McArthur Dean Training Limited

McArthur Dean Training Limited

Address: Old Custom House, Market Place, Hull, HU1 1RS Unique reference number (URN): 53280

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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

Leaders’ ‘learners’ first’ approach is woven intrinsically through their provision so that all learners and apprentices feel, in their own words, ‘safe and seen.’ Staff respond to and meet expertly the varied needs of apprentices so that all are able to thrive on their programmes.

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Inclusion Strong standard

Staff understand very well apprentices’ needs, often before training commences. They work closely with referral partners and take carefully considered steps so that the most vulnerable apprentices make a smooth transition to a new learning environment. Leaders maintain contact with referral partners to review the effectiveness of the adaptations that they implement. This enables organisations to learn from each another and enhances local support.

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Inclusion Strong standard

Their proactive inclusive strategy enables leaders to anticipate training needs and plan focused professional learning opportunities. This builds the expertise of staff so that they can meet learners' and apprentices' needs in aspects such as gender dysphoria, dyslexia and allergy management. Leaders use their links with local organisations so that apprentices can access specialist support where needed. When apprentices express uncertainty about this support, staff are patient and reassuring. This encourages apprentices to access these valuable opportunities.

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Inclusion Strong standard

Staff are alert to apprentices’ changing needs. The strong relationships that they establish with apprentices, coupled with seamless communication between staff, ensures that these needs are identified and acted on quickly.

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Leadership and governance Expected standard

Leaders know their provision very well. When they identify areas to improve, they are persistent in establishing the underlying causes and take sensible actions to drive improvement. For example, leaders reviewed the effectiveness of their enrolment processes, enabling them to build a more accurate profile of learners and apprentices and plan highly effective support. Leaders rightly recognise the need to continue to improve the achievement of mathematics qualifications for younger learners. They have put in place sensible actions to achieve this, including frequent revisiting of previously taught topics, so that learners can apply what they learn confidently in examinations.

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Leadership and governance Expected standard

Leaders work very well with local partners to provide education and training that meets local priorities in the Hull and Humber region. They work collaboratively with education leaders and community organisations to ensure that young people and adults gain access to the right education, training and support matched to their varied needs and aspirations. A well- established team of directors share leaders’ commitment to supporting local people to gain the skills to move forward in their education and advance their careers.

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Leadership and governance Expected standard

Leaders ensure all staff undertake relevant professional learning. Tutors conduct research and wider professional reading and use updates from awarding bodies and employers to improve their curriculums continually.

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Leadership and governance Expected standard

Leaders and directors consider carefully the pressures placed on staff and take action to ensure that staff can fulfil their roles confidently. Their attentiveness and care sustain a supportive culture in which staff feel valued and motivated.

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Achievement Expected standard

Achievement rates are above national rates and improving for apprentices of all ages and at all levels. Apprentices with additional learning needs or special educational needs and/or disabilities achieve at a higher rate than their peers. Almost half of apprentices gain distinctions in their final assessments, and the proportion is continuing to improve in the current year.

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Achievement Expected standard

Apprentices develop valuable knowledge and skills that improves their effectiveness and performance at work. They manage projects and resolve conflict effectively. They develop the English, mathematics and digital skills that enable them to speak and write professionally, complete costings accurately and use workplace computer systems with confidence. The few apprentices working towards qualifications in English and mathematics achieve these.

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Achievement Expected standard

Apprentices become trusted and skilled members of their employers’ workforce. Many gain promotions or take on additional responsibilities at work.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the effectiveness of their provision and take sensible steps to strengthen it. For example, tutors adapted how they teach and assess legislation on level 3 business administrator apprenticeships, resulting in a higher proportion of apprentices achieving distinctions.

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Curriculum and teaching Expected standard

Tutors work closely with employers so that apprentices apply successfully their new knowledge and skills at work. They review apprentices’ roles and responsibilities in progress reviews and agree additional projects for apprentices to complete. For example, apprentices working in accounts departments in large organisations apply their learning about business taxation by calculating tax on staff events and gifts to employees.

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Curriculum and teaching Expected standard

Tutors use effective teaching methods. They recap previously taught content at the start of lessons and plan helpful tasks that enable apprentices to apply their skills contextually at work. Tutors support apprentices to think critically about topics such as stakeholder engagement and to identify solutions to any challenges that they experience in their job roles. Apprentices use weekly reflective diaries well to identify where and how successfully they have applied their skills.

