Aspiration Training Limited

Aspiration Training Limited

Address: Suite 9B, Floor 4, Grosvenor House, Prospect Hill, Redditch, Worcestershire, B97 4DL Unique reference number (URN): 57680

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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 have developed a very clear and well-planned strategy to support apprentices with barriers to their learning. They work closely with appropriate national networks of providers and share and learn from examples of positive practice. Where apprentices are care- experienced, leaders ensure they continue to work towards agreed personal goals and receive appropriate bursary funds.

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Inclusion Expected standard

Leaders promptly and accurately assess apprentices’ learning and support needs at the start of the training and when they emerge during the course. Skilled coaches support apprentices with a wide range of special educational needs and/or disabilities. Leaders rightly acknowledge the need to strengthen how they monitor the progress of these apprentices and make use of the data to identify ways of making more improvements for vulnerable and disadvantaged apprentices.

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Inclusion Expected standard

Leaders ensure that coaches have been well trained. Coaches increase and reduce the amount of support as needed by apprentices. As a result of this support, the achievement rate of apprentices with barriers to their learning has substantially increased and is in line with their peers.

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Inclusion Expected standard

Leaders work closely with employers to ensure that vulnerable and disadvantaged learners are supported well at work. They ensure that financially disadvantaged apprentices have access to laptops, necessary software or travel to remove potential barriers to learning.

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Leadership and governance Expected standard

Leaders and governors have a clear and detailed understanding of the strengths and areas for improvement following substantial investment in staffing, processes and resources to support apprentices. They have improved the accuracy with which they understand the areas for improvement and monitor the impact of the changes made to progress reviews, the wider curriculum and teaching practice. Due to this, the proportion of apprentices achieving their qualification and within their original time frame has increased substantially in the last 2 years and is now in line with that seen nationally.

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Leadership and governance Expected standard

Governors offer leaders robust challenge and know the provider extremely well. Leaders ensure governors have access to insightful information that shows the impact of improvement actions. Governors participate in lesson visits and meet with coaches to understand the curriculum and the impact of changes to staff.

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Leadership and governance Expected standard

Leaders prioritise staff's workload and wellbeing highly. They celebrate staff achievement and long service and offer health and wellbeing support. Staff feel well supported and valued.

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Leadership and governance Expected standard

Coaches and support staff benefit from extensive professional development that supports them with their teaching practice, understanding of inclusive practice and vocational skills. Coaches complete days in industry and group training on additional support needs and have opportunities to further develop their careers through aspiring manager programmes. Leaders work with employers to include in the curriculum the critical and emerging skills most valuable in the workplace. For example, they have worked with employers to strengthen the training of apprentices to better understand safe sleeping in childcare settings. Employers value the skills apprentices develop through their learning.

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Achievement Expected standard

Apprentices achieve well, and over the past 2 years an increasing proportion have achieved distinction grades. Apprentices with barriers to their learning achieve at broadly the same rate as their peers. The majority of apprentices studying qualifications in English and mathematics achieve these at the first attempt.

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Achievement Expected standard

Apprentices, including those with barriers to their learning, gain valuable skills for working in early years, adult care and dental nursing. They gain knowledge of current legislation, safeguarding and approaches to person-centred care. They develop the skills and professional behaviours that are beneficial to patients and service users, such as helping patients to overcome anxiety. Employers value apprentices’ communication skills, confidence and leadership skills. The large majority go on to positive destinations and progress in their job roles.

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Curriculum and teaching Expected standard

Leaders provide dental nursing, adult care and early years apprenticeships in response to the national, regional and local need for skilled employees. Leaders know the strengths and weaknesses in the curriculum and teaching. They identify priority areas for improvement and act swiftly, for example improving discussions and recording of progress review meetings to track apprentices’ progress better and agree actions with employers.

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Curriculum and teaching Expected standard

Coaches identify accurately what apprentices already know and can do at the beginning of training. They use this to plan learning and to make sure that apprentices gain the knowledge, skills and behaviours to succeed in their careers.

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Curriculum and teaching Expected standard

Knowledgeable and experienced subject coaches typically use effective teaching and assessment practices. They present and explain new topics clearly using examples and check learning through discussion and careful questioning. Through regular self-reflection and access to high-quality online resources, apprentices increase what they know and can remember.

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Curriculum and teaching Expected standard

In most cases, coaches give apprentices helpful feedback on their work. Apprentices know what they have done well and what they need to do to improve. In a small number of cases, coaches do not provide higher-level apprentices with the teaching they need to improve their critical and evaluative writing before they go on to higher studies.

