Learningplus Limited

Further education and skills inspection report

p.1

Inspection of Challenge-trg Skills Limited

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Challenge-trg Skills Limited, is a private training provider, based in Birmingham. It offers adult learning courses in Birmingham, Manchester, Coventry, and Warrington. It operates as a subsidiary of Challenge Group Holdings Limited.

p.1

Information about this provider

At the time of inspection, there were 211 adult learners. There were 93 learners studying on the level 3 diploma in adult care, 60 in the heavy goods vehicle (HGV) Skills Bootcamps, 42 in personal development for employability, 12 in warehousing employability, and 4 in forklift truck employability courses. These courses are funded by the Department for Education, West Midlands Combined Authority, Liverpool City Region Combined Authority, and Greater London Authority. Challenge-trg Skills Limited does not work with any subcontractors 9 to 12 July 2024

p.1

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

Teachers train learners to develop their resilience and confidence effectively. They teach the importance of stepping back from stressful situations to make well- balanced decisions. This approach helps learners build emotional resilience and boosts their confidence in handling challenging decisions in the workplace and in their personal lives.

p.2

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

Too few learners gain employment on completion of their studies. While leaders are industrious in developing relationships with prestigious employers to provide employment opportunities for learners, this has not yet led to enough learners gaining employment in their chosen industry.

p.2

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

Leaders ensure that most learners attend well by tracking weekly attendance and assigning progress tutors to support those falling behind in their studies. Learners in forklift truck courses attend particularly well, consistently arriving early which prepares them well for the logistics sector’s demands.

p.2

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

Learners feel safe and are aware of who to contact if they have a concern. Teachers provide learners information on how to keep themselves safe in situations that could affect them, such as keeping safe online and what to do in the event of a firearms or weapons attack. Teachers teach learners how to navigate the dangers that exist throughout their studies, in the workplace and in their personal lives.

p.2

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

Staff cultivate an inclusive environment, where learners consistently show respect to their peers and teachers, regardless of their backgrounds. Learners in warehousing courses understand and demonstrate respect for each other. Leaders promote the recruitment of women into traditionally male-dominated sectors, resulting in increased salaries, rewards, and recognition for these learners

p.2

better?

Leaders have a clear rationale for the curriculums they offer. They collaborate effectively with key stakeholders, both regionally and nationally, to design courses that respond to critical skills gaps in specific employment sectors. In forklift truck courses, leaders collaborate with employers to adapt the curriculum to include additional skills, such as carrying metal stillages. Most learners gain valuable skills, however, too few learners secure employment when they complete their course.

p.2

better?

In a few cases, teachers do not consider the needs of learners with special educational needs and disabilities when planning lessons. Although learners declare their needs upon application, this information is not shared effectively, teachers receive only brief, generalised information, leading to insufficient adaptations to support learners. For example, classrooms are not adjusted to help learners with hearing impairments to participate in class activities. Too often these learners do not make the progress they are capable of. 9 to 12 July 2024

p.2

3

Teachers provide learners with an induction that highlights the importance of fundamental British values and educate them about the dangers and signs of radicalisation. Most learners confidently apply this knowledge in their professional lives, understanding the importance of respect and tolerance for effective workplace relationships. However, a significant minority of learners, particularly those on the level 3 adult care diploma, struggle to remember these concepts because they are not revisited often enough.

p.3

3

Leaders have recruited skilled industry professionals to teach learners. These teachers explain new ideas clearly, review past lessons, and correct learners’ misunderstandings. They use tools including mind maps and visuals to encourage discussion and give learners time to reflect. As a result, most learners improve their work over time.

p.3

3

Teachers assess learners’ initial knowledge and skills at the beginning of their courses. However, they often fail to utilise this information in their teaching. Teachers frequently prioritise the completion of qualification units without adequately addressing identified gaps in learners’ knowledge and skills. The lack of individualised learning hinders some learners from progressing as quickly as they could.

p.3

3

Teachers do not support learners well enough to improve their English and mathematical skills. While they assess these skills at the beginning of the course, they do not use this information to improve learners’ specific skills gaps. An example of this is in level 3 adult care courses, where learners who have English as an additional language are not given sufficient support to improve their English speaking and writing skills, which are crucial for their future aspirations.

p.3

3

Most teachers provide learners with valuable feedback on their written work, which helps them enhance both their writing and practical skills. However, in some cases, teachers on HGV courses do not consistently provide feedback that is sufficiently helpful for learners to improve their work.

p.3

3

Since the previous inspection, leaders have started to prioritise the areas that required improvement, such as the quality of teaching in level 3 adult care. They have recently taken steps to improve the quality of this curriculum. They have employed experienced teachers and strengthened their employer relations to help them design their curriculums. However, since these measures are recent, it is too early to see their impact.

p.3

3

Leaders prioritise the well-being of their staff and take measures to support them. They manage excessive workloads by implementing strategies to reduce them. Leaders have an open-door policy, encouraging staff to voice their concerns. They provide resources and plan professional development activities to support their staff. As a result, staff feel well supported and valued, contributing to a positive and productive work environment. 9 to 12 July 2024

p.3

4

Leaders work closely with the National Careers Service (NCS) to provide learners with important advice and guidance. Before learners start their courses, advisors from the NCS share useful information about job opportunities in their chosen industry. They also provide details on how many job openings there are locally and potential paths for career advancement. This helps learners make informed choices and stay focused on their career goals while they study.

p.4

4

Governors have a clear understanding of the organisation’s strengths and weaknesses. They receive extensive reports from leaders on key performance indicators before governance meetings, allowing for thorough scrutiny and appropriate challenges. However, while governors are aware of areas needing improvement, their actions have not yet led to sustained progress in the key areas identified.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Ensure teachers use learners measured starting points effectively to inform teaching and support progress.  Ensure learners significantly develop their English and mathematical skills.  Increase the proportion of adult learners who enter sustained employment on completion of their courses.  Increase the proportion of learners who successfully achieve their adult care course.  Ensure all learners develop a secure understanding of fundamental British values. 9 to 12 July 2024

p.4

Provider details

Address Cambrai Court 1231 Stratford Road, Hall Green Birmingham B28 9AA

p.5

Provider details

Principal, CEO or equivalent Simon Bladon

p.5

Provider details

Provider type Independent Learning Provider

p.5

Provider details

Date of previous inspection 6 to 8 April 2022

p.5

Provider details

Main subcontractors N/A 9 to 12 July 2024

p.5

Information about this inspection

The inspection team was assisted by the head of education, learning & assessment, 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.

p.6

Inspection team

Joel Dalhouse, lead inspector His Majesty’s Inspector Maggie Fobister Ofsted Inspector Steve Kelly His Majesty’s Inspector Danny Braithwaite Ofsted Inspector Bev Ramsell His Majesty’s Inspector 9 to 12 July 2024

p.6

7

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.

p.7

7

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 .

p.7

7

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 .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

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

p.7