Complete Lean Solutions Limited

Complete Lean Solutions Limited

Address: Windsor House, Cornwall Road, HARROGATE, HG1 2PW Unique reference number (URN): 1280362

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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 provide coaches with appropriate training to help them provide suitable support for apprentices with barriers to learning. For example, coaches have recently had training on adaptive teaching methods. Coaches review support with apprentices through discussions at progress reviews, however they do not consistently taper it to encourage independence as apprentices make progress.

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Inclusion Expected standard

Leaders have effective processes in place to identify apprentices with barriers to learning quickly. They carry out cognitive and baseline assessments at the start of the training programme, which helps to identify barriers to learning and/or learning difficulties. Coaches are vigilant in identifying other indicators, such as apprentices missing deadlines or low participation in lessons to establish undisclosed or unidentified needs.

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Inclusion Expected standard

Leaders and coaches provide apprentices with effective support. Coaches establish what support is needed and implement it promptly to avoid any impact on learning. Apprentices with English as an additional language receive dedicated time from coaches to explain the curriculum, such as the complex terminology not typical in daily conversations.

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Inclusion Expected standard

For apprentices who experience temporary vulnerabilities, coaches provide short-term arrangements to help them keep on track. For example, for apprentices who have recently had surgery and find writing difficult, coaches provide scribes or laptops to take notes in lessons.

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Leadership and governance Expected standard

Leaders have a clear strategic aim to provide high-quality training to employees working in the manufacturing sector. Leaders and coaches have significant expertise in the sector and understand well their strengths and where the provision needs to improve further. Leaders put in place suitable actions to deal with weaknesses, such as the need to develop staff awareness of inclusive teaching to better support apprentices who are disadvantaged or with barriers to learning.

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Leadership and governance Expected standard

Leaders and governors have an appropriate oversight of the quality of the provision. They identified that poor retention on a few courses had a negative impact on achievement rates. Leaders improved their communication with both employers and apprentices prior to recruitment to ensure that employers and apprentices were fully committed to completing the course. This has helped to improve retention and achievement rates.

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Leadership and governance Expected standard

Leaders ensure that apprentices receive a well-taught bespoke curriculum. Staff provide training that meets the business needs. Training for apprentices on the level 2 lean manufacturing is based around a specific workplace project where the fundamental principles are taught alongside the project.

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Leadership and governance Expected standard

Leaders are considerate of staff wellbeing and workloads. Staff appreciate the protected time they have for administrative duties and flexibility to work at home, particularly to meet family commitments. Leaders ensure that coaches undertake useful development activities to maintain their occupational expertise. However, leaders do not use quality assurance processes well enough to identify individual development activities that focus on further developing and enhancing coaches' teaching practice.

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Achievement Expected standard

All apprentices who complete their training, including those with barriers to learning, achieve their qualification and make at least the expected progress. A high proportion of apprentices achieve distinction grades. However, because of previously poor retention on the level 3 improvement technician apprenticeship, achievement rates are not yet consistently high overall.

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Achievement Expected standard

Apprentices swiftly develop occupational competence and apply what they have learned confidently at work. For example, they implement more efficient workflow processes in food production, making savings in operating costs.

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Achievement Expected standard

Apprentices improve their English, mathematical and digital skills through workplace activity. Apprentices analyse production data, calculate time and cost efficiencies, produce written technical evidence and use shared digital spreadsheets. This strengthens their effectiveness in their occupational roles.

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Achievement Expected standard

Apprentices are mostly ready for their next stage of learning or employment. Several progress to higher paid roles and promotions. Level 2 lean manufacturing apprentices progress to roles such as team leader with more responsibility and increased pay.

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Curriculum and teaching Expected standard

Leaders work closely with employers to plan curriculums that meet their needs. They identify employees' skills gaps and workforce requirements to contextualise learning and plan relevant workplace projects. For example, leaders provide face-to-face training for employers and apprentices who are not confident in using digital technology for online training. Coaches sequence the curriculums to build from apprentices’ starting points. They begin with solution-based systems such as 5 sigma and move to improvement projects that reduce waste, improve efficiency and generate savings for employers.

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Curriculum and teaching Expected standard

Coaches are experts in their field. They use effective questioning, discussions, presentations and group work to bring learning to life to develop apprentices' critical thinking skills. Coaches skilfully adapt teaching to meet apprentices' needs including those with barriers to learning. Apprentices develop substantial new knowledge skills and behaviours that they increasingly apply in the workplace.

