Training Works (NW) Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

Training Works (NW) Ltd is an independent learning provider based in Blackpool that provides apprenticeships in the health care, early years and business sectors. The provider’s aim is to develop the skills, attitudes and ability of the workforce to meet the changing needs of employers.

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Information about this provider

At the time of inspection, there were 454 apprentices on apprenticeships. There were 277 apprentices on adult care worker and 166 on early years apprenticeships at levels 2 to 5. The remainder of apprentices were on level 3 business administrator and team leader or supervisor apprenticeships. Seventy-six apprentices were aged 16 to 18 years old. 3 to 6 December 2024

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

Apprentices enjoy their learning and most attend their training. They grow in confidence as they develop a range of new skills. Apprentices studying level 3 lead adult care worker discuss clients’ complex needs confidently with line managers and other external agencies. Apprentices studying level 3 early years educator (EYE) discuss and agree effective strategies to support children’s development with their colleagues at work. After completing their apprenticeships, most apprentices receive a promotion or additional duties, remain in employment, or move on to further learning.

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

Apprentices develop an appropriate understanding of fundamental British values. They are respectful to others. Apprentices routinely uphold the ethics and values of their chosen sectors. They follow workplace policies and procedures. For example, level 2 early years practitioner apprentices do not allow unknown visitors to collect a child in their care without the correct password.

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

Employers value the contribution that their apprentices make to their businesses. Apprentices become trusted members of their teams at work. Apprentices studying level 5 early years lead practitioner learn about the curiosity approach to children’s learning. They apply this learning at work to support children to think for themselves and make their own choices.

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

Apprentices feel safe and know who to report any concerns to which they may have about themselves or others.

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better?

Despite leaders’ clear rationale to provide training to meet the skills gaps for early years and adult care staff in the region, the quality of education that apprentices receive continues to require improvement.

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better?

Leaders do not have a sufficiently clear oversight of the strengths and weaknesses of the provision. Their observations of teaching do not identify accurately the strengths and weaknesses in the quality of teaching that apprentices receive. This continues to impede leaders and managers in taking the necessary steps to make sure that apprentices receive a consistently high standard of teaching.

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better?

Most trainers are qualified and experienced to teach apprentices. Leaders ensure that trainers benefit from an annual day of ‘back to the floor training’. This updates trainers’ occupational knowledge of their sector. However, leaders do not pay sufficient priority to the further development of trainers’ teaching skills.

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better?

Leaders and trainers do not collect and use information about what apprentices already know and can do at the start of their training so that they can provide a suitably ambitious curriculum. This means that apprentices are taught things they can already do. 3 to 6 December 2024

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Most trainers do not use assessment well enough. Too few trainers know whether apprentices have a secure understanding of topics or consolidate apprentices’ learning before moving on to the next topic. On a few occasions, trainers accept apprentices’ cursory answers to questions, which do not demonstrate apprentices’ knowledge well enough. A small minority of apprentices are significantly behind in their learning or have not completed their apprenticeship on time.

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Most trainers provide brief feedback that does not tell apprentices specifically what they need to do to improve their work. In other instances, trainers’ feedback incorrectly suggests that apprentices’ work is of a high standard when it is not. A few trainers accept apprentices’ work as complete and compliment them on this instead of identifying that the work has been copied from published sources. In a minority of cases where trainers do provide effective feedback, apprentices improve their work.

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Apprentices develop relevant new knowledge, skills and behaviours to become successful at work. Apprentices studying level 3 EYE learn about health and safety, safeguarding legislation, and workplace policies and procedures. They apply this at work to plan safe learning activities for the children in their care. Apprentices studying level 4 lead practitioner in adult care learn about a range of theoretical models such as Maxwell’s model of communication. They apply this learning at work to demonstrate positive and professional body language and tone of voice when speaking with colleagues, clients and their families.

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Trainers plan and coordinate on- and off-the-job training effectively. They routinely carry out progress reviews with apprentices and their mentors. Mentors identify opportunities at work for apprentices to practise and hone their skills. For instance, apprentices studying level 3 EYE shadow colleagues who complete risk assessments before practising this at work. Consequently, the large majority of apprentices are on target to complete their apprenticeships on time.

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Apprentices develop their English and mathematical skills effectively at work. For example, apprentices studying level 5 leader in adult care improve their English communication skills. They calmly manage conflict with service users. Apprentices studying level 3 EYE routinely apply mathematical skills to weigh food ingredients, calculate accurate ratios of children to practitioners and plan and agree staff rotas. For those apprentices who are required to complete functional skills English and mathematics as part of their apprenticeship, most pass English at their first attempt and two thirds pass mathematics at their first attempt.

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Trainers provide appropriate support to apprentices who have special educational needs and/or disabilities. They make sure that these apprentices are not disadvantaged. For example, apprentices benefit from additional time for assignments and examinations. This ensures that apprentices achieve in line with their peers.

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Trainers prepare apprentices well for their final assessments. Apprentices routinely practise professional discussions to make sure they are confident under examination 3 to 6 December 2024

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conditions. While too few apprentices remain in learning, of those who complete their apprenticeships, almost three quarters attained merit and distinction grades in their final assessments.

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Apprentices benefit from useful careers information, advice and guidance. They routinely discuss their next steps with their trainer during progress reviews. Apprentices know what they want to do next. For instance, to become a key worker, room leader, supervisor or manager within their setting.

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Governance arrangements are not yet effective. Governors do not hold leaders to account to improve the quality of teaching that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that governors provide suitable scrutiny and challenge to senior leaders to improve the quality of education and training rapidly.  Identify accurately the strengths and weaknesses in their provision in order to take rapid steps to ensure that apprentices receive a consistently high standard of teaching.  Ensure that trainers accurately collect and use apprentices’ starting point information so that the curriculum is ambitious and challenging for apprentices.  Ensure that trainers further develop their teaching and assessment skills so that apprentices benefit from high-quality training.  Ensure that apprentices consistently receive high-quality feedback so that they understand how to improve their work. 3 to 6 December 2024

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Provider details

Address Unit 18, Enterprise Centre 291–305 Lytham Rd Blackpool FY4 1EW

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Provider details

Principal, CEO or equivalent Sharon Bonell

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 27 to 30 September 2022

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Provider details

Main subcontractors None 3 to 6 December 2024

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Information about this inspection

The inspection team was assisted by the 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

Kim Bleasdale, lead inspector His Majesty’s Inspector Elaine Price Ofsted Inspector Liz Greenhalgh Ofsted Inspector Martin Hughes Ofsted Inspector Liz Duncan Ofsted Inspector 3 to 6 December 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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