The Thrive Tribe Collective Ltd

The Thrive Tribe Collective Limited Monitoring visit report

p.1

Name of lead inspector: Vicki Locke, His Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

NF7 Greetwell Place 2 Lime Kiln Way Lincoln LN2 4US Monitoring visit: The Thrive Tribe Collective Limited, 9 and 10 January 2025

p.1

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.

p.2

Context and focus of visit

The Thrive Tribe Collective Limited offers information technology (IT) training for adult learners through their sub-contractor, Lincolnshire County Council (LCC). In 2024, leaders received direct funding to offer Skills Bootcamp courses in business. The first cohort of 20 learners completed this course in October 2024. At the time of the visit, a new course was about to start.

p.2

Reasonable progress

Leaders design the Skills Bootcamp to meet local skills priorities to improve support for small businesses. Leaders work with their funders, LCC, to offer this course for self-employed adults or for adults who aspire to be self-employed.

p.2

Reasonable progress

Leaders and tutors have relevant backgrounds and qualifications in business, finance, human resource management, IT, and training. Tutors teach learners through a combination of in person and online training.

p.2

Reasonable progress

Leaders meet monthly with LCC to review course performance and learners’ progress. They review and discuss aspects such as initial advice and guidance and milestone achievement.

p.2

Reasonable progress

Almost all learners successfully complete their courses. Employed learners gain the skills and confidence to improve their small businesses. Unemployed learners feel more empowered to set up their respective business ventures. Consequently, they go on to do this on completion of their studies.

p.2

Reasonable progress

Leaders conduct observations of tutors’ teaching. Feedback identifies best practice and areas for improvement. Tutors undertake relevant staff development with LCC, for example initial assessment or adaptive teaching. However, tutors do not have individual development plans to improve their own teaching practice. Monitoring visit: The Thrive Tribe Collective Limited, 9 and 10 January 2025 Leaders review outcomes data and learner views at the end of every cohort. They use this information to make improvements, for example the addition of another in- person training day. Leaders undertake annual self-assessment for their wider organisation. This is largely suitable, although does not always focus closely enough on the quality of education. Leaders plan to fully self-assess Skills Bootcamps courses at the end of their first year.

p.2

Reasonable progress

There are no current arrangements for external scrutiny. However, leaders have suitable plans to establish a small governance board and introduce external reviews of teaching.

p.3

Reasonable progress

Leaders develop course content that includes a wide range of useful themes for learners that aspire to develop or start their own business. Topics include business mission, vision and values, marketing, staff employment, and use of artificial intelligence. Course content is sensibly organised.

p.3

Reasonable progress

There are suitable learner recruitment processes in place. Tutors conduct pre-course calls to assess learners’ prior knowledge of topics, and to understand their business backgrounds and objectives. This provides opportunities for learners to disclose any additional learning needs. During these conversations, tutors ensure learners understand expectations and the required study commitment.

p.3

Reasonable progress

Leaders incorporate a range of useful additional activities into the course. Tutors use individual coaching sessions to provide learners with specific advice about their business plans and set them development targets. Learners attend business networking meetings to help them develop these important skills and build links with other local businesspeople.

p.3

Reasonable progress

In lessons, tutors provide clear explanations, which they often illustrate with interesting examples. The materials, such as presentation slide decks, are helpful. However, teachers do not do enough to check learners’ understanding, with very limited questioning and few useful tasks for learners to complete. Learners spend too much time listening to feedback from their peers. This limits the amount of time available to teach topics in depth or for learners to undertake tasks to practise their learning. Although teachers set further tasks for learners to complete in their own time, these are not sufficiently demanding.

p.3

Reasonable progress

Despite this, learners are enthusiastic about their experiences. They can identify the aspects of the course that have been most useful to them and can clearly explain what they have learned. Monitoring visit: The Thrive Tribe Collective Limited, 9 and 10 January 2025

p.3

Reasonable progress

Leaders are experienced in safer recruitment. They use a comprehensive system to record and check relevant staffing information.

p.4

Reasonable progress

The safeguarding policy outlines clearly how staff should deal with, and report, any concerns.

p.4

Reasonable progress

Staff undertake bi-annual training in safeguarding and the ‘Prevent’ duty.

p.4

Reasonable progress

Leaders have a safeguarding log to track any referrals. They consider safeguarding at every monthly team meeting.

p.4

Reasonable progress

Leaders’ ‘Prevent’ duty policy lays out their responsibilities appropriately. Leaders have very recently developed an appropriate ‘Prevent’ duty risk assessment. Leaders now plan to carry out several improvement actions, for example to further formalise the information learners receive at induction. Monitoring visit: The Thrive Tribe Collective Limited, 9 and 10 January 2025 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

p.4

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5