Extel Limited

Extel Limited

Address: The Farm House, Primrose Hill Farm, Meadowsweet Avenue, Kings Norton, Birmingham, West Midlands, B38 9QW Unique reference number (URN): 2539239

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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 are committed to developing an inclusive training environment. They have created a positive culture in which apprentices feel respected and supported.

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Inclusion Expected standard

Leaders have recently implemented new interview procedures to assess apprentices’ barriers to learning accurately before apprentices start. Assessors use these to develop individualised strategies, ensuring that appropriate support and adaptations are in place. This includes supporting those who do not have English and mathematics qualifications.

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Inclusion Expected standard

Leaders recently created an inclusion strategy to ensure that they support disadvantaged apprentices, including those who have care responsibilities or face financial hardship. Managers help apprentices apply for bursaries and connect with local support agencies.

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Inclusion Expected standard

Trainers and assessors regularly review and adapt support to ensure that it continues to meet the needs of apprentices. Assessors encourage apprentices to be self-reflective practitioners and identify any further assistance that they require. They discuss apprentices’ workload, personal circumstances and previous barriers to learning, including special educational needs and/or disabilities. As a result, apprentices remain motivated and achieve well.

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Inclusion Expected standard

Leaders proactively encourage care-experienced young people to enter the care sector. Managers use apprentices' care plans to put in place the support that apprentices need and are mindful of young apprentices’ workloads.

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Leadership and governance Expected standard

Leaders have a clear vision to provide specialist apprenticeships in the care sector, enabling more people to access work opportunities and gain promotion.

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Leadership and governance Expected standard

Leaders understand the provider's strengths and areas for development. Directors meet regularly to discuss improvement strategies, including the quality of the provision, the development of new units to meet sector needs and the progress of individual apprentices.

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Leadership and governance Expected standard

Leaders have established a board to oversee the governance of the apprenticeship provision. However, board members do not have enough experience of the further education and skills sector to be able to challenge and support leaders and managers adequately. Leaders recognise this and have consulted with stakeholders and professional bodies to improve oversight. Staff feel supported and appreciate the environments in which they work. Managers encourage trainers and assessors to use the knowledge and skills that they have developed in the care and education sectors to enhance the apprenticeships that they offer. Leaders promote staff's professional learning and provide constructive feedback on their teaching as well as opportunities to further develop their skills, including offering qualifications in coaching, mentoring and Makaton.

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Leadership and governance Expected standard

Staff, including apprentices, have access to an employer assistance programme that provides free counselling, financial assistance and wellbeing advice. They also have access to consultant physiatrists to help them develop effective strategies when supporting their clients.

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Leadership and governance Expected standard

Leaders have developed strong links with local partnerships, such as Jobcentre Plus, to provide opportunities for apprentices without qualifications to gain valuable experience and achieve qualifications while working in the care sector.

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Achievement Expected standard

Apprentices develop substantial new knowledge and skills that enable them to work successfully in the care sector. The vast majority complete their apprenticeship, with many achieving distinction grades. However, too many apprentices who study on level 5 programmes complete their apprenticeship beyond their planned end date.

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Achievement Expected standard

Leaders and trainers support apprentices with barriers to learning through flexible assessment approaches and personalised support. Apprentices develop greater confidence, resilience and professionalism throughout their training.

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Achievement Expected standard

Apprentices use written English and mathematical skills in vocational and workplace activities. However, trainers and assessors do not sufficiently plan or monitor this to ensure that apprentices develop these skills beyond their starting points.

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Achievement Expected standard

Apprentices are well prepared for their next steps in the care environments in which they work. A considerable number of apprentices gain promotion or take on new responsibilities in the care homes where they work.

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Curriculum and teaching Expected standard

Leaders have designed a well-structured and logically sequenced curriculum that meets the requirements of the adult care sector. Apprentices start with foundational topics, such as personal development and safeguarding, and then progress to more complex content, including person-centred care and leadership. Recently, leaders have redesigned the level 5 apprenticeship in adult care to ensure that more apprentices achieve in a timely manner.

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Curriculum and teaching Expected standard

Leaders and trainers closely align the curriculum to workplace practice. This enables apprentices to apply their knowledge through activities such as shadowing experienced staff, contributing to care planning and having audit responsibilities. As a result, apprentices develop the knowledge, skills and behaviours required for their current roles and future progression.

