Peabody Trust

Peabody Trust

Address: Minster Court, 45-47 Westminster Bridge Road, London, SE1 7JB Unique reference number (URN): 2791022

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders have developed an inclusive culture, where apprentices from disadvantaged backgrounds and with other barriers to learning benefit from tailored support and achieve their qualifications. They work closely with skills trainers and apprentices’ managers to ensure that apprentices have access to appropriate support for learning and in the workplace.

p.2

Inclusion Expected standard

Skills trainers know apprentices well and accurately identify their support needs through comprehensive initial assessment processes. They promptly implement suitable support plans to help with these needs, review them frequently and adjust them appropriately in response to emerging additional needs.

p.2

Inclusion Expected standard

Skills trainers receive suitable training and detailed guidance, enabling them to support apprentices with a range of barriers to learning confidently. They adapt their teaching, use assistive technology and apply reasonable adjustments effectively to enable apprentices to access the curriculum fully. For example, skills trainers provide individualised coaching, adapt learning materials and use practical assessments to reduce reliance on writing for apprentices with poor literacy, dyslexia or other communication barriers. This helps disadvantaged apprentices typically make progress in line with their peers.

p.2

Inclusion Expected standard

Leaders understand the support needs of disadvantaged apprentices and collect appropriate information about their achievement and progress. However, they do not consistently analyse achievement gaps or evaluate the impact of their inclusion strategies with sufficient precision for these groups.

p.2

Leadership and governance Expected standard

Senior leaders and governors are ambitious for apprentices and have high aspirations for them. They are committed to workforce development through their apprenticeship offer, using apprenticeships to help provide high-quality housing and community services for residents.

p.2

Leadership and governance Expected standard

Leaders use well-established relationships with sector specialists and professional bodies effectively to inform curriculum design and teaching. They engage with the Chartered Institute of Housing to ensure that curriculums reflect industry requirements and collaborate with service managers to align training with organisational priorities. For example, they have adapted finance workshops for the level 5 operations manager apprenticeship to reflect business needs and the financial management systems used in the organisation.

p.2

Leadership and governance Expected standard

Leaders and governors have a clear understanding of their provision’s strengths and areas for improvement. Governors use their professional expertise well to ask probing questions and help senior leaders build useful networks to drive improvements.

p.2

Leadership and governance Expected standard

Leaders have strengthened quality assurance arrangements to ensure timely evaluation of the quality of provision. They have implemented improved onboarding, employer engagement and monitoring activities. These include monthly progress meetings to identify apprentices at risk of falling behind. Staff provide prompt, targeted interventions to help these apprentices get back on track. This helps most apprentices remain on their programmes and complete their apprenticeships.

p.2

Leadership and governance Expected standard

Leaders are considerate of staff wellbeing and workload. Staff benefit from frequent supervision, manageable workloads and flexible working arrangements. They have access to a wide range of wellbeing and welfare services, including counselling and private healthcare. Staff appreciate opportunities to develop further their knowledge and refine their practice through extensive training. They feel supported and valued by leaders.

p.3

Participation and development Strong standard

Leaders place a strong emphasis on apprentices’ wider personal and professional development. Apprentices benefit greatly from a highly supportive learning environment and have excellent attendance. They engage actively in learning and at work and demonstrate consistently positive attitudes towards both.

p.3

Participation and development Strong standard

Apprentices participate enthusiastically in a broad range of wider development activities. They take part in volunteering activities, learner forums, networking events, masterclasses and career-focused workshops. These opportunities help apprentices develop greater confidence and build professional networks while broadening their understanding of Peabody and the wider sector.

p.3

Participation and development Strong standard

Staff, including trainers, provide frequent opportunities for apprentices to explore a wide range of topics in depth. Apprentices often discuss key themes, such as fundamental British values, equality, diversity, mental health and wellbeing. They develop a secure understanding of these topics and demonstrate high levels of respect, tolerance and cultural awareness, when working with staff and residents from diverse backgrounds.

p.3

Participation and development Strong standard

Apprentices receive highly effective careers information and guidance throughout their training. Skills trainers expertly explore apprentices’ career aspirations, support them to develop personal development plans and skilfully guide them in pursuing the varied career

p.3

Expected standard

pathways available to them. Apprentices are well prepared for their next steps, including future roles, further study and leadership opportunities in Peabody and beyond.

p.4

Achievement Expected standard

Apprentices, many of whom have no prior qualifications and/or have returned to education after a long period, make significant progress from their starting points. They quickly develop the knowledge, skills and behaviours that they need to be successful in their roles and make notable contributions in the workplace. They participate positively in meetings and confidently lead strategic projects that improve work efficiency and deliver financial savings.

p.4

Achievement Expected standard

Achievement rates have improved, and most apprentices now achieve their qualifications. Leaders have strengthened communication with apprentices’ line managers and improved monitoring of progress, providing timely support for those who struggle. Apprentices are well prepared for their final assessments and most pass on their first attempt. However, only a small proportion achieve distinction grades. Most apprentices stay in employment, with many taking on increased responsibilities or gaining promotions.

p.4

Achievement Expected standard

Trainers support apprentices who have barriers to learning effectively. This helps these apprentices achieve at least as well as their peers.

