Eglantine Catering Limited

Eglantine Catering Limited

Address: Storage King, Longfield Road, Tunbridge Wells, Kent, TN2 3EY Unique reference number (URN): 2495296

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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 Strong standard

The leader of the organisation and staff provide highly effective support and adjustments that successfully help apprentices to reduce or overcome barriers to learning. Apprentices who do not have prior qualifications and those who have special educational needs and/or disabilities (SEND) achieve their qualifications. They often gain distinction grades.

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Inclusion Strong standard

The leader of the organisation and staff understand very well the barriers to learning that their apprentices face. They provide opportunities for apprentices to self-disclose their needs and use screening activities at the start of and throughout their training. Staff use information from these activities to implement bespoke inclusion plans that ensure apprentices are very closely supported. Apprentices who are neurodiverse receive useful adjustments such as visual learning approaches using pictures and videos to help them understand and remember information. Trainers complete specialist courses in how to support apprentices with SEND. They skilfully break down learning targets and review these frequently with apprentices. This enables apprentices with SEND to make positive progress.

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Inclusion Strong standard

The leader of the organisation and staff monitor apprentices’ progress and the effectiveness of the support that they have put in place diligently. They review and adjust this support systematically and reduce it when it is appropriate to do so. The leader of the organisation uses the insight from these activities to refine their inclusion strategy continuously.

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Leadership and governance Expected standard

The leader of the organisation understands in detail the challenges that employers in the hospitality industry experience, such as staff shortages and high turnover rates. They work closely with employers to tailor programmes carefully to the context of the employer and working patterns of apprentices. They co-design high quality apprenticeship curriculums that successfully support the recruitment and upskilling of operational staff and managers in pubs, restaurants, hotels and school catering.

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Leadership and governance Expected standard

The leader of the organisation and governor have a clear understanding of the strengths of the provision and priorities for improvement. During the past year, they have taken effective actions to improve apprentices’ achievement. This followed the liquidation of a large employer which resulted in several apprentices losing their jobs. The leader of the organisation paused recruitment of apprentices, strengthened communication with employers and carefully monitored the progress of apprentices in learning. As a result, apprentices’ achievement has significantly increased and is in line with national rates.

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Leadership and governance Expected standard

The experienced governor uses their expertise well to provide effective support and challenge to the leader of the organisation. The governor has been instrumental in helping to implement a well-designed digital learning platform. This enables apprentices to access useful learning resources, record on- and off-the-job training and understand the progress that they are making. The leader of the organisation is taking suitable steps to appoint an additional governor to strengthen oversight arrangements as the provision expands.

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Leadership and governance Expected standard

The leader of the organisation ensures that staff feel valued and cared for. Staff benefit from flexible working arrangements and support for their wellbeing. They receive useful professional development that helps them become more proficient in their roles in supporting apprentices and employers. For example, support staff achieve qualifications in the different regulations governing the hospitality industry.

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Achievement Expected standard

Apprentices, including those with barriers to their learning, make swift progress from their starting points. They typically achieve well in their final assessments and often gain distinction grades. The leader of the organisation’s actions to improve outcomes have been effective, and apprentices now achieve in line with national rates.

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Achievement Expected standard

Apprentices develop the knowledge, skills and behaviours that their employers value. They produce innovative food menus and identify ways to make cost savings. Apprentices produce work that meets the expected standard for the level of learning and is often higher. Consequently, employers give them more responsibility in their jobs.

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Achievement Expected standard

Apprentices improve their English, mathematical and digital skills and use these proficiently at work. For example, level 3 team leader apprentices calculate reductions in staff costs and use graphs to demonstrate increased profit margins.

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Achievement Expected standard

Apprentices are well prepared for their roles and further progression in the hospitality industry. A high proportion remain with their employers, gain promotion and progress to the next level of training.

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Curriculum and teaching Expected standard

The leader of the organisation plans well-sequenced curriculums in close collaboration with employers. They include additional qualifications, such as food safety and allergen awareness, early in apprentices’ training. This ensures that apprentices follow strict hygiene and temperature control measures as they learn to handle food.

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Curriculum and teaching Expected standard

Trainers use their professional expertise effectively to help apprentices understand and apply industry terminology and legislation at work. For example, level 4 hospitality manager apprentices master their knowledge of the seven hazard analysis critical control point principles. They apply these accurately to ensure that their business is compliant with food safety regulations.

