Standguide Limited

Standguide Limited

Address: Spaces Peter House, Oxford Street, Manchester, M1 5AN Unique reference number (URN): 58520

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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 swiftly and accurately identify learners’ potential barriers to learning. Tutors use this information to adapt their teaching methods effectively. They provide learners with a range of reasonable adjustments, such as rest breaks and speech recognition tools. Tutors support learners by providing individual guidance and flexible arrangements, such as working from home. Although courses are typically short, leaders take care to review continuously the support they provide to ensure that it meets learners’ needs.

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Inclusion Expected standard

Leaders provide learners with a range of practical and pastoral support that helps them to participate in their learning. They provide information on interpretation services, employment services and mental health, welfare and wellbeing support. They remove practical barriers by funding travel costs, providing transport for learners with mobility needs and sourcing accommodation for asylum seekers.

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Inclusion Expected standard

Tutors, including those based at supply partners, receive suitable professional development. They complete special educational needs and/or disabilities training so they can adapt and modify how they can support learners with particular needs. Tutors review and reduce support to promote learners’ independence gradually.

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Inclusion Expected standard

Leaders maintain high expectations for learners who face barriers. They understand the importance of building learners’ resilience and confidence in preparation for their next steps in training or employment.

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Leadership and governance Expected standard

Leaders have a clear understanding of the strengths and priorities for improvement in their provision, including that of their partner organisations. They use effective processes to improve the quality of education that learners receive. Leaders act promptly to rectify identified weaknesses. This has led to an increase in the proportion of learners that achieve their qualifications. Leaders closely monitor the quality of their partners' provision and take appropriate action, when achievement is not high enough.

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Leadership and governance Expected standard

Leaders make decisions that are in learners’ best interests, including for the many who are disadvantaged and face barriers to their learning. They work effectively with external agencies and alternative providers where appropriate. They review and adapt curriculums to meet learners’ needs, goals and career aspirations.

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Leadership and governance Expected standard

Leaders care deeply about their staff. They place a high priority on monitoring staff workload and wellbeing. They ensure that staff have sufficient time to carry out their roles and review workload monthly. Staff feel well supported and valued by their managers. Leaders promote a positive culture of wellbeing through regular updates, access to employee support services and flexible working arrangements.

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Leadership and governance Expected standard

Leaders provide appropriate professional development to strengthen the teaching skills of staff. Staff new to teaching are supported well. They receive a mentor and shadow more experienced colleagues. Governors have relevant expertise and provide effective support and challenge. They have a very detailed understanding of the curriculums and fulfil their statutory responsibilities. Leaders are strengthening the information that they provide to governors to improve further their oversight of the quality of education that learners receive.

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Achievement Expected standard

Learners, including those who have barriers to learning, make appropriate progress and mostly achieve their qualifications. However, in the previous year, achievement at entry level and level 1 declined, particularly on courses in English for speakers of other languages (ESOL). Most learners taking qualifications during the current year have been successful.

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Achievement Expected standard

Learners develop their knowledge and skills in a timely manner. On the driving goods vehicle course, learners confidently reverse a wagon in a delivery yard and upload and secure a load. They learn about the laws and regulations regarding driving, such as compulsory sleep times. Learners develop industry-relevant employability skills.

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Achievement Expected standard

Learners are ready for the next stage of education or employment. Over a third progress to further training or gain employment. Learners are set and achieve their personal learning goals and targets. Learners on ESOL courses extend their vocabulary. They pick key words and think of synonyms and learn to write texts to friends.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculums that they offer. They work effectively with a range of partners to design courses that meet local and regional skills priorities, including the needs of unemployed learners, those who are socially disadvantaged and learners who speak English as an additional language. Most learners progress to employment or further training aligned to their aspirations.

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Curriculum and teaching Expected standard

Tutors plan and sequence curriculums logically so that learners build knowledge and skills over time. Learners apply theoretical knowledge in practical settings. On the level 2 driving goods vehicles course, learners use their understanding of driving regulations, health and safety and road signs, when completing vehicle checks and practising their driving skills. Teaching is effective. Tutors use a range of teaching strategies that combine theory with practical learning so that learners apply knowledge confidently. They revisit prior learning to deepen learners' understanding. On courses in English for speakers of other languages, learners develop their written communication skills and extend their vocabulary through well- planned activities that enable them to apply new language confidently.

