Instep UK Limited

Instep UK Limited

Address: St James Business Centre, Wilderspool Causeway, Warrington, WA4 6PS Unique reference number (URN): 2526587

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 and staff promote an inclusive culture and a shared ethos where apprentices feel welcomed, valued and supported.

p.2

Inclusion Expected standard

Leaders ensure that most apprentices’ needs and potential barriers to learning are identified at the start of their apprenticeship. They are aware that many apprentices have learning difficulties or disabilities. Leaders have appointed learning support specialists to complete justification plans for apprentices with learning needs. They agree reasonable adjustments and adaptations and routinely review support plans to ensure that interventions remain useful. Learning support specialists work with staff to plan individualised and largely effective support to meet apprentices’ needs. They ensure that, where appropriate, support is reduced over time.

p.2

Inclusion Expected standard

Leaders have recently introduced an improved information management system to enable more thorough analysis of apprentices’ needs and potential barriers to learning. They use information to identify and respond to any gaps in apprentices’ outcomes. Leaders rightly recognise an achievement gap for a very small number of apprentices from areas of economic disadvantage. They have taken action to reduce this gap. However, at the time of the inspection, it was too early to assess the full impact of leaders’ actions.

p.2

Leadership and governance Expected standard

Leaders and board members are invested in providing curriculums to respond to national needs in leadership and management training. They provide training to support employers to upskill their staff, many of whom are ‘accidental managers’, and champion women in leadership. Leaders and board members are cognisant of changes in the apprenticeship landscape. They have a vision and strategy designed to future-proof provision while responding to the needs of apprentices and their employers.

p.2

Leadership and governance Expected standard

Leaders and board members use carefully considered processes to gain an accurate oversight of the quality of provision and to ensure statutory duties are met. They use observations, surveys and a comprehensive management information system to confirm strengths and areas for improvement. Leaders respond swiftly to remedy any areas of provision that do not meet their high expectations.

p.2

Leadership and governance Expected standard

Leaders ensure that staff are suitably experienced and qualified to undertake their roles. They make sure that staff access relevant and useful training to hone their professional practice. Staff value monthly `lunch and learn’ sessions and group sessions for new specialist coaches.

p.2

Leadership and governance Expected standard

Leaders take steps to reduce administrative burden and to ensure equity in staff roles. They offer ‘keep it real’ sessions where staff have informal conversations with managers. Leaders ensure that new staff have reduced caseloads. Staff mostly have manageable workloads.

p.2

Leadership and governance Expected standard

Leaders prioritise the wellbeing of staff. They provide staff with access to an employee assistance programme and a digital wellbeing portal, and they support flexible working. Staff feel valued and respected and appreciate the positive culture that leaders have established.

p.2

Achievement Strong standard

Leaders’ actions have ensured that most apprentices complete and achieve their apprenticeships within the planned timeframes. A very high proportion of apprentices gain distinctions in their final assessments.

p.3

Achievement Strong standard

Apprentices acquire extensive new knowledge and skills that they apply proficiently in the workplace. Apprentices studying the business analyst apprenticeship acquire critical evaluation and problem-solving skills. They apply their knowledge of functional and non- functional requirements to run beneficial projects such as launching pre-order software applications to aid clients. Apprentices studying the operations manager apprenticeship use management tools, stakeholder management techniques, project management approaches and decision-making frameworks precisely. They lead negotiations, oversee projects and mentor colleagues. Apprentices make impactful contributions and measurable business improvements to their employers.

p.3

Achievement Strong standard

Apprentices are prepared well for their next steps. Apprentices, including those with additional learning needs or barriers to their learning, progress to positive destinations. A high proportion gain additional responsibilities at work or promotions, or progress to further training.

p.3

Curriculum and teaching Expected standard

Leaders use a range of relevant processes to monitor the quality of training. They are proactive in remedying any areas of provision where improvements are needed. Leaders provide helpful weekly online training to hone staff’s assessment practices. Staff sequence curriculums carefully to enable apprentices to build their knowledge, skills and behaviours incrementally. They ensure that apprentices mostly benefit from well- planned and suitable on- and off-the-job training. Staff and employers plan activities jointly to enable apprentices to practise and develop their skills at work. However, for a few apprentices studying the customer service specialist apprenticeship, links between session content and their workplace context are limited.

p.3

Curriculum and teaching Expected standard

Trainers, tutors and specialist coaches use their industry expertise to teach apprentices how theoretical concepts apply to workplace practices. Apprentices studying the coaching professional apprenticeship acquire knowledge of contracting, transactional analysis and power dynamics. They practise and apply these principles accurately in the workplace.

