Electric Mayonnaise Ltd

Electric Mayonnaise Ltd

Address: The Other House, 15-17 Harrington Gardens, South Kensington, London, SW7 4JJ Unique reference number (URN): 2814672

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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 Needs attention

Leaders have not planned or provided training to support trainers to help apprentices who are disadvantaged or face barriers to learning. Consequently, some trainers lack the skills to support these apprentices effectively.

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Inclusion Needs attention

Leaders have created a culture in which apprentices, including those who are disadvantaged, are welcomed and supported. They have clear policies and processes in place to make sure that apprentices who require additional support receive it quickly and effectively.

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Inclusion Needs attention

Leaders use a range of appropriate assessments to identify support for apprentices who are disadvantaged or face barriers to learning. They use an external company to assess apprentices' needs. Leaders use the outcomes of assessment effectively to put in place appropriate support. For example, they provide extra mentoring time and introduce apprentices to time-management tools and coping mechanisms to use in high-pressure and busy environments. They review support needs regularly and adapt them to meet apprentices' needs.

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Inclusion Needs attention

Leaders frequently monitor the progress of apprentices who are disadvantaged or face barriers to learning. The small number of apprentices who require additional support are progressing well through their apprenticeship.

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Leadership and governance Needs attention

Leaders and governors do not have sufficient oversight of the quality of training or the progress that apprentices make. They do not use the information available to them well enough. Consequently, too many apprentices fall behind and do not complete by their anticipated completion date.

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Leadership and governance Needs attention

Leaders’ quality assurance activities do not identify well enough the strengths and weaknesses of the training that they provide. Leaders do not check the quality and timeliness of feedback that apprentices receive or the quality of progress reviews. Too often, progress reviews and marking of apprentices’ work are not completed on time. However, when leaders do identify areas to improve, they take effective action. For example, they strengthened initial advice and guidance to apprentices and their line managers. This has recently significantly reduced the number of apprentices who leave early.

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Leadership and governance Needs attention

Leaders have positive and long-lasting partnerships with stakeholders, who value leaders’ industry expertise. Stakeholders report that leaders use their knowledge of the industry well to plan bespoke training based on their organisations' needs.

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Leadership and governance Needs attention

Leaders provide their staff with a range of professional upskilling. Trainers are working towards coaching and training qualifications. They remain up to date with industry trends by continuing to work in the hospitality sector.

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Leadership and governance Needs attention

Members of the newly implemented board of governors understand their roles and responsibilities. They recognise the need to expand the board further to include members with expertise in education.

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Leadership and governance Needs attention

Leader’s value and care about their staff. They offer staff a range of benefits such as hybrid working. Staff feel valued and well supported.

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Curriculum and teaching Needs attention

Too often, trainers do not use assessment well enough. They do not assess apprentices’ work frequently enough. Often, apprentices' work is unmarked, and apprentices do not receive sufficient feedback to help them improve their work. Most apprentices know what to expect in their final assessments. However, they are not clear about how to gain distinctions.

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Curriculum and teaching Needs attention

Leaders do not ensure that the requirements of the apprenticeship are met for all apprentices. Progress reviews are not frequent enough for some apprentices. Too many apprentices struggle to balance the challenge of working in a demanding sector with finding sufficient time away from work to complete their apprenticeship.

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Curriculum and teaching Needs attention

Leaders have a sound understanding of the sector in which they work. They have planned their curriculum to meet regional and national skills needs in hospitality management. They have planned and sequenced the content of programmes, with employers, to ensure that apprentices gain the right skills to progress in the sector.

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Curriculum and teaching Needs attention

Trainers have extensive knowledge and experience in hospitality. They use this knowledge well to contextualise their teaching and make learning relevant and interesting. For example, they make reference to current events, such as anti-migration protests when they recap information about equality and diversity and protected characteristics.

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Curriculum and teaching Needs attention

Trainers mostly facilitate workshops effectively. They use a range of strategies such as role play, scenario-based tasks and discussion to consolidate apprentices’ learning. They encourage apprentices to critique each other’s work in a positive and constructive way. During sessions, trainers give apprentices clear feedback on how well they complete tasks and how they could further improve.

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Participation and development Needs attention

Leaders do not provide apprentices with sufficient timely information about career opportunities. Some apprentices have a reasonable understanding of options open to them with their employer and further training routes. However, others are not clear about the opportunities available to them or their intended next steps.