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Curriculum and teaching Expected standard

Tutors use assessment well to check learners’ understanding. Community interpreting learners complete purposeful practical activities, including sight translation and peer observations. They benefit from useful feedback from their tutors that helps them to improve. This prepares them well for employment.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is inclusive and accessible. They adapt courses to meet learners’ individual needs, including flexible timetabling for learners with caring responsibilities so that these learners can participate fully and achieve.

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Participation and development Expected standard

Tutors create calm and respectful learning environments, where learners feel safe. Learners have not experienced bullying and are confident that, if this occurred, tutors would deal with it swiftly. Tutors set high expectations for learners' attendance, which prepares learners well for employment or further study. Learners demonstrate positive attitudes towards their studies. Learners' attendance is high.

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Participation and development Expected standard

Leaders provide a range of meaningful opportunities that develop learners’ wider interests. Learners visit museums and libraries, volunteer with local agencies and participate in community events. These activities strengthen learners’ employability skills and understanding of their chosen sector expectations.

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Participation and development Expected standard

Learners develop a secure understanding of how to keep themselves physically and mentally healthy. Driving goods vehicle learners learn about fatigue and muscular skeletal conditions involved with driving long distances and strategies to manage loneliness. Learners on community interpreting courses learn how to manage stressful interactions and develop strategies, such as deep-breathing techniques to develop emotional resilience.

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Participation and development Expected standard

Learners benefit from effective careers education and guidance. They take part in practice interviews, CV preparation and guidance on next steps with local employers and employment agencies. Community interpreting learners gain knowledge of professional practice, including indemnity insurance, freelance working and negotiating pay. This prepares learners well for their next steps.

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

Learners enjoy attending classes at the provider and their supply partners. They particularly value the welcoming and inclusive atmosphere. During lessons, learners support each other through applause when providing correct answers to questions. Learners appreciate the care that tutors show them and feel accepted from their first day on their course. They feel part of a family, which helps them to settle into their studies swiftly. Learners develop their understanding of wider topics. They enjoy discussing ideas and exploring the importance of equality, diversity and inclusion in their lessons. Learners get on well with each other and support those who are new to the class or country. They understand fundamental British values and apply these to discussions about media representation and political events.

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

Learners find tutors to be supportive, adaptable and helpful. They feel that their tutors understand their needs, encouraging them to participate in lessons. This motivates them to do well. Tutors put in place useful adaptations so that learners with barriers to learning can participate fully. Most learners achieve their personalised goals and qualifications.

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

Learners value the new knowledge and skills that they gain while on their courses. For example, learners studying the teaching assistant courses gain a secure understanding of the challenges that children may experience when transitioning to secondary school. They identify factors that can cause an increase in children’s anxiety. Learners use this knowledge to identify strategies that support children to manage this transition more effectively.

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

Learners develop their confidence because of what they learn. Learners studying community interpreting understand the importance of accuracy, confidentiality and impartiality in the role. This helps them to speak confidently in interviews and gain employment.

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Next steps

Leaders should strengthen the professional development that they provide, so that staff receive a focused programme of training to enhance their teaching skills. Leaders should continue to take action to increase the proportion of learners who achieve their qualifications. Leaders should continue to develop the information that governors receive, so that governors can challenge leaders to sharpen their actions, leading to sustained improvements. Leaders should ensure that they systematically review and adapt support so that it makes a significant difference to learners’ experiences.

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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 and managers, learners, tutors, supply partners, and governors during the inspection.

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About this inspection

The inspector(s) confirmed the following information about the provider:

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Lead inspector:

Alison Humphreys, His Majesty's Inspector

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Team inspectors:

Helen Whelan, His Majesty's Inspector Rick Fothergill, Ofsted Inspector Amanda Mackinnon, 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

Standguide Limited is an independent learning provider based in Manchester. It provides a range of short courses from entry level to level 3 for adult learners. Standguide work with 2 supply partners to provide specialist training in the education, logistics and construction sectors.

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Adult learning programmes

At the time of the inspection, there were 116 learners studying adult skills courses, of whom 34 were studying with supply partners. There were 8 learners on pre-entry level courses in English for speakers of other languages (ESOL), 30 on entry level to level 1 ESOL courses, 8 on level 2 hospitality and food safety, 13 on level 2 support work in schools and level 1 cybersecurity and 23 on level 3 community interpreting. There were 9 learners studying level 2 driving goods vehicles at the Transport Training Academy and 25 on levels 2 and 3 supporting teaching and learning at Discover CIC.

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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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