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Curriculum and teaching Expected standard

Coaches use the information from initial assessments well to provide personalised learning for apprentices. They check apprentices' learning frequently to identify any gaps in their knowledge. Coaches provide apprentices with constructive feedback so that they understand how they can improve their work.

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Curriculum and teaching Expected standard

Leaders ensure that employers support apprentices' learning by providing sufficient time for their training and reviewing their progress. Employers attend progress meetings and often parts of lessons to understand the quality and content.

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Participation and development Expected standard

Leaders ensure apprentices have opportunities for some wider learning. Apprentices enjoy meeting colleagues in other departments, collaborating on workplace problems and learning more about their workplaces. They demonstrate effective teamwork, respect and communication. However, leaders provide too few opportunities for apprentices to develop wider skills and interests beyond the taught curriculum.

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Participation and development Expected standard

Coaches help to develop apprentices' understanding of the dangers associated with radicalisation and extremism in the workplace. Apprentices who work in logistics know that heavy goods vehicles can become potential targets for hijackers seeking to cause harm through use of the vehicle as a weapon.

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Participation and development Expected standard

Coaches support the health and wellbeing of apprentices effectively. They reinforce the importance of sufficient sleep, particularly those apprentices working shifts. Coaches discuss online safety including phishing, fraud, mental health concerns and inappropriate workplace banter.

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Participation and development Expected standard

Apprentices attend well. On the rare instances that apprentices miss lessons, coaches provide resources and support to ensure that apprentices catch up any missed learning and remain on track.

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Participation and development Expected standard

Coaches provide apprentices with appropriate careers information advice and guidance. They plan additional learning opportunities that enhance apprentices' career development, such as supervising new apprentices. Apprentices feel prepared well for their next steps.

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

Apprentices enjoy a positive and supportive learning experience where their training is closely aligned to their workplace roles. They value the clear explanations, timely feedback and encouragement provided by coaches, which helps them build the new knowledge, skills and behaviours they need for roles in lean manufacturing and improvement.

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

Apprentices collaborate, support one another and understand how their learning contributes to improving workplace practices. They quickly develop confidence to contribute ideas and challenge existing work processes appropriately. Apprentices use problem-solving, root- cause analysis and lean manufacturing techniques to identify improvements and influence how work is organised. They appreciate seeing their projects being used as part of the day- to-day running in their workplace. For example, apprentices working in a brewery implemented a water saving strategy by reducing rinsing times and using chemicals that dissolve and disperse more readily, resulting in substantial cost savings.

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

Apprentices with additional learning needs and/or barriers to learning describe the support coaches provide as helpful and practical. Reasonable adjustments, one-to-one support and flexible approaches enable apprentices to participate confidently and remain on track. Apprentices feel well supported to succeed and can access additional help from coaches when required. They understand their targets and know what they need to do to prepare for their assessments.

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

Apprentices learn about fundamental British values, such as the importance of equality and respect. Coaches facilitate discussions on safety, protected characteristics, healthy relationships and mental health, resulting in apprentices developing a wider understanding of working safely and respectfully with others. Coaches embed these throughout the curriculums, which apprentices find useful and helps them to recognise risks and seek support when needed.

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

Apprentices take pride in their work. They organise and index their portfolios well with evidence clearly mapped to the apprenticeship standards. Coaches have high expectations for apprentices to produce work above the minimum standard of the apprenticeship.

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Next steps

Leaders should review the effectiveness of the support apprentices receive to make swift adaptations to increase or reduce support as needed. Leaders should provide coaches with targeted, individualised professional development to enhance and improve their teaching practice. Leaders should provide apprentices with carefully tailored additional learning opportunities to develop their wider skills and interests.

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Team inspectors:

Sarah Seaman, His Majesty's Inspector Sharron Mansell, Ofsted Inspector Ian Frear, 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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About this inspection

Following our updated 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

Inspection activities: Inspectors spoke with apprentices, employers, leaders, governors, trainers and stakeholders 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

Complete Lean Solutions Limited began providing apprenticeships in January 2018. It delivers apprenticeships across England for employers mostly in the manufacturing sector. At the time of the inspection, 69 apprentices were enrolled. Forty-nine were studying on the level 2 lean manufacturing operative apprenticeship and a further 16 on the level 4 process leader apprenticeship. Fewer than five apprentices were studying on the level 3 improvement technician and level 4 improvement practitioner apprenticeships.

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About this inspection

Quality and Compliance Manager : Cheryl Coles

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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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