Learningplus Limited

Challenge-trg Skills Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Bev Ramsell, His Majesty's Inspector

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Address:

Cambria Court 1231 Stratford Road Hall Green Birmingham B28 9AA Monitoring visit: Challenge-trg Skills Limited, 29 and 30 March 2023

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Context and focus of visit

Challenge-trg Skills Limited was inspected in April 2022. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Challenge-trg Skills Limited is a private training provider based in Birmingham. In March 2019, the provider was purchased by Challenge Group Holdings Limited. At the time of the previous inspection, the provider was in the process of changing its name from Phoenix Training Services (Midlands) Limited to Challenge-trg Skills limited.

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Context and focus of visit

Challenge-trg Skills Limited teaches adult learning courses under a direct contract with the West Midlands Combined Authority. At the time of the visit, there were 12 learners studying a level 1 construction gateway course and five learners studying a level 3 adult care course.

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Reasonable progress

Leaders and managers have responded swiftly to the recommendations from the previous inspection. They have put in place an effective post-inspection action plan and closely monitored the quality of education. When needed, they have intervened promptly. For example, leaders identified that level 3 adult care learners were not developing the knowledge and skills they needed to progress to their next steps. Leaders responded quickly to ensure that learners received the support they needed. As a result, most learners made good progress and nearly all achieved their qualifications.

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Reasonable progress

Leaders have developed a culture of quality improvement throughout the organisation. Following the previous inspection, leaders reissued job descriptions linked to their new quality values. They set performance targets for tutors which were reviewed monthly. Leaders and tutors took time from their daily activities to focus on quality assurance processes and reviewed curriculums. When needed, they provided additional training and support. As a result, most tutors know what they need to do to improve. Monitoring visit: Challenge-trg Skills Limited, 29 and 30 March 2023 Governors support leaders to make improvements. Leaders provide governors with effective reports. These reports focus on areas such as attendance, tutor performance and learners’ progress. Governors use these reports to hold leaders to account. They use their expertise to support managers by undertaking quality assurance activities when needed. Governors have a good understanding of the

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Reasonable progress

strengths and weaknesses at the provider.

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Reasonable progress

Leaders and managers have made appropriate changes to how learners’ starting points inform teaching. They have developed skills scans to be sector-specific and capture learners' broader skills such as confidence. Tutors take the time to compare the information recorded in skills scans to evidence gathered through interviews and conversations. They use the combined knowledge to tailor and order learning. As a result, most learners enjoy a curriculum that develops their broader knowledge and skills.

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Reasonable progress

Tutors in level 3 adult care successfully assess learners’ gaps in skills to ensure they are on the correct course. Leaders have appropriately revised the level 3 adult care curriculum to meet the needs of learners and employers. At the start of the course, tutors carry out observations of learners at work to assess any gaps in their skills. They use this information carefully to decide on the best curriculum pathway for learners to study. As a result, learners develop the knowledge and skills they need to be successful at work.

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Reasonable progress

Tutors in construction effectively review learners’ knowledge at the start of each lesson. They use questioning techniques successfully at the start and during lessons to assess learners' understanding. They use this information to inform the following days teaching. As a result, most learners pass their course.

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Reasonable progress

Leaders have put in place appropriate opportunities for learners to reflect on what they have learned. For example, in construction, learners and tutors carry out end- of-day evaluations. Learners use this activity to record what they have learned and what they still need to learn. In level 3 adult care, learners have a mid-point review. Tutors use this time to review learning objectives and ensure that learners make the required progress. As a result, learners are better informed about what they need to do to improve.

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Reasonable progress

Tutors use assessment effectively to challenge misconceptions. For example, in construction, tutors use daily assessments to recap and consolidate learning. They Monitoring visit: Challenge-trg Skills Limited, 29 and 30 March 2023 concentrate on important topics such as working at heights and the proper use of fire extinguishers. As a result, learners’ misunderstandings are quickly rectified.

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Reasonable progress

Tutors in level 3 adult care have developed a wide range of appropriate assessment opportunities. They use techniques such as professional discussions and witness testimonies to meet the needs of learners. For example, learners who struggle with writing can verbally record their evidence. As a result, learners make good progress on their courses.

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Reasonable progress

Tutors in level 3 adult care do not support learners to meet their potential. Tutors provide developmental feedback to learners to help them improve their work. However, they do not challenge learners to produce work to a standard of which they are capable and too often settle for mediocrity. Learners are not expected to then make further improvements to the quality of their work. As a result, learners do not produce work to the best of their ability.

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Reasonable progress

Leaders have improved the provision of English and mathematics. They have developed new online resources for English and mathematics topics. Tutors in health and social care help learners to develop their report-writing skills and functional mathematics. Tutors in construction help learners develop sector technical language. However, learners in construction have fewer opportunities to develop their mathematical skills. As a result, these learners have a less developed understanding of the mathematical skills they may need when working on-site.

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Reasonable progress

Newly appointed teachers in health and social care are experts in English and mathematics. They use effective teaching strategies to overcome learners’ barriers to English and mathematics. They help learners develop useful strategies. For example, they guide learners who struggle with reading and writing to use the ‘read’ function on the computer to proofread their work. In mathematics, tutors demonstrated differing methods and ways to calculate sums. As a result, learners develop the skills they need over time.

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Reasonable progress

Employers value the support that learners receive in developing their English skills. Employers identify how the improvement of learners’ English skills has enabled them to be more effective in their job roles. For example, a learner struggling with writing reports received effective support from their employer and accessed weekly help from their tutor. As a result, the learner grew in confidence and was able to improve their performance at work. Monitoring visit: Challenge-trg Skills Limited, 29 and 30 March 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education

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Reasonable progress

and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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

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