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Curriculum and teaching Expected standard

Tutors mostly use assessment well. They have introduced more frequent knowledge tests to strengthen apprentices’ recall in readiness for final assessments. However, in a few instances tutors move through activities too quickly without checking apprentices’ understanding.

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Curriculum and teaching Expected standard

Apprentices with additional learning needs benefit from effective individualised support. Those who experience challenging personal circumstances during their programmes receive helpful support so that they remain on track.

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Participation and development Expected standard

Leaders have established an inclusive and supportive culture in which all apprentices feel valued and supported. Apprentices develop the confidence, initiative and independence to lead projects, mentor new staff members and identify cost savings for their employers.

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Participation and development Expected standard

Leaders have high expectations for apprentices’ attendance and their professional behaviours. When apprentices are unable to attend, staff support them quickly to catch up so that they do not fall behind.

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Participation and development Expected standard

Apprentices develop a secure understanding of the importance of equality, diversity and inclusion. They apply these principles well in their job roles. For example, those working in customer service roles are alert to the needs of customers who are vulnerable and adapt their communication style appropriately.

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Participation and development Expected standard

Leaders have designed a highly relevant wider curriculum that helps most apprentices to develop a secure understanding of safety, healthy relationships and the risks posed by radicalisation and extremism. Apprentices discuss topics in lessons and reviews and complete projects about the risks relevant in their local area or job role. However, a few apprentices are unable to recall or apply what they learn confidently. Apprentices receive effective guidance that they use to make informed decisions about their future careers. They understand their next steps and the opportunities for future progression in their chosen sectors.

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

Apprentices feel valued, respected and cared for by staff. They know they can talk through their worries or any barriers that they experience openly and without fear of judgement. They trust that staff will listen and take action to help them be successful. Apprentices value the way in which staff work closely with employers to ensure that their needs are understood and met in the workplace. This has a significant positive impact on apprentices’ confidence, motivation and sense of belonging in both learning environments and at work.

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

Apprentices quickly become highly regarded members of their teams. They develop the knowledge and skills to fulfil their job roles well and often take on more complex tasks. Apprentices develop the operational expertise to prioritise tasks, adhere to data security requirements and adapt the services that they provide to meet the needs of clients and customers. For example, they use management information systems securely to safeguard sensitive data and remain alert to the legal and financial implications of a data breach.

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

Apprentices develop a secure understanding of equality, diversity and inclusion. They adapt their communication style appropriately for the vulnerable customers with whom they work, including those with poor mental health.

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

Apprentices with additional learning needs or barriers to learning achieve at least as well as their peers. Tutors are patient and nurturing. They adapt their teaching effectively and, together with employers, ensure that apprentices are supported equally well in classroom sessions and in the workplace. For example, apprentices with attention deficit hyperactivity disorder use reading rulers to help them focus on important text and helpful visuals to aid their understanding.

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Next steps

Leaders should take action to increase the proportion of young people who achieve their qualifications in mathematics. Leaders should provide effective support for young people on level 2 apprenticeships who are at risk of leaving their course, so that a higher proportion get to the end of their training and achieve their apprenticeship. Leaders should strengthen assessment practices on apprenticeships, so that all tutors check apprentices’ understanding accurately. Leaders should make sure that themes linked to the wider curriculum are expertly embedded by tutors, so that apprentices can apply what they learn confidently in their work and personal lives.

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Team inspectors:

Jonny Wright, His Majesty's Inspector Gareth Luke, Ofsted Inspector Joanna Travis, 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 apprentices, employers, tutors, leaders and those responsible for governance during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

McArthur Dean Training Limited is an independent learning provider based in Hull. At the time of the inspection, there were 115 apprentices training on apprenticeships ranging from levels 2 to 5 in customer service, business administration, operations management, accountancy and human resources. There were 69 apprentices over the age of 18, and 49 apprentices aged 16 to 18. There were fewer than 5 young learners on education programmes for young people working towards qualifications in English and mathematics. This provision was not graded as part of this inspection due to the small number of learners. Training takes place at the provider's training centres in Hull, Scunthorpe and Grimsby.

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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