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Participation and development Needs attention

Leaders provide a limited range of personal development opportunities for apprentices. These include short internships and visiting trade events. However, they do not plan sufficient opportunities to develop apprentices' understanding of topics such as fundamental British values, online safety and the risk associated with being influenced by someone with extremist views.

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Participation and development Needs attention

Apprentices have positive attitudes towards their work and training. They attend and participate well in their workshops and at work. They understand the importance of appropriate behaviours and what constitutes bullying and harassment in the hospitality sector.

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Participation and development Needs attention

Leaders provide apprentices with a range of information and support to help them stay mentally healthy. Apprentices have access to mental health first aiders at the provider as well as charities that specialise in supporting the mental wellbeing of those working in the hospitality sector.

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Achievement Urgent improvement

Achievement rates are very low. This is because too many apprentices left their programme early.

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Achievement Urgent improvement

Leaders have recently taken positive action to reduce the number of apprentices who leave early, although it is too soon to see the full impact of these actions. Retention is high on the newly introduced level 5 coaching apprenticeship and there have been fewer withdrawals from the level 4 hospitality management apprenticeship this academic year compared with the previous year.

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Achievement Urgent improvement

Apprentices who remain on programme make positive progress from their starting points. Apprentices on the level 4 hospitality management apprenticeship understand business operating procedure and how to manage potential consequences of not following them. They have improved their skills in communication and in people management.

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Achievement Urgent improvement

Employers benefit from the skills that apprentices develop. They recognise that apprentices can effectively plan, think ahead and share information clearly with their teams.

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

Too many apprentices have left their apprenticeship early without achieving their qualification. This is because they did not receive sufficient support from their managers.

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

Apprentices work in high-pressured and fast-paced hospitality venues. This helps them to build resilience, manage stress and work to tight deadlines. However, because of their roles, apprentices struggle to find sufficient time to carry out off-the-job training. This leads to too many falling behind with their work.

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

Apprentices enjoy attending their training sessions. They say that this helps them decompress and feels like therapy away from the rigours of their busy work environments. In workshops, they enjoy working with apprentices from different hospitality employers. They discuss challenging scenarios set by tutors. They listen to each other, respect each other’s views and have fun debating their views when talking about bias and equality and diversity.

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

Apprentices who remain on their apprenticeship gain valuable new skills, which they use in their daily duties. Coaching apprentices use a range of coaching techniques such as self- awareness development when they work with colleagues. Hospitality management apprentices use helpful communication and time-management techniques to help manage their teams and their own workloads during busy periods.

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

Apprentices feel safe and know how to report a safeguarding concern if needed. They receive helpful information from employers about risks in the workplace. Workshops early in their training cover topics such as fundamental British values and the risks associated with being influenced by someone with extremist views. However, these are not revisited frequently enough and, consequently, apprentices do not have a thorough understanding of these topics.

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Next steps

Leaders should take action to increase significantly the proportion of apprentices who complete their apprenticeship. Leaders should ensure that assessment is frequent and helps apprentices to improve the quality of their work. Leaders should implement effective quality assurance arrangement for all aspects of apprentices' training. Leaders should ensure that they have detailed oversight of the progress that apprentices make and use this information to support apprentices who are falling behind. Leaders should ensure that apprentices receive sufficient time to complete off-the-job training and that progress reviews take place regularly. Leaders should ensure that apprentices receive effective impartial careers information, advice and guidance.

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Team inspectors:

Jane Hughes, His Majesty's Inspector Steve Lambert, His Majesty's 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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Apprenticeships

Leaders should ensure that apprentices benefit from a range of personal development opportunities on topic that include how to keep themselves safe from risks of radicalisation and extremism.

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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 HMI.

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About this inspection

Inspectors spoke with directors, trainers, governors, apprentices and employers 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

Electric Mayonnaise is a small independent learning provider based in Hertfordshire. It specialises in hospitality management and management consultancy. Electric Mayonnaise began offering commercial training in 2018. It gained approval to start training apprentices in January 2024.

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About this inspection

At the time of the inspection, Electric Mayonnaise had 86 active apprentices. Of these, 66 were enrolled on the level 4 hospitality management standard and 20 were studying the level 5 coaching professional standard.

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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'.

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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'.

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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

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Urgent improvement

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Urgent improvement

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