Total People Limited

Further education and skills inspection report

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Inspection dates: 17 to 20 September 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Good Apprenticeships Good Provision for learners with high needs Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Total People Limited (TPL) is an independent learning provider based in Northwich, Cheshire. It has training centres in Crewe, Northwich and Wythenshaw. TPL provides education programmes for young people, adult learning programmes, apprenticeships and provision for learners with high needs. Leaders work with three subcontractors that provide training for adults and young people.

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Information about this provider

At the time of the inspection, there were 675 apprentices, of which 99 were aged 16 to 18, studying levels 2 to 5 apprenticeship standards. Most apprentices were enrolled on apprenticeships in the construction, education, and childcare and business sectors at levels 2 and 3. There were 21 learners on education programmes for young people and less than five learners with high needs. Learners study employability, English and mathematics courses at levels 1 and 2. Ten adults study construction courses and functional skills in English and mathematics. 17 to 20 September 2024

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

Learners and apprentices enjoy their courses. They have positive attitudes to their studies and are motivated to achieve their qualifications. Learning coaches have high expectations, and learners and apprentices benefit from learning in calm purposeful environments. Attendance is high. In the few instances where learners are absent, they are supported to catch up.

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

Young people and learners with high needs benefit from an effective introduction to the provider. They visit TPL to familiarise themselves with the surroundings and meet with their learning coaches before starting their course. This means that they settle in quickly. Learners and apprentices work effectively with their peers. They are respectful of each other and listen carefully to their opinions.

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

Learners and apprentices develop their confidence and resilience because of the training that they receive. Early years educator apprentices talk confidently with parents and carers about their child’s development. Young people and learners with high needs learn how to make eye contact and communicate clearly with their peers.

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

Learners and apprentices benefit from useful guidance that helps them stay mentally and physically healthy. Scaffolding apprentices learn the importance of eating a healthy diet and of exercise to keep fit in their job roles. Young people and learners with high needs learn about healthy and unhealthy foods to improve their food choices.

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

Learners and apprentices feel safe. They know who to contact with any concerns for their safety or their peers. Young people and those with high needs appreciate the ‘check-ins’ that learning coaches carry out over the summer holidays. Scaffolding and refrigeration, air conditioning and heat pump engineer (RAC) apprentices have a high regard for safe working practices when carrying out practical activities. For example, scaffolding apprentices work safely at height and install relevant safety barriers correctly on tower scaffolds.

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better?

Leaders plan curriculums carefully. Learners and apprentices incrementally develop their knowledge, skills and behaviours over time. Learning coaches teach adult learners how to use grammar correctly such as verbs and past tense in their writing. They then progress to more complex tasks such as writing persuasively. They accurately communicate both informally and formally using the correct language choices.

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better?

Leaders have developed ambitious curriculums for learners and apprentices. Learning coaches in RAC include online courses such as control systems associated with the air conditioning and refrigeration unit. This prepares apprentices well for their future employment. In education programmes for young people and learners 17 to 20 September 2024

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with high needs, leaders have redesigned the curriculum to focus on developing confidence and communication in addition to their English and mathematics qualifications. They include visits to local colleges to support learners’ transition to the next stage of education.

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Learning coaches provide useful demonstrations that develop learners’ and apprentices’ skills. Adult learners in construction learn how to complete technical drawings accurately. They practise technical drawings of bathrooms until they complete them accurately. RAC apprentices learn how to braze, bend, flare and install pipework. They apply this new learning confidently when carrying out tasks in the workplace.

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Learning coaches coordinate on- and off-the-job training effectively for apprentices. They work closely with employers to develop individualised curriculums and organise work-based tasks linked to apprentices’ new learning so they can practise and develop their skills. For example, early years educator apprentices are taught the curiosity approach. Apprentices learn how to support children to make their own choices and explore the world around them. People professional apprentices learn how to manage workplace relationships. In the workplace, they apply the skills that they learn while working with unions to resolve grievances quickly. As a result, apprentices develop their knowledge and skills swiftly and become valued members of their teams.

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Learning coaches use a range of effective strategies and assessments to check and consolidate learning. They question learners and apprentices skilfully to recap previous knowledge and check understanding of new topics. For example, people professional learning coaches use a ‘spinning wheel’ to extend apprentices' answers. Apprentices consider carefully how to foster diversity of thought and the impact that perception can have on interactions with others. Learning coaches use this information to plan future teaching.

