High Ridge Training Ltd

High Ridge Training Ltd

Address: 26 Station Road, Gloucester, GL1 1EW Unique reference number (URN): 2510875

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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 quickly identify apprentices' and adult learners' support needs. An effective interview process helps tutors gain a thorough understanding of each applicant's suitability for their chosen programme. Tutors discuss any adjustments or support requirements and communicate these needs well to ensure staff have a consistent approach to providing support.

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Inclusion Expected standard

Leaders and tutors have established an effective process for identifying and meeting the support needs of apprentices and adult learners. Support arrangements include extended deadlines and more frequent one-to-one sessions. Leaders and tutors review this support monthly through learning needs meetings. During these reviews, tutors discuss with apprentices and learners the support they have received and evaluate its impact on their progress. This helps tutors to identify any further support requirements and determine whether existing support can be reduced to increase independent working.

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Inclusion Expected standard

Leaders have developed an inclusion strategy that sets out how they will further promote and embed inclusive practice across the organisation. This includes clear objectives and actions to drive improvement. Leaders are in the process of arranging appropriate professional learning opportunities for tutors to strengthen their knowledge and skills with a view to further enhancing the early identification of learning needs and improving the support provided to apprentices and adult learners.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a detailed understanding of the provider's strengths, areas for improvement and current performance. Leaders provide governors with the information they need to support, challenge and hold them to account.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of apprentices and adult learners. For example, they have undertaken a comprehensive review of the application process to ensure they identify and record any barriers to learning experienced by apprentices and adult learners. The support they have provided as a result of this review, has resulted in more apprentices achieving their functional skills qualifications and an increase in the proportion of apprentices who pass their examinations the first time.

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Leadership and governance Expected standard

Leaders ensure that staff feel valued and included in the organisation. Tutors report that leaders listen to them, take their suggestions seriously and implement them where appropriate. Leaders carefully monitor workloads to ensure that tutors are not overburdened and have sufficient time to support apprentices and adult learners when needed. Tutors describe leaders and managers as approachable and supportive.

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Leadership and governance Expected standard

Tutors are experts in their sector and hold relevant industry and teaching qualifications. They keep their industry knowledge current through a range of activities, such as reading professional body newsletters. Leaders provide suitable professional learning to strengthen teaching practice. Tutors are completing training that will increase their knowledge of inclusion. Tutors work closely with employers to ensure that apprentices receive the training they need. However, a few employers do not routinely contribute to the design and implementation of the curriculums to further enhance apprentices' experiences.

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Achievement Expected standard

Adult learners make steady progress from their starting points and achieve well. Those who stay until the end, pass the qualification. Those facing barriers to learning, including disrupted education, low confidence, or gaps in English and mathematics, make secure progress over time and achieve in line with their peers. Learners develop confidence in planning, reflective practice, reasoning, digital skills and writing. Learners studying procurement improve the clarity and structure of their written work through effective guidance and support.

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Achievement Expected standard

Learners develop the knowledge, skills and behaviours required for their courses and apply them effectively at work. Their work is of an appropriate standard for the level of study and strengthens essential English, mathematics, and digital skills. Most learners are well prepared for further education, training or employment, progressing to positive destinations, often with existing employers or through self-employment. They also achieve meaningful personal goals that enhance confidence, wellbeing and employability.

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Curriculum and teaching Expected standard

Adult learners benefit from well-planned, sector-relevant curriculums that respond effectively to their needs. Leaders have a secure understanding of curriculum quality and act swiftly to deal with concerns. They use this feedback to make improvements, such as improving teaching in early years and increasing consistency in Certificate in Procurement & Supply Operations (CIP) written practice. Leaders monitor teaching and training through feedback from learners, tutor discussions, work scrutiny and assessment reviews. Leaders have also improved progress tracking for learners on the CIP certificate, enabling emerging needs to be identified and dealt with earlier.

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Curriculum and teaching Expected standard

Tutors are well qualified and receive appropriate support and development. They plan the curriculums effectively, enabling learners to build and deepen their knowledge over time. Learners studying qualifications in early years, mental health awareness and procurement describe how learning connects across modules and helps them to learn key concepts. Content aligns well with sector expectations and employment priorities, child development, ethical practice and commercial reasoning. Leaders support adults returning to study through effective onboarding, digital skills guidance and frequent early check-ins. Tutors adapt teaching appropriately when learners have a barrier to learning.