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Curriculum and teaching Expected standard

Teaching and training are effective. Assessors use their extensive vocational expertise to explain concepts clearly and link learning to workplace practice, including medication procedures, safeguarding and supporting individuals with complex needs.

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Curriculum and teaching Expected standard

Assessors skilfully use questioning to check apprentices' understanding and develop their reasoning. They give apprentices regular feedback, which helps them improve their work and practice, building confidence and competence over time.

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Curriculum and teaching Expected standard

Trainers and assessors promptly remove barriers to learning. For example, assessors adapt assessment methods to professional discussions when handwriting or written communication poses difficulties. Trainers also offer flexible deadlines, smaller targets and extra support to apprentices facing workload pressures or mental health concerns. Leaders have identified a need to develop further staff’s knowledge about how to support those with specific learning needs.

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Participation and development Expected standard

Leaders set clear expectations for apprentices’ attendance, behaviour and professionalism. Attendance is high, and apprentices develop the professional standards that their employers need.

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Participation and development Expected standard

Leaders have created an environment in which bullying, discrimination and inappropriate behaviour are not tolerated. Apprentices show respect for others, work in diverse care settings effectively and contribute positively to their teams.

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Participation and development Expected standard

Leaders provide opportunities for apprentices to develop their skills beyond their core role. For example, apprentices participate in supervision meetings, design duty rotas and participate in partnership work. As a result, they develop confidence, resilience and leadership skills that prepare them well for future progression.

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Participation and development Expected standard

Leaders are currently expanding development opportunities for apprentices aged 16 to 19 through workplace learning, additional training and pastoral support. They recognise that younger apprentices would benefit from a structured personal development curriculum to broaden their aspirations and understanding of future career pathways. Apprentices receive relevant careers advice in the workplace and gain guidance from their line managers and assessors that supports their development in their current roles. Leaders have not fully developed broader careers advice to enable apprentices to explore wider progression pathways, such as higher-level learning or alternative sector roles.

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

Apprentices are highly motivated and enjoy their training. Leaders are proactive in encouraging new apprentices to enter the care sector and gain qualifications. Trainers ensure that apprentices benefit from a wide range of experiences that help them provide professional care for the vulnerable adults with whom they work. Apprentices develop leadership skills and often become residential care home managers.

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

Apprentices benefit from working with professionals who specialise in the care of adults with learning disabilities and mental ill health. They have the opportunity to expand their knowledge in key areas of work and achieve additional qualifications, such as in autism awareness and Makaton, as well as gaining introductions to epilepsy and positive behaviour support.

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

Apprentices feel safe and part of a wider professional community. They know who to approach with concerns, can recognise signs of abuse or neglect and are confident in safeguarding procedures. Apprentices trust their managers to deal with issues quickly and sensitively.

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

Apprentices make positive progress from their starting points, and staff prepare them well for their end-point assessments. However, some level 5 apprentices have found it difficult to balance their work commitments with their studies. Managers have responded swiftly by extending the length of the training and employing more staff to provide support. This has resulted in more apprentices completing by their planned end date and achieving higher grades.

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

Assessors skilfully link learning to workplace expectations and individual progression goals. Many apprentices who complete their course progress to the next level of training or gain promotion within the organisation.

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Next steps

Leaders should ensure that those responsible for governance have an understanding of the further education and skills sector to enable them to provide support and challenge that improves the quality of teaching and training. Leaders should continue to develop staff’s knowledge of how to support learners to improve their English and mathematics skills. Leaders should offer broader careers advice so that apprentices are aware of further training and alternative roles and pathways in the adult care sector.

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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 ensure that apprentices complete their end-point assessments and achieve their apprenticeships in a timely manner.

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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, managers, assessors, apprentices and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: Extel Limited, trading as Care Through the Millennium (CTTM), is an employer provider based in Birmingham, specialising in care training. As a residential care home, CTTM has residential homes and living services that support vulnerable adults with learning disabilities and/or mental ill health.

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About this inspection

At the time of the inspection, 16 apprentices were in learning, of whom 9 were studying the level 2 adult care worker apprenticeship. Five apprentices were studying the level 5 leader in adult care apprenticeship and fewer than 5 were studying the level 2 leader in adult care worker apprenticeship.

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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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