Dove Nest Management Training and Development Limited

Development Limited

Address: The Old Corn Mill, Crosthwaite, Kendal, LA8 8BS Unique reference number (URN): 2556357

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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 established a positive and proactive culture of inclusion. They have recently appointed an inclusion lead to strengthen inclusive practice across the organisation. The inclusion lead is completing a level 4 special educational needs and/or disabilities qualification. They use their expertise effectively to plan and deliver staff development across the organisation.

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Inclusion Expected standard

Most staff swiftly identify apprentices’ individual needs at the start of their apprenticeship. Leadership development specialists (LDSs) use this information well to adapt their teaching to meet apprentices’ needs. They use strategies such as chunking, sentence starters and adapted assessments to help reduce the impact of barriers to learning, including executive dysfunction and difficulties with non-verbal memory.

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Inclusion Expected standard

LDSs benefit from helpful training to support apprentices. They develop a clear understanding of learning difficulties such as dyslexia, dyscalculia, colour blindness and autism. LDSs frequently review and record any changes to apprentices’ support needs where appropriate. Where apprentices experience temporary barriers to learning, such as mental health difficulties or bereavement, LDSs implement support swiftly.

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Inclusion Expected standard

Apprentices who are disadvantaged or have barriers to their learning make progress in line with their peers. Where apprentices' progress slows, LDSs quickly make effective interventions to help them make at least the progress expected of them.

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Leadership and governance Expected standard

Leaders have a clear strategy to meet employers' and apprentices' needs in developing future leaders. This supports organisations' succession planning and helps to address skills gaps. Employers speak very positively about their open and honest partnership with the provider.

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Leadership and governance Expected standard

Leaders have a clear understanding of their strengths and priority areas for improvement, including those within their subcontracted provision. They take effective action to improve curriculum content and adapt swiftly to challenging organisational situations.

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Leadership and governance Expected standard

Leadership development specialists (LDSs) benefit from useful training to improve their teaching skills and maintain their subject expertise. LDSs who are new to the provider undertake an extended induction programme, during which they shadow their peers and incrementally build their caseload over time. Leaders support staff to complete qualifications in assessing, teaching and coaching. Leaders prioritise staff workload and wellbeing. Staff feel valued and enjoy working for the provider. They benefit from wellbeing days, during which they undertake volunteering activities for charities and hospices. Staff can access counselling through an employee assistance programme and benefit from team-building activities and celebration events and the support of mental health and neurodiversity champions.

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Leadership and governance Expected standard

Leaders have appointed qualified and experienced board members. The board has a clear understanding of the provision. Board members receive quality reports that enable them to provide effective scrutiny and challenge to leaders. This ensures that, when board members identify areas for improvement, leaders implement changes quickly and effectively for the benefit of apprentices. For example, leaders have improved retention, achievement and the proportion of apprentices achieving high grades.

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Achievement Expected standard

Most apprentices, including those with barriers to their learning, make sustained progress from their starting points. More than half of the apprentices who complete their training achieve distinction grades in their final assessments. Around three quarters of apprentices now remain on their apprenticeship, reflecting leaders' success in improving retention.

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Achievement Expected standard

Apprentices produce work of the expected standard. The work demonstrates their understanding of topics such as management theory, which they apply effectively in their work environments. Apprentices use appropriate technical language and develop their academic writing in preparation for higher-level study.

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Achievement Expected standard

Apprentices continue to develop their English and mathematical skills. In English, apprentices develop their verbal and written communication skills well. In mathematics, apprentices use budgeting effectively to plan the costs of events.

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Achievement Expected standard

Staff prepare apprentices well for their next steps. Most apprentices remain in their current role, with just under a third gaining promotion, additional responsibilities and pay rises.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of their apprenticeship provision. They provide apprenticeships that are aligned with the skills needs of the employers with whom they work. Leaders carefully review curriculums with employers to ensure that they provide training that meets employers’ and apprentices' needs. Curriculum content is mostly aligned well to employers' professional development and graduate programmes. This enables apprentices to apply their new knowledge swiftly in the workplace. For example, apprentices working in hospitality learn how to build relationships with suppliers and manage guest complaints effectively.

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Curriculum and teaching Expected standard

Leadership development specialists (LDSs) sequence curriculums effectively to build apprentices' knowledge, skills and behaviours over time. Apprentices on the level 5 coaching professional apprenticeship are taught to use theoretical concepts to enhance self- awareness, explore previously avoided experiences and reflect on their practice. Apprentices on the level 5 operations manager apprenticeship learn to use visual project management tools to track workflow, streamline tasks and improve efficiency.

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Curriculum and teaching Expected standard

LDSs mostly use appropriate teaching and assessment strategies. They explain technical content well, use recaps at the start of lessons and incorporate workplace scenarios, probing questions and role-play activities. Apprentices benefit from observing LDSs modelling behaviours through high-quality demonstrations of new coaching techniques. This supports apprentices to consolidate their learning, deepen their knowledge and apply their learning fluently in the workplace.