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Curriculum and teaching Expected standard

Trainers use helpful teaching strategies such as demonstration and group discussion to explain new topics and concepts clearly. They routinely ask probing questions at the start of each session to assess what apprentices have understood and can remember. Apprentices demonstrate a good understanding of topics and answer questions confidently. Trainers plan to introduce additional online resources, such as research items and podcasts, so that apprentices extend their learning further through independent study.

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Curriculum and teaching Expected standard

Trainers skilfully adapt their teaching to meet apprentices’ individual needs. They break down learning into small steps and set apprentices small targets against which they frequently assess their knowledge and skills. Trainers provide helpful feedback in written, verbal and recorded formats, according to apprentices’ preferences. As a result, apprentices know what they have done well and how to improve their work further, which they do.

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Curriculum and teaching Expected standard

Trainers work closely with apprentices’ line managers to co-ordinate on- and off-the-job training. This enables apprentices to apply and master their skills promptly in the workplace.

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Participation and development Expected standard

The leader of the organisation and staff set clear expectations for apprentices’ professional behaviours that reflect the standards required in the hospitality industry. Apprentices understand and meet these expectations well. Their attendance is high. Apprentices are courteous and professional in training sessions and at work.

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Participation and development Expected standard

Apprentices develop their understanding of values and regulations that are relevant to their lives and job roles. For example, they support the ‘Owen’s Law’ campaign, to change the law surrounding allergy labelling in restaurants. Apprentices take effective action to ensure that there is accurate information about allergens in the food they serve.

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Participation and development Expected standard

Staff use their expert knowledge of the hospitality sector to advise apprentices about career options. They discuss apprentices’ future aspirations, such as progressing to a supervisory role, and put in place structured career plans. This contributes to apprentices having a secure understanding of their next steps.

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Participation and development Expected standard

Apprentices learn about a range of topics which generally support their personal development well. They understand the importance of maintaining a healthy lifestyle and risks to their personal safety, such as drink spiking. However, staff do not help young apprentices to remember what they have been taught about healthy relationships consistently. This limits apprentices’ understanding of consent and possible risks in personal relationships.

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

Apprentices experience highly individualised and supportive training, that helps them to make a positive contribution at work. They value their trainer’s deep knowledge of the hospitality industry and ability to bring learning to life by using real world examples. Apprentices enjoy their training and quickly make progress from their starting points.

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

Apprentices grow in confidence and apply the knowledge and skills they have learned in their jobs. They use models such as Gantt charts and algorithms to improve organisation and efficiency. Apprentices develop presentation and communication skills that they use to train others. They manage difficult conversations with staff in a way that avoids confrontation and leads to a positive outcome.

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

Apprentices are respectful and show empathy. They improve their knowledge of equality and inclusion and apply this successfully. For example, they watch and discuss a film about a man living with severe Tourette’s syndrome. This helps them to better assist customers with diverse needs in their hospitality businesses.

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

Apprentices feel safe and well supported. They have not experienced bullying, harassment or victimisation and know this will not be tolerated. Apprentices know how to stay safe online and from the risks of radicalisation and extremism. They quickly develop their understanding of the overriding significance of health and safety in the workplace in the hospitality sector.

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

Apprentices benefit from thorough support for their assessments, including practice tests and professional discussions. This helps them to achieve well. Apprentices are well prepared for their next steps and future job roles. Most progress to more responsible roles and to the next level of training.

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Next steps

The leader of the organisation should take action to increase further the rate of achievement in all apprenticeships and the proportion of apprentices who achieve distinction grades. The leader of the organisation should ensure that trainers support apprentices to develop their independent study skills and improve the resources available to apprentices, so that apprentices extend their learning further. The leader of the organisation should ensure that young apprentices develop a secure understanding of healthy relationships.

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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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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 the leader of the organisation, apprentices, staff, those responsible for governance and employers during the inspection.

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About this inspection

The inspectors confirmed the following about the provider:

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About this inspection

Eglantine Catering Limited is a small independent learning provider based in Tunbridge Wells. It operates nationally and specialises in apprenticeship training for the hospitality sector at levels 2 to 4. At the time of the inspection, there were 8 apprentices in training. Fewer than 5 apprentices were studying each of the following apprenticeships: level 2 hospitality team member, level 3 team leader and level 4 hospitality manager. Apprentices are taught online and at employer sites.

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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

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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