Tes Institute

Further education and skills inspection report

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Inspection dates: 17 to 19 September 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Tes Institute is an independent learning provider whose main office is in central London. It is part of the Tes Global group. Tes Institute began teaching apprenticeships in 2021. At the time of the inspection, there were 64 apprentices studying the level 3 teaching assistant standard. The majority of apprentices are adults. Apprentices work in primary, secondary, and special educational needs and disabilities (SEND) schools across England. Apprentices study their programme online and have tutors who visit them in their school settings. 17 to 19 September 2024

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

Apprentices benefit from the wide range of high-quality learning activities that leaders and managers provide. For example, they learn through watching videos, reading texts, doing self-study quizzes and peer discussions on topics such as managing children’s behaviour. Apprentices are eager to share ideas with each other and apply what they learn at work to improve their practice.

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

Apprentices demonstrate excellent professional behaviours because staff set high expectations. They have positive attitudes towards what they learn and where they work and demonstrate high levels of commitment to both. Apprentices are determined to succeed and, in cases where they experience personal challenges that disrupt their learning, they persist and get back on track with the help of their mentors and tutors.

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

By working closely with their tutors and workplace mentors, apprentices learn and apply important new knowledge and skills at work. For example, they become more adept at leading their own small-group activities with children. Employers value the skills that apprentices develop and the contributions they make to their schools.

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better?

Leaders sequence their curriculum logically to make sure that apprentices understand important foundation knowledge before moving on to more complex topics. For example, apprentices study the stages of child development before they learn how to teach children mathematical knowledge, such as numbers and counting. This helps apprentices to adapt their teaching of mathematics to be suitable to a child’s age and stage.

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better?

Tutors and workplace mentors are experienced and have extensive knowledge of the school sector. Apprentices benefit well from their expertise. For example, they give apprentices guidance on how to help children count in fives and tell the time using fractions when they teach them basic mathematical knowledge. Apprentices are then able to use this knowledge to plan effective activities for the children they work with.

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better?

Tutors and workplace mentors assess apprentices’ knowledge and skills effectively. They use methods such as online tasks and workplace observations to check how well apprentices apply what they have learned. For example, workplace mentors assess how well they read and count with children with SEND. They then provide useful feedback and set targets that help apprentices know what they have done well and what they need to do to improve.

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better?

Staff ensure apprentices’ on- and off-the-job training is coordinated well. For example, apprentices first learn how to work with diverse groups of children. They then observe experienced teachers in different year groups to improve their understanding of how to provide effective interventions to support different 17 to 19 September 2024

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children’s needs. This helps apprentices to plan activities that meet the needs of the different children with whom they work.

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Leaders and managers do not provide sufficient teaching to apprentices who need to achieve qualifications in English or mathematics. While apprentices have access to a range of resources and tutor support, this method of learning does not suit them or meet their individual needs. As a result, these apprentices have been too slow to make progress and to complete their qualifications.

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Tutors do not prepare apprentices for all aspects of their final assessments well enough. They do not give apprentices enough practice in the professional discussion component. As a result, while most apprentices pass the observation with a distinction grade, most only pass the professional discussion with a pass.

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Staff promote well the importance of fundamental British values. Apprentices complete training at the start of their apprenticeship and develop their understanding through their specific school settings. As a result, apprentices understand the value of promoting tolerance and respect through the activities they plan for children, such as sharing and playing together.

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Staff ensure that most apprentices receive helpful advice and guidance for their next steps. For example, workplace mentors and tutors discuss options such as further training with apprentices. They provide apprentices with information on career progression, such as becoming a higher-level teaching assistant, teacher or SEND coordinator. Most apprentices understand the range of options open to them once they complete their course.

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Governors provide suitable challenge to which leaders respond. For example, they have challenged leaders to change their curriculum to improve apprentices’ learning experiences. Governors have a broad range of suitable expertise and have a detailed understanding of the school sectors in which they work.

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Leaders provide helpful resources that explain how apprentices can take care of themselves, including eating and sleeping well. Apprentices value the caring approach that staff have. However, leaders have not provided apprentices who are under 18 with sufficient age-appropriate information about topics such as consent and healthy relationships.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Provide sufficient teaching for apprentices who need to achieve qualifications in English or mathematics. 17 to 19 September 2024

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 Provide apprentices with sufficient practice in the professional discussion element of the end-point assessment to help them achieve high grades.  Provide apprentices who are under 18 with age-appropriate information, support and guidance about healthy relationships. 17 to 19 September 2024

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Provider details

Address Tes 70 Gray’s Inn Road London WC1X 8NH

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Provider details

Principal, CEO or equivalent Hannah Senel-Walp

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors N/A 17 to 19 September 2024

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Information about this inspection

The inspection team was assisted by the head of programme delivery, 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

Andrea McMahon, lead inspector His Majesty’s Inspector Jane Hughes His Majesty’s Inspector Jackie Rossa Ofsted Inspector 17 to 19 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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