p.4

Curriculum and teaching Expected standard

Leaders successfully implement well-designed curriculums that are closely aligned to organisational priorities and housing sector requirements. The curriculums cover key areas, including housing, property management, customer service and leadership. Leaders use their extensive expertise and specialist knowledge of the social housing sector to adapt the curriculums effectively.

p.4

Curriculum and teaching Expected standard

Skills trainers teach highly relevant content, such as tenancy law, anti-social behaviour, damp and mould, hoarding behaviours and stakeholder engagement, to operational manager and housing and property management apprentices. Apprentices quickly develop knowledge, skills and behaviours that improve their effectiveness at work.

p.4

Curriculum and teaching Expected standard

Skills trainers are knowledgeable and suitably qualified. They use effective teaching strategies, such as clear explanations, reflective questioning, discussions and practical activities, to teach complex concepts. For example, trainers on the level 7 senior leader programme help apprentices understand PESTLE analysis and different leadership models by applying them to workplace scenarios in carefully designed practical tasks. This enables apprentices to put their learning into practice confidently and make well-informed decisions.

p.4

Curriculum and teaching Expected standard

Assessment is frequent and appropriately varied. Skills trainers use different assessment methods, such as assignments, work-based projects and professional discussions, effectively to check apprentices’ knowledge and understanding. They typically provide precise feedback that helps apprentices improve their work. However, in a few instances, feedback is not sufficiently concise. Consequently, on these occasions, apprentices are not clear about what they need to do to improve further.

p.4

Curriculum and teaching Expected standard

Apprentices with barriers to learning receive effective support to access learning and make expected progress. Skills trainers tailor teaching and assessment effectively to meet the specific needs of apprentices. Additional support, including one-to-one coaching, assistive technology and alternative assessment arrangements, enables apprentices to participate confidently and fully in learning.

p.5

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

Apprentices learn in highly supportive and respectful environments, where they feel safe and celebrated as valued employees of the organisation. They thrive in their roles as they progress through their courses, increasing in confidence and with a sense of pride in their achievements.

p.5

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

Apprentices describe their apprenticeships as both challenging and rewarding. They greatly appreciate the encouragement that they receive from skills trainers and their line managers, particularly when returning to learning after a long period. Apprentices develop resilience and greater self-belief through their studies and workplace training. They put forward innovative ideas to influence change and use their knowledge to implement effective solutions to challenges in their teams.

p.5

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

Apprentices have access to extensive wellbeing and mental health support services. Staff, including skills trainers, work closely with specialist teams to help apprentices manage challenges, such as trauma, anxiety and bereavement. In addition, apprentices benefit from flexible working arrangements, including adjusted working patterns and protected study time. These enable them to maintain a healthy work-life balance and manage the demands of both work and study effectively.

p.5

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

Apprentices particularly value opportunities to collaborate with colleagues across the organisation, shadow different teams and contribute to strategic projects. They attend masterclasses delivered by sector specialists on complex topics, such as regulation and housing law. This deepens apprentices’ understanding of their roles in the wider organisation. It contributes to apprentices becoming increasingly confident and ambitious about progressing into senior management and leadership roles.

p.5

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

Apprentices develop a secure understanding of the different risks associated with radicalisation and discrimination, including far-right extremism and antisemitism. They explore issues that affect their own safety and wellbeing as well as those of their teams, residents and the communities in which they work. Apprentices receive frequent updates and alerts relating to community safety, campaigns and protests, which helps them remain informed and aware of wider topics.

p.5

Next steps

Leaders should evaluate the impact of their inclusion strategies more precisely and analyse achievement gaps consistently for disadvantaged groups, so that they can take timely action to improve apprentices’ progress further. Leaders should ensure that the feedback that staff provide to apprentices on their work is consistently concise and clearly identifies the specific actions that apprentices need to take so that their work is of a consistently high quality. Leaders should ensure that staff provide targeted support and challenge to all apprentices to prepare them for their final assessments, so that more apprentices achieve distinctions.

p.6

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.

p.6

About this inspection

Inspectors spoke with governors, leaders, managers, trainers, apprentices and their line managers during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the provider:

p.6

About this inspection

Peabody Trust is a not-for-profit housing association and employer provider with headquarters in the London Borough of Southwark. It started offering apprenticeships to its own employees in March 2023. All apprentices work for Peabody in different operational areas of the organisation and are based in Peabody offices mainly across London but also in other parts of the country. Teaching and training take place in a hybrid format, with online and some face-to-face sessions at 2 sites in London and Essex.

p.6

About this inspection

At the time of inspection, there were 114 apprentices enrolled across 7 apprenticeships. Seventeen apprentices were studying the level 3 housing and property management apprenticeship, 16 were on the level 3 business administrator apprenticeship, 33 were on the level 5 operations manager apprenticeship and 18 were studying the level 7 senior leader apprenticeship. The remaining apprentices were studying the level 3 team leader/supervisor, lead adult care worker and customer service specialist apprenticeships. Almost all apprentices are aged over 19 years of age. Almost all apprentices have either opted out or already have English and mathematics qualifications at level 2 and/or equivalent. Apprentices come from a diverse range of cultural backgrounds and many have low prior attainment and/or are returning to education after a long time.

p.6

About this inspection

Principal of The Academy/Assistant Director: Tracy Round-Turner

p.6

Team inspectors:

Ramita Tejpal, Ofsted Inspector Paul Manning, His Majesty's Inspector

p.7

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.

p.7

national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

p.7

Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.8

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9