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Learners and apprentices develop their English and mathematics skills successfully. Learning coaches teach adult learners how to interpret and read scale drawings. They apply this learning when designing new bathrooms for clients. RAC apprentices complete complex mathematical calculations of the coefficient of performance. They analyse this information and carry out comparisons of the efficiency of different refrigerants used in the cooling industry. This means apprentices understand the impact of working with different gases on the efficient running of equipment. Leaders have developed functional skills pathways for apprentices. This has improved the support that apprentices receive to prepare them for their English and mathematics assessments.

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Most learning coaches provide useful and developmental feedback that helps adult learners and apprentices improve the quality and accuracy of their work. However, young people and learners with high needs do not routinely receive sufficient feedback that help them to improve. Although learners benefit from verbal feedback, they are unable to routinely recall this when completing new pieces of work. This means that their written work does not always improve over time. 17 to 20 September 2024

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Learning coaches verbally set targets for young people and learners with high needs. For example, learners with low attendance at schools are provided with strategies to improve and set attendance targets. Most learners improve their attendance over time. However, leaders recognise that targets are not always formally recorded. This means that a few learners are not fully aware of all the targets that they need to achieve. Systems are in place to monitor this more carefully. At the time of the inspection, it was too soon to see the impact of these improvements.

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Learners and apprentices benefit from well-planned careers education, information advice and guidance They identify their career aspirations and set targets at the start of their course. Learners and apprentices benefit from talks by guest speakers such as the National Careers Service. They learn about future job roles, career progression and the transferable skills they will gain to move into a different sector. Learners and apprentices are well-informed about their next steps. They progress to positive destinations.

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Leaders now have an effective oversight of the quality of education that learners and apprentices receive. In previous years, this lack of oversight had resulted in too many learners and apprentices not completing their course or apprenticeship. This led to low achievement rates for education programmes for young people, adult learners and apprenticeships. Since the previous inspection, leaders have taken swift action to reduce the number of learners and apprentices who leave their courses early. Leaders have redesigned the curriculums for adults and young people, including those with high needs. They have reduced the number of apprenticeship standards that they offer by over half. Leaders focus the apprenticeship offer on three core areas: technical and trades, professional services and childcare and education. Leaders have also worked swiftly to rectify the staffing issues which impacted the number of learners and apprentices who left their courses early. They

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have carefully recruited new staff which has led to a rapid improvement in the number of learners and apprentices that remain on their course.

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Leaders have a clear oversight of the subcontracted provision. They meet termly with subcontractor staff to discuss learners’ progress and monitor performance. Staff at the subcontractors talk enthusiastically about how they work in partnership with TPL staff and feel supported. Staff access a range of training such as the annual staff conference, safeguarding updates and development of teaching skills to improve their practice. Learners at the subcontractors achieve as well as those at TPL.

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Board members are suitably qualified and experienced to carry out their roles. They have a clear understanding of the strengths and areas for improvement. Board members receive detailed reports that enable them to provide effective scrutiny and challenge to make improvements swiftly.

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Safeguarding

The arrangements for safeguarding are effective. 17 to 20 September 2024

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What does the provider need to do to improve?

 Improve the numbers of learners and apprentices that remain on programme and achieve.  Improve feedback following assessment on programmes for young people and learners with high needs so that learners know what they need to do to improve their work.  Improve the use of target setting for young people and learners with high needs so that they know the progress that they are making. 17 to 20 September 2024

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Provider details

Address Brickfield Business Centre 60 Manchester Road Northwich CW9 7LS

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Provider details

Principal, CEO or equivalent Melanie Nicholson

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 10 to 13 May 2022

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Provider details

Main subcontractors Education and Skills Partnership Plato Training Limited Power in Partnership Limited 17 to 20 September 2024

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Information about this inspection

The inspection team was assisted by the deputy managing director, 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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Inspection team

Alison Humphreys, lead inspector His Majesty’s Inspector Alison Cameron Brandwood His Majesty’s Inspector Liz Greenhalgh Ofsted Inspector Jaqui Scott Ofsted Inspector Kevin Williams Ofsted Inspector Sarah Houghton His Majesty’s Inspector Angie Fisher Ofsted Inspector 17 to 20 September 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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