Strive Training (London) Limited

Strive Training (London) Limited

Address: Japonica House, ground floor, Spring Villa Park, Spring Villa Rd, Edgware, Middlesex, HA8 7EB Unique reference number (URN): 1270921

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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 created a positive culture of inclusion where meeting the needs of learners is a key priority and passion for staff. Learners with additional learning needs or other barriers to their education are well supported and feel included.

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Inclusion Expected standard

Staff identify the needs of learners quickly and accurately through, for example, considering information from referring partners and pre-course conversations with learners to explore their needs. Tutors also identify undeclared or undiagnosed barriers to education based on their observations and conversations with learners. Staff use this information well and put suitable and effective support in place. For example, additional staff are allocated to lessons, so they can provide in-class support for learners who process information more slowly than others or who have difficulty concentrating on tasks.

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Inclusion Expected standard

Staff are suitably experienced and trained to provide effective and impactful support. They complete useful training on topics such as neurodiversity, autism, communication disorders and dyslexia.

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Inclusion Expected standard

Staff ensure that support is adjusted based on the changing needs of learners. They provide additional digital skills support for learners who do not have previous experience of using digital platforms. Consequently, learners with barriers to their learning make the same progress as their peers.

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Leadership and governance Expected standard

Leaders know the strengths and areas for development of their provision well. For example, they know that achievement rates for a small minority of courses are not high enough. Leaders are taking suitable actions to improve these outcomes, but it is too early to see the full impact of these.

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Leadership and governance Expected standard

Highly experienced governors provide suitable oversight of the curriculum and its quality. They scrutinise the actions that managers take and challenge them to make further improvements.

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Leadership and governance Expected standard

Leaders make suitable adaptations and support learners to access their curriculum fully. For example, they plan the timing of lessons around the childcare responsibilities of their learners and support learners with digital equipment such as laptops and cameras, which are needed for their course.

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Leadership and governance Expected standard

Leaders are considerate of the staff wellbeing and workload. Staff appreciate the monthly wellbeing bulletin with guidance and tips for their wellbeing. Staff feel valued and appreciated because leaders support them when they face personal and family difficulties.

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Leadership and governance Expected standard

Leaders provide staff with a wide range of effective continuous professional development opportunities. These include training on topics such as safeguarding, the 'Prevent' duty and holding difficult conversations. Tutors receive professional development to update their teaching skills, such as effective use of breakout rooms when teaching online. Leaders work effectively with external stakeholders, and this work is benefiting their learners. For example, with the Department for Work and Pensions, they have designed a course specifically for learners who are unemployed and want to have a career in the Civil Service.

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Achievement Expected standard

Most learners achieve their qualifications. Overall achievement rates for most courses are high. Learners with special educational needs and/or disabilities achieve and make progress broadly in line with their peers.

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Achievement Expected standard

Learners quickly develop new technical knowledge and skills. They also make swift progress towards their personal targets and goals, such as developing confidence and improving their mental health and wellbeing.

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Achievement Expected standard

Learners produce work which is at the expected level for their courses. For example, those on the level 2 hospitality course work effectively in a team and produce presentations that clearly explain their plans for a wedding as event coordinators. This includes their analysis of suitability of the wedding venue, taking into consideration the instructions and cultural requirements of their client.

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Achievement Expected standard

Many learners, who were all previously unemployed, progress to positive destinations, such as employment or completing further courses.

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Curriculum and teaching Expected standard

Leaders design courses in areas such as hospitality and health and social care that align well with local skills needs and priorities. Courses prepare learners for employment in areas where there are identified shortages of skilled workers. Leaders plan course content in consultation with employers, so learners develop the knowledge and skills needed in their chosen industry.

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Curriculum and teaching Expected standard

Tutors use a range of teaching approaches and activities effectively. On hospitality courses, tutors use activities such as role play effectively to involve learners in lessons. They skilfully use online breakout rooms to encourage learners to undertake research, share their ideas and discuss concepts. These activities help learners to develop their knowledge well and build their confidence speaking in front of their peers.