p.4

Curriculum and teaching Expected standard

Staff use a range of techniques adeptly when teaching apprentices online. They organise virtual meeting rooms so that apprentices from a range of disciplines benefit from sharing practices with their peers. Apprentices with additional learning needs receive masterclass content in advance. Staff provide frequent planned breaks in online sessions to enable apprentices to maintain their concentration.

p.4

Curriculum and teaching Expected standard

Staff use a range of appropriate assessment activities. They mostly provide apprentices with helpful feedback. However, a few apprentices do not receive feedback that identifies clearly how to improve their work. In these instances, apprentices do not make the full progress of which they are capable.

p.4

Participation and development Expected standard

Leaders and staff create respectful, safe and inclusive learning environments. Staff routinely and consistently reinforce clear expectations and professional standards during masterclasses. Apprentices are courteous and respectful in their interactions with others. They adhere to online etiquette in virtual masterclasses, keep their cameras on and use digital functions to respond to questions.

p.4

Participation and development Expected standard

Apprentices mostly have high attendance to masterclasses and one-to-one meetings. Where apprentices are unable to attend, staff arrange additional sessions and access to recordings of masterclasses to help apprentices to catch up quickly.

p.4

Participation and development Expected standard

Leaders provide apprentices with access to a digital platform of useful resources on a range of topics, including healthy relationships, financial wellbeing, stress and resilience. While apprentices are aware of this resource, they do not routinely make use of it. Apprentices mostly have a well-developed understanding of how to stay safe from the risks of radicalisation and extremism. However, a few apprentices are unable to recall how these risks apply to their workplace role or wider lives.

p.4

Participation and development Expected standard

Leaders and staff provide most apprentices with helpful and insightful ongoing careers information and guidance. They encourage apprentices to undertake additional professional qualifications so that they are prepared well for their intended next steps or career pathways.

p.4

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

Apprentices benefit from a collegiate culture where they feel welcomed, respected and valued. They establish positive working relationships with skills coaches, trainers and tutors, who champion them to attain their goals. Apprentices are motivated to succeed and build the self-assurance that they need to reach their full potential.

p.5

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

Apprentices receive personalised support from caring and patient staff. Skills coaches routinely check apprentices’ wellbeing. Apprentices value ‘wisdom’ webinars covering a range of topics such as wellbeing, stress and resilience. Young apprentices benefit from age-appropriate information on topics such as healthy relationships and consent.

p.5

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

Apprentices value the opportunity to study online with high-quality resources that enable them to access training that would not otherwise be possible. Female apprentices studying the operations manager apprenticeship can choose to attend ‘women in leadership’ cohorts. They appreciate the opportunities that staff create for discussion and reflection. Apprentices value open and honest discussion about workplace challenges, menopause, imposter syndrome and how to hold challenging conversations in the workplace. They gain assurance in their leadership practices and the self-confidence to seek promotion or increased responsibility at work.

p.5

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

Apprentices appreciate the training that they receive from experienced and knowledgeable staff that help them to improve their practices. They take tools and ideas from masterclasses back to their workplaces. Apprentices hone their approaches to appraisals, decision-making, coaching and stakeholder management. They acquire the autonomy and agency that enable them to make positive contributions to their employers.

p.5

Next steps

Leaders should improve the consistency of teaching and training and ensure that all apprentices receive feedback that identifies what they need to do to improve their work, so that they make the full progress of which they are capable. Leaders should consolidate the use of information about apprentices’ needs and barriers to learning, so that they are able to meet current and future support needs. Leaders should tailor and further embed the wider curriculum to reinforce apprentices’ understanding of key themes. Leaders should continue to support staff to have manageable workloads.

p.5

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.5

Team inspectors:

Jonny Wright, His Majesty's Inspector Kay Hedges, Ofsted Inspector Ceri Evans, Ofsted Inspector Caroline Wareing, Ofsted Inspector Alison Quilliam, Ofsted Inspector

p.6

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.6

Apprenticeships

Inspectors spoke with leaders, tutors, trainers, specialist coaches, apprentices, governors, stakeholders and employers during the inspection.

p.6

Apprenticeships

The inspectors confirmed the following information about the provider:

p.6

Apprenticeships

Instep UK Limited is a national apprenticeship training provider with registered offices in Warrington, Cheshire. It specialises in leadership and management apprenticeships. Most apprentices study an online curriculum through group masterclasses and one-to-one coaching.

p.6

Apprenticeships

At the time of the inspection, there were 1,090 apprentices studying apprenticeships from level 3 to level 5, with the largest number of enrolments on level 3 team leader and level 5 operations manager apprenticeships. There were 7 apprentices aged 16 to 18.

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8