Teach a Trade Limited

Teach A Trade Limited Monitoring visit report

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Name of lead inspector: Helen Morgan, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Unit F6 Halesfield 23 Telford TF7 4NY Monitoring visit: Teach A Trade Limited, 16 and 17 July 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Teach A Trade Limited is an independent learning provider based in Telford, Shropshire. The company specialises in electrical, green heating and renewable technologies. Since 2023, they have taught Skills Bootcamps training, funded by the West Midlands Combined Authority, to learners across the Midlands.

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Context and focus of visit

At the time of the visit, there were eight learners in training. All learners are aged over 19. Since the start of 2024, 136 learners have completed their training, studying one of four Skills Bootcamp courses. The courses include level 3 awards in photovoltaic systems, electric vehicle charging points, energy storage systems, electrical installations and installation and maintenance of air source heat pump systems. The provider does not work with any subcontractors.

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Reasonable progress

Leaders have selected courses that meet skills needs both locally and nationally. They have recognised the need to upskill existing engineers to install low-carbon heat sources, electric car chargers, battery storage and solar panels as part of the national strategy for energy use. They work closely with local employers and small businesses to ensure that the content of their training courses is up to date and meets the changing business needs.

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Reasonable progress

Leaders and tutors are experts in their industry. They continue to work as installation engineers to ensure that their skills and knowledge are maintained. Leaders ensure that tutors have opportunities to continually develop their skills, including through attendance at trade shows and attending courses on net-zero technologies. Learners value the real-life experience and knowledge they demonstrate.

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Reasonable progress

Leaders have established quality processes, linked to the awarding organisation requirements. This includes observations of teaching, standardisation of assessments and monitoring of staff continuing professional development activities. However, Monitoring visit: Teach A Trade Limited, 16 and 17 July 2024 leaders do not clearly track quality improvement targets, set dates and responsibilities for actions and measure the impact that these actions have. They do not consistently identify areas for improvement outside of the award of qualifications to drive quality forward across their curriculums.

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Reasonable progress

Leaders frequently provide tutors with feedback that helps them identify techniques to improve their classroom and assessment practice. Tutors have increased feedback to learners, added quizzes to check understanding and have changed room layouts to improve class discussions. Leaders recognise the positive impact of these changes through the improvements made to the number of learners who successfully achieve their qualifications.

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Reasonable progress

Leaders use critical friends, with experience in business and education, to support their decision-making. However, this process is not yet formalised in governance to ensure that leaders have robust challenges to drive improvements.

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Reasonable progress

Tutors teach learners in small groups using high-quality practical and theory resources. Tutors use detailed presentations that illustrate the components that learners will later work on in practical workshops. Leaders have invested in rigs that simulate a roof-top, to practise the installation of solar panels at height. Learners completing their training quickly become confident in using their skills.

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Reasonable progress

Tutors use effective questioning techniques to identify learning gaps and challenge misconceptions. They prepare learners well for their exams by setting tests and quizzes and mirroring exam conditions. They provide extra support for learners, including additional online resources and one-to-one support. Where learners struggle with the complex mathematical equations needed to understand air source heat pumps, tutors work patiently with learners until they are confident in their calculations. As a result, the large majority of learners achieve their goals and pass their exams.

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Reasonable progress

Tutors do not routinely assess learners’ starting points. When starting the course, tutors conduct interviews, review prior qualifications and hold discussions about learners’ work experiences. However, tutors do not record details of learners’ knowledge nor are they used to inform teaching. Consequently, some learners have gaps in their understanding that are not resolved swiftly enough.

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Reasonable progress

Tutors use their expert knowledge of their curriculums and sectors to link theory to real-life examples in the classroom. They enhance their teaching by including helpful additional topics such as how to assess and calculate prices for jobs. Learners develop the knowledge and skills they need to succeed. Monitoring visit: Teach A Trade Limited, 16 and 17 July 2024 Leaders have ensured that almost all learners complete their training and achieve their qualifications. The large majority of learners successfully achieve and complete their courses. Learners use their new skills to broaden the work they can complete, the income they can generate and work towards achieving ambitious national environmental targets.

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Reasonable progress

Leaders have ensured there is a designated safeguarding lead (DSL) and a deputy DSL. The DSL has developed safeguarding policies and procedures for the recording and referral of safeguarding cases and the safer recruitment of staff. They ensure staff understand their responsibilities in safeguarding learners.

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Reasonable progress

The DSL updates staff on safeguarding topics through regular staff meetings. They understand local risks and are kept updated through their links to the Telford and Wrekin safeguarding partnership.

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Reasonable progress

Learners feel safe. They understand the need for health and safety rules within their sector, their workplace and the training centre. Monitoring visit: Teach A Trade Limited, 16 and 17 July 2024 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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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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