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Curriculum and teaching Expected standard

Tutors successfully use teaching strategies that support the learning and participation of learners with special educational needs and/or disabilities. They break topics and concepts into smaller chunks, which is helpful for learners. Staff adapt the curriculums so that they are accessible to learners with additional needs. For example, tutors enable learners who are anxious to concentrate on tasks by using headphones and listening to music when working on their portfolios.

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Curriculum and teaching Expected standard

Tutors mostly provide feedback to learners that helps them improve their work. In health and social care, tutors provide learners with effective feedback at the end of each unit. This helps learners to build confidence and confirms their new knowledge and understanding. However, on hospitality courses where work is at the pass level, feedback from staff is mainly congratulatory and does not suggest further areas for development.

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Participation and development Expected standard

Leaders know the wider developmental needs of their learners and provide them with useful opportunities to develop their skills. For example, staff support learners to develop their confidence and improve their communication skills. Learners understand how to access additional services, such as domestic violence support.

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Participation and development Expected standard

Staff set high expectations for the attendance and behaviour of learners and describe these as key employability skills. Learners have positive attitudes towards their learning and attend their lessons well. They support each other in lesson activities such as discussions and role plays.

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Participation and development Expected standard

Learners have not experience bullying, harassment or discrimination. Leaders ensure that learners know how to report their concerns through a thorough onboarding and induction process. Learners are confident that should incidents occur, staff would swiftly resolve these.

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Participation and development Expected standard

Learners understand fundamental British values well and can relate these values to their courses and chosen job roles. For example, in health and social care, learners can explain the importance of individual liberty when recommending healthy food choices to service users.

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Participation and development Expected standard

Leaders ensure that most learners receive appropriate careers advice and guidance. Most learners are aware of the pathways available to them on completion of their course. However, this is not consistent, and a small minority of learners are not sure about their next steps.

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

Learners are very satisfied at Strive Training and enjoy their courses. They find their time there to be positive, motivating and uplifting. Learners, on their short courses, gain considerable new knowledge and skills. For example, those on the level 2 hospitality course very quickly learn about the law and the importance of allergies when serving customers. They know how to deescalate customer complaints. They understand the importance of teamwork and consequences of not working efficiently as a team.

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

Learners study in respectful and inclusive learning environments where staff prioritise their wellbeing. They feel valued and supported by caring and committed staff. They appreciate how staff look after their wellbeing and frequently check in on them. Learners with barriers to their education benefit from staff who adapt the support they provide based on to learners’ individual needs. Learners appreciate the frequent reviews by tutors that help them stay on track with their learning.

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

Learners are polite and respectful towards their peers and staff. They are keen and motivated to attend their lessons and enjoy working with their peers. Working in small teams and presenting their ideas and findings to groups of learners improves learners’ confidence.

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

Learners develop their knowledge and skills in wider topics that are important to them, such as mental and physical health and healthy relationships. Learners on the Civil Service course understand the process well and the approach to apply for job roles in the Civil Service. This has helped many learners to secure employment in various government departments.

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

Learners feel safe at the provider and know how to report any concerns.

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Next steps

Leaders should ensure that all tutors provide helpful feedback on learners' written work, so learners are clear about how to improve their work and their written English. Leaders should take action to ensure that qualification achievement rates are high across all courses. Leaders should ensure that all learners receive effective career information and guidance, so they are clear about the progression opportunities available to them.

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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, staff, learners, governors and external stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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Team inspectors:

Georgina Ager, His Majesty's Inspector Katrin Lehmann, 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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Adult learning programmes

Strive Training (London) Limited is an independent learning provider with its head office in the London borough of Harrow. It has been in operation for 16 years and provides short courses for unemployed adults.

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Adult learning programmes

There are currently 62 adult learners in training. There are 34 learners studying level 2 hospitality, 12 are on a health and social care course and 16 are on an employability course. The training is offered online as well as in person.

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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. 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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