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Curriculum and teaching Expected standard

Coaches provide appropriate support for apprentices who need extra help so they can make progress in their training. They break down complex topics into more manageable pieces of learning. Coaches provide individual sessions, including help with time management and study skills, and they routinely review and adapt their support to ensure it remains effective.

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Curriculum and teaching Expected standard

Coaches plan on- and off-the job training with employers appropriately. They ensure employers attend progress reviews or are updated quickly on the progress their apprentices make. Leaders work closely with employers to adapt the curriculum to reflect work schedules and patterns, as well as emerging workplace priorities.

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Participation and development Expected standard

Leaders provide apprentices with a supportive and inclusive environment in which to study where individual needs are taken into consideration. Coaches communicate regularly with apprentices and employers to help build positive relationships, which supports apprentices in being motivated in their learning and makes them feel valued.

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Participation and development Expected standard

Leaders have high expectations for apprentices’ attendance, behaviour and attitudes. They monitor participation and engagement well and work closely with employers to identify any barriers quickly and put in appropriate interventions to prevent apprentices from falling behind. However, attendance at group teaching sessions is not yet prioritised highly enough by leaders, and attendance at these sessions is not high enough.

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Participation and development Expected standard

Apprentices learn a wide range of useful skills through an extensive online learning for life programme. This includes understanding personal safety as well as skills for life such as finance, healthy relationships and staying mentally healthy, plus English and mathematics skills for their chosen sector. As a result, apprentices broaden their knowledge of life skills and learn wider skills to support them in their work.

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Participation and development Expected standard

Apprentices receive an effective careers education and tailored guidance that includes CV writing and interview preparation so they are ready for their next steps. Coaches provide individualised careers guidance through progress reviews to ensure most apprentices know how they can develop their careers.

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

Apprentices experience highly individualised, supportive teaching that develops their skills and understanding of the education and care sectors. Through their studies, they develop professional skills such as leadership, communication and resilience. Where apprentices experience barriers to their learning, such as health concerns and personal stress, coaches offer additional support and guidance to ensure that apprentices can continue their studies and be successful.

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

Coaches provide apprentices with online group sessions, which help them develop their networks of support and share experiences with others. Apprentices discuss how they have resolved problems at work and differing approaches to professional practice. Apprentices value the opportunity to learn from their peers.

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

Coaches encourage apprentices to study English and mathematics qualifications and to develop their skills in these subjects alongside their apprenticeship. Coaches use vocational examples in teaching, such as staffing ratios for early years apprentices, in order that learning is relevant and memorable. As a result, apprentices develop their skills effectively and, in most cases, achieve their qualifications.

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

Apprentices study an extensive range of topics that help them learn effectively, stay safe and understand the skills needed to succeed in life and work. Coaches identify topics that best support apprentices’ needs, such as personal budgeting for those starting to live independently, self-esteem and confidence. They check the impact this learning has on apprentices, to ensure that they have the wider opportunities they need to develop as individuals.

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

Apprentices enjoy their studies. They grow in confidence because of the supportive feedback coaches give and the knowledge and skills they can apply to their work. They take pride in their work and in the sectors they work in.

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Next steps

Leaders should evaluate the impact of the inclusion strategy to identify how to further strengthen their approach to inclusion. Leaders should ensure all apprentices have consistently high attendance in planned group sessions. Leaders should ensure that apprentices on all courses have access to high-quality careers education and guidance to develop detailed knowledge of their future pathways. Leaders should ensure that higher-level apprentices have opportunities to develop their academic writing and analysis skills.

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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, coaches, apprentices and employers during the inspection.

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Team inspectors:

Martin Ward, His Majesty's Inspector Kay Hedges, Ofsted Inspector Rachel Jablonski, Ofsted Inspector Ravinder Jhite, Ofsted Inspector Claire Poole, 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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Percentage of learning aims successfully achieved

The inspectors confirmed the following information about the provider: Aspiration Training Limited is a national independent learning provider based in Redditch, West Midlands. It provides apprenticeships at levels 2 to 5 in early years, adult care and dental nursing, taught predominantly online and at employer sites.

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Percentage of learning aims successfully achieved

At the time of inspection, there were 1600 apprentices, of whom 425 were aged under 19. The majority of apprentices were studying apprenticeships at level 3. The largest number of apprentices study level 3 dental nurse and level 3 early years educator. There were 502 apprentices with an identified support need.

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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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