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Curriculum and teaching Expected standard

Apprentices mostly receive useful and thorough feedback on their written work from LDSs. They know what they have done well and use feedback to improve their work. Operations manager apprentices improve their critical analysis skills, and team leader apprentices use time-management theories to improve efficiency at work and in their personal lives.

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Curriculum and teaching Expected standard

LDSs ensure that curriculums are accessible to apprentices who face barriers to learning. They adapt assessment methods, break tasks into smaller chunks and provide additional support through individual tutorials. LDSs also support apprentices experiencing temporary barriers to learning. For example, apprentices experiencing brain fog associated with the menopause are given short pauses during professional discussions. This supports apprentices to make at least the progress expected of them.

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Participation and development Expected standard

Leaders have established a culture of high expectations for apprentices. Apprentices value the wellbeing support provided by leadership development specialists (LDSs). They attend well and have positive attitudes to their learning. Apprentices enjoy their learning and demonstrate high levels of professionalism during their training and in the workplace.

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Participation and development Expected standard

Apprentices feel safe. They do not experience or observe inappropriate behaviour at work. Most apprentices confidently articulate the content of their training on online safety, extremism and radicalisation. Apprentices know how to report any concerns they may have and are confident in identifying the signs of radicalisation in others.

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Participation and development Expected standard

LDSs support apprentices to develop their wider personal and professional skills. Apprentices studying women in leadership discuss psychological safety, emotional intelligence and equity. They share experiences of how they support their peers to speak openly without fear of humiliation. Most apprentices complete additional professional qualifications and actively participate in their communities by leading family focus groups and volunteering to refurbish vacant council buildings into social prescribing hubs. Most apprentices receive broad careers guidance, including studying specialist careers units, towards the end of their apprenticeship. They record and reflect on the type of leader they aspire to be through targeted career development activities with LDSs.

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

Apprentices are enthusiastic and motivated to achieve their apprenticeship. They develop valuable skills in leadership, management and coaching. Apprentices feel part of a community and experience a strong sense of belonging. They speak enthusiastically about not having to hide who they are and being able to be their authentic selves. Apprentices appreciate the fresh perspectives that they learn to consider and value the enhanced skills that they develop.

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

Apprentices value highly the opportunity to participate in team-building residential events. They feel able to take risks during sessions and learn from their peers. They appreciate the safe space in which they feel comfortable discussing issues they may be experiencing in the workplace. For example, apprentices openly discuss workload and the impact that this has on their mental and emotional wellbeing.

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

Apprentices speak highly of the individual support that they receive from their leadership development specialists (LDSs). They benefit from useful strategies and adaptations, such as one-to-one sessions, additional support meetings and flexible assessment methods. Consequently, apprentices with barriers to learning participate fully in their learning and thrive throughout their apprenticeship.

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

Apprentices develop confidence as a direct result of their learning. They improve their presentation skills and competently deliver training to colleagues at work. Apprentices working in the motor vehicle sector set up practical tasks to support staff to diagnose faults on vehicles.

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

Apprentices enjoy the online and face-to-face workshops that they attend. They participate in a broad range of learning activities, including wider reading and project development. Apprentices contribute enthusiastically to their online sessions and display high levels of respect towards one another and their LDSs. They develop professional curiosity, a willingness to learn and the confidence to challenge each other professionally.

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

LDSs provide apprentices with frequent feedback and praise. Apprentices value the recognition of their progress, achievements and successes.

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Next steps

Leaders should ensure that all learning development specialists coordinate on- and off- the-job training seamlessly, so that apprentices consistently master the knowledge and skills that they need.

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Team inspectors:

Alison Humphreys, His Majesty's Inspector Sarah McGrath, Ofsted Inspector Rachel Butt, Ofsted Inspector Gary West, 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. Leaders should continue to embed careers education, information, advice and guidance throughout apprentices' learning. Leaders should continue to develop their inclusive practice to enhance apprentices’ opportunities and experiences consistently across all programmes.

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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, learning development specialists, apprentices, governors, stakeholders and employers during the inspection.

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About this inspection

Dove Nest Management Training and Development Limited began providing apprenticeships in March 2018. The provider specialises in leadership, management and coaching training. It provides apprenticeships for several large national companies. Currently, 249 apprentices are in learning. Of these, 133 are studying the level 3 team leader apprenticeship, 90 are studying the level 5 operations manager apprenticeship, 11 are studying the level 5 coaching professional apprenticeship, 9 are studying the level 4 project controls professional apprenticeship and 6 are studying the level 7 senior leader apprenticeship. The provider works with one subcontractor.

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About this inspection

All apprentices are aged 19 and above. Most apprentices attend training online. Some employers also choose additional residential courses at the provider's premises in the Lake District.

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About this inspection

Managing Director: Jenny Jones This data is from 23 June 2026

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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

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

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