Thrive Skills Limited

Further education and skills inspection report

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Inspection dates: 20 to 23 February and 4 to 5 June

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Adult learning programmes Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Thrive Skills Limited is an independent learning provider based in Walsall, West Midlands. The provider offers qualifications to adult learners throughout England, utilising advanced learner loans.

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Information about this provider

At the time of the February 2024 inspection, there were 119 adults in learning. Forty-six were studying a level 3 diploma in nail technology, 31 were studying a level 3 National Vocational Qualification (NVQ) diploma in hairdressing, 26 were studying a level 3 NVQ diploma in barbering, 10 were studying a level 4 diploma in adult care, and the remaining six learners were studying a level 3 diploma in adult care.

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Information about this provider

At the time of the June 2024 additional evidence gathering visit, there were 76 adults in learning. Thirty-three were studying the level 3 diploma in nail technology, 23 were studying the level 3 NVQ diploma in hairdressing, 11 were studying the level 3 NVQ diploma in barbering, seven were studying the level 3 diploma in adult care and one learner remained on the level 4 diploma in adult care.

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Information about this provider

The provider does not work with any subcontractors. 20 to 23 February 2024 and 4 to 5 June 2024

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What is it like to be a learner with this provider?

Most learners enjoy their learning and feel well supported by their tutors. Tutors have developed a culture where learners feel confident in sharing their views and opinions with each other, during their online sessions. Nail technology learners provide peer support to each other when practising new techniques, such as applying gel nail polish.

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What is it like to be a learner with this provider?

Most learners attend their learning, either through live online sessions, or by watching the recording and completing the work set for them following the session. Most learners are keen to learn. However, a few learners persistently do not engage with learning. Leaders do not always act quickly enough to support these learners to catch up when they fall behind.

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What is it like to be a learner with this provider?

Learners develop their confidence and character during their studies. For example, in level 3 barbering, learners practise their customer service skills in a commercial salon and become confident in dealing with customers. Level 3 adult care learners are confident to start conversations with the families of people in their care and level 4 adult care learners feel confident to take on extra responsibilities at work.

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What is it like to be a learner with this provider?

Most learners are supported to develop an understanding of life in modern Britain and the risks associated with radicalisation and extremist behaviours. Tutors have recently improved their training on risks specific to the sectors in which learners aspire to work. This includes lone working in clients’ homes for domiciliary care learners and mobile hair and beauty technicians.

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What is it like to be a learner with this provider?

Learners broaden their understanding of how to stay healthy at work. For example, nail technology learners learn about dietary plans and nutrition. They learn the importance of taking breaks, standing, and walking between treatments so that they maintain a healthy lifestyle.

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What is it like to be a learner with this provider?

Learners receive useful guidance to help them make informed choices about their next steps. Learners who are planning on becoming self-employed, receive comprehensive advice on setting up social media pages, designing logos, choosing the most appropriate business bank account and the types of insurances that they will need. These learners are well prepared for their future.

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What is it like to be a learner with this provider?

Learners feel safe. They learn how to spot the signs of others being unsafe, such as changes in behaviour and appearance of their clients, cleanliness of the homes they visit and signs of domestic abuse. Learners know how to report any concerns. They feel confident that leaders would take appropriate action if they did so.

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better?

Leaders have a clear rationale for the courses they offer. They have selected courses that prioritise areas where there is a skills shortage in adult care and the service 20 to 23 February 2024 and 4 to 5 June 2024

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industries. Leaders design curriculums to support adult learners into employment or self-employment.

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Leaders have recently redesigned their curriculums. They have increased teaching time so that learners receive more support to develop the skills they need for their chosen sector. In nail technology, learners attend weekly online sessions or watch the recording of the session. Sessions are planned to be taught during school hours for parents and alternatively in the evening for learners who work during the day. In care, sessions are taught three times per week to give multiple opportunities for those learners who work shifts to attend a live session. Learners appreciate the flexible learning opportunities that are available to them.