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Curriculum and teaching Expected standard

Tutors use appropriate and effective teaching strategies to ensure learners understand key content. Learners value tutors' clear explanations, practical examples and recap activities that help them understand and remember important concepts. Tutors routinely revisit prior learning, use effective questioning to check understanding and provide consolidation activities that strengthen learners' knowledge and attainment. However, in a few instances tutors' feedback is not developmental enough for adult learners to use to improve their practice quickly.

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Participation and development Expected standard

Learners study in safe, respectful and supportive environments. Tutors are calm and patient, providing regular wellbeing check-ins and positive relationships with learners. Tutors adapt teaching effectively for anxious learners and those returning to education. Where required, workplace visits enable tutors to monitor learners' wellbeing, workload and safe working practices. Learners know how to raise concerns and are confident that staff prioritise their welfare.

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Participation and development Expected standard

Leaders set high expectations for learners' attendance, behaviour and attitudes. Learners engage positively in lessons and demonstrate respectful conduct. Staff monitor attendance closely and promptly follow up on absences with learners. In the few instances where learners miss a lesson, tutors respond swiftly by rescheduling them and providing alternative learning resources, including e-books, remote teaching and recorded lessons. Leaders recognise the challenges adult learners face and use flexible delivery models, to help them continue with their studies.

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Participation and development Expected standard

Leaders provide appropriate opportunities for wider personal development. Learners value activities that strengthen communication skills, reflective practice and professional behaviours. Monthly awareness events and enrichment activities encourage learners to reflect on wellbeing, equality, diversity and professional values, helping them prepare for work and life beyond their studies.

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Achievement Expected standard

Apprentices make the expected progress from their starting points, with some making better than expected progress. Around three quarters of apprentices stay until the end of their apprenticeship, and all that do achieve. Apprentices with barriers to learning broadly achieve in line with their peers. Leaders have taken appropriate steps to help more apprentices stay until the end, with approximately a third of apprentices passing their examinations with a distinction grade.

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Achievement Expected standard

Apprentices develop valuable new knowledge, skills and behaviours. Tutors provide consistent support and work effectively with employers. Because of this, employers report significant improvements in apprentices' abilities as they grow in confidence throughout their training. This ensures that apprentices have a positive impact in the workplace.

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Achievement Expected standard

Apprentices are well prepared for their next steps on completion of their apprenticeship. Many progress from level 2 to level 3 apprenticeships, enabling them to develop higher-level skills and take on greater responsibilities at work.

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Curriculum and teaching Expected standard

Leaders use a comprehensive range of quality assurance activities to identify strengths and areas for improvement in the apprenticeship curriculums. They provide tutors with detailed, developmental feedback that supports continuous improvement in teaching, learning and assessment.

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Curriculum and teaching Expected standard

Tutors plan the curriculums effectively and design them so that the apprentices gain the knowledge, skills and behaviours they need for work. For example, in early years, apprentices develop a secure understanding of professional responsibilities, including safeguarding and health and safety, before moving on to more complex topics. Tutors regularly revisit key concepts, helping apprentices consolidate their learning and apply their knowledge in the workplace.

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Curriculum and teaching Expected standard

Teaching is effective. Tutors make use of suitable online resources, and mostly use questioning skilfully to check apprentices' understanding, extend knowledge and encourage deeper thinking. Tutors place a high emphasis on developing apprentices' language and subject-specific vocabulary to support professional and academic development. Tutors mostly use assessment effectively, providing clear feedback that helps apprentices understand their progress and identify how to improve further.

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Curriculum and teaching Expected standard

Leaders ensure that apprentices with barriers to learning can fully access the curriculum. Leaders and tutors assess apprentices' starting points accurately through training needs assessments and individual learning plans. They use this information well to individualise learning and support needs. Leaders use employers' feedback effectively to ensure that most curriculums remain relevant and responsive to industry requirements. However, employer involvement in curriculum design is less well developed in early years apprenticeships.

