NEAT Training and Education Ltd

Further education and skills inspection report

p.1

Inspection of Trendy Pooches Training Academy Limited

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Trendy Pooches Training Academy Limited (TPTA) is an independent learning provider based in Blackpool, Lancashire. TPTA was established in 2018 to provide commercial training courses for the dog grooming industry. It was awarded a direct contract to train apprentices in November 2022. In June 2024, the provider was acquired by new owners, who expanded the provision to include apprenticeships for the early years and residential childcare sectors.

p.1

Information about this provider

At the time of the inspection, there were 293 apprentices in learning. Most apprentices were aged over 19 years, and a few were aged 16 to 19. The provider offered apprenticeships from levels 2 to 5. Over half of the apprentices studied the level 4 children, young people and families practitioner apprenticeship. At level 2, apprentices followed animal care and welfare assistant, dog groomer, and early years practitioner apprenticeships. All level 3 apprentices studied the early years educator apprenticeship. At level 5, apprentices followed children, young people and families manager, and early years lead practitioner apprenticeships. Most apprentices were based in the north west of England. Dog groomer apprentices worked in salons across the country. 25 to 27 March 2025

p.1

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

Apprentices feel valued on their apprenticeship, which they describe as empowering. They appreciate the support that