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Learners develop new knowledge, skills and behaviours because of their training. Nail technology learners learn how to avoid flooding the cuticle with nail polish and how to accurately file nails so that they are smooth. Barbering learners learn how to use clippers and how to cut layers into different lengths of hair. Most learners are confident to carry out treatments on others.

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Tutors do not always check what learners already know and can do to plan appropriate learning. Learners all follow the same curriculums regardless of their prior knowledge and experience. For example, a few nail technology and barbering learners already have experience of the hair and beauty industry and, therefore, repeat prior learning. These learners do not make the quicker progress that they could.

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Leaders have recently redesigned their assessment processes to improve training in professional behaviours. During video assessments in nail technology, tutors now complete a check of learners’ workspaces to ensure that they are presentable, clean and adhere to health and safety requirements. They listen to the interactions between learners and their clients to check that they are developing the professional behaviours and communication skills required for working in the beauty industry.

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Most learners produce work of the level expected. However, level 4 adult care learners’ work is not at the standard required for higher level study, with limited referencing and research. In addition, tutors did not identify instances of plagiarism, or work that did not demonstrate the learners’ own knowledge. To rectify this, leaders have introduced new software that identifies where work has been plagiarised. All learner work is now submitted through this software. Tutors now mark work accurately and leaders are assured that learner work is now their own.

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Leaders have recently worked with tutors to improve the feedback they provide to learners. Tutors now provide useful feedback, which in most cases is developmental and explains to learners how to improve their work. However, not all tutors ensure that learners develop their written English skills sufficiently. Tutors do not always correct spelling and grammatical errors, which leads to learners continuing to make the same mistakes in their work. 20 to 23 February 2024 and 4 to 5 June 2024

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Too many learners leave the programme early before completion. Leaders have recently introduced more detailed initial advice and guidance so that learners are fully aware of the demands of the course before they enrol. They hope that this will reduce the number of learners who do not complete their qualifications. However, this process still needs time to be embedded before its impact can be fully realised. Learners who remain on programme achieve their qualifications.

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Leaders have created an environment where staff feel valued and cared for. Leaders are mindful of staff mental health and well-being. They manage staff workloads well. Staff feel valued.

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Tutors are vocationally qualified and experienced and hold relevant teaching qualifications. Leaders provide a range of useful professional development opportunities for tutors. Most tutors engage in developmental activities that help them to keep up to date with industry practice. However, leaders have only recently introduced resources for teachers to access to enable them to improve their teaching practice.

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Leaders have appointed appropriate governors who are experienced within the care and beauty sectors. Leaders have recently recruited a governor with expertise in data management and the use of data to accurately predict achievement and to identify learners at risk of falling behind. This has helped leaders to rapidly improve their understanding of monitoring learners’ progress.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Increase the number of learners who remain on programme and achieve their qualifications.  Analyse what learners already know and can do before they begin the course so that learners do not repeat prior learning.  Encourage more learners to attend live sessions or watch the recordings so that they do not miss essential learning.  Raise the academic level of learner work at level 4 to prepare learners for higher- level study.  Ensure that tutors utilise the resources provided to improve their teaching practice. 20 to 23 February 2024 and 4 to 5 June 2024

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Provider details

Address Suite 2, The Old Foundry Bath Street Walsall WS1 3BZ

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Provider details

Principal, CEO or equivalent Ian Shephard

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection 19 to 22 October 2021

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Provider details

Main subcontractors None 20 to 23 February 2024 and 4 to 5 June 2024

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Information about this inspection

The inspection team was assisted by the chief executive officer, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Information about this inspection

An additional visit was carried out to gather evidence to ensure that the evidence base was complete in line with the Ofsted Gathering additional evidence protocol.

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Inspection team

Stuart Collett, lead inspector His Majesty’s Inspector Ruth Stammers, lead inspector His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector Maggie Fobister Ofsted Inspector Gemma Hart Ofsted Inspector Mary Younan Ofsted Inspector Bob Busby Ofsted Inspector Alison Humphreys His Majesty’s Inspector 20 to 23 February 2024 and 4 to 5 June 2024

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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 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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