relationships. Most apprentices gain a secure understanding of the immediate career options available to them, but in a few cases, they are not as aware of longer-term opportunities.

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Next steps

Leaders should improve the alignment of on- and off-the-job training so that all apprentices can quickly apply and practise new knowledge and skills in the workplace. Leaders should further improve achievement rates by reducing the proportion of apprentices who leave their courses early. Leaders should further strengthen their careers education programme so that apprentices are clear on the wider opportunities available to them when they complete their apprenticeship. Leaders should monitor effectively their progress against any improvement actions they set themselves. Leaders strengthen how they monitor the progress of different groups of apprentices to understand accurately the impact of their inclusive practices.

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Lead inspector:

Rochelle Saneria, His Majesty's Inspector

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Team inspectors:

Alison Davies, Ofsted Inspector Sabrina Ahmed-Qureshi, Ofsted Inspector Lynda Brown, 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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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, trainers, employers and apprentices during the inspection.

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About this inspection

At the time of inspection there were 90 apprentices of whom 83 were studying at level 3. Most were on the business administrator or recruitment consultant apprenticeship, with a few on the team leader or HR support apprenticeship. Eight apprentices were studying at level 2, on either the customer service practitioner, supply chain warehouse operative or retailer standard.

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About this inspection

There were 58 apprentices aged 16 to 18. Twelve apprentices were working towards achieving functional skills English and/or mathematics qualifications.

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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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