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Participation and development Expected standard

Leaders place a clear emphasis on apprentices' wellbeing and have fostered a culture in which positive, meaningful professional relationships are formed. Effective pastoral and academic support helps apprentices make suitable progress on their apprenticeship. Tutors frequently go beyond expectations to support apprentices and, where required, overcome barriers to learning.

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Participation and development Expected standard

Leaders have established effective systems to promote participation and wellbeing. They work closely with apprentices and employers to identify barriers to participation and provide timely interventions when concerns arise. Apprentices understand how to report concerns and are confident that staff will respond appropriately.

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Participation and development Expected standard

Leaders support apprentices' wider development through newsletters, discussions on current and topical issues, and a dedicated wellbeing area on the provider's website. Apprentices can access a range of resources that help them understand physical health, healthy relationships and personal safety. However, younger apprentices have a less secure understanding of some of these topics.

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Participation and development Expected standard

Apprentices benefit from suitable careers education and guidance that encourages them to consider future career pathways, including opportunities beyond their current role. Through discussions about current affairs, their communities and modern Britain, apprentices develop a broader understanding of the world around them.

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

Apprentices and adult learners develop the knowledge, skills, and behaviours they need to succeed at work and progress in their careers. Approximately three-quarters of apprentices remain on programme and achieve their apprenticeship. A significant majority of adult learners achieve their qualifications.

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

Apprentices and adult learners grow in confidence. They become increasingly proficient in applying their learning in the workplace and other situations. They are motivated to achieve and respond well to the high expectations of leaders and tutors. As a result, a growing proportion achieve distinction grades in their final assessments.

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

Apprentices and adult learners with identified barriers to learning receive effective support. Leaders and tutors implement appropriate adaptations to meet their needs. These learners and apprentices make appropriate progress and achieve in line with their peers.

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

Apprentices and adult learners benefit from learning about wider topics, such as an understanding of life in modern Britain and how to keep themselves safe from hate, violence and crime. They understand how to stay safe online and can identify the characteristics of healthy relationships. However, younger apprentices do not develop this understanding as securely as their adult peers. Apprentices and adult learners enjoy their studies and value their tutors' expertise. They contribute positively during training sessions, demonstrate respect for others, and become increasingly willing to share their experiences. Adult learners returning to education improve their digital, communication and written skills and become more confident in their personal lives and, where relevant, in the workplace.

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

Apprentices and adult learners feel safe and develop greater resilience and independence over time. They know how to report concerns and are sure that staff will respond appropriately. Most apprentices and adult learners progress to positive destinations, including sustained employment with their current employers, career advancement or further study.

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Next steps

Leaders should continue to enhance their employer links to ensure all employers contribute to the design and implementation of the curriculums. Leaders should further strengthen the quality of teaching and assessment to ensure that all apprentices and adult learners receive a consistently high standard of training. Leaders should continue to develop the inclusion strategy to ensure that opportunities for all apprentices and adult learners are consistently enhanced. Leaders should continue their focus on increasing the proportion of apprentices and adult learners who stay to the end of their programmes and achieve. Leaders should further strengthen the wider development curriculum for all apprentices and adult learners, with a particular focus on younger apprentices' knowledge of important topics.

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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, managers, tutors, employers, adult learners and apprentices during the inspection.

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About this inspection

High Ridge Training is an independent training provider in the High Ridge Training Group. It provides apprenticeship and adult learning programmes across England, with most learners based in the North West and London.

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About this inspection

High Ridge offers apprenticeships and technical training in engineering, manufacturing, food and drink, business, leadership, procurement and supply, safety, health and environment. Its largest area is in the early years and education sector.

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About this inspection

High Ridge Training was previously inspected under the name Reach4Skills Training Ltd. It began delivering apprenticeships in 2016 as a subcontractor and has held a direct contract

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Lead inspector:

Steve Battersby, His Majesty's Inspector

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Team inspectors:

Esther Williams, Ofsted Inspector Daisy Louisa Agathine-Louise, 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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Percentage of learning aims successfully achieved

since 2018. At the time of the inspection, there were 133 apprentices, including 34 aged 16 to 18. Twelve adult learners were enrolled on training programmes.

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Percentage of learning aims successfully achieved

Leaders and tutors deliver training through a blended learning approach. This includes online training sessions alongside learning and assessment activities carried out in apprentices' and adult learners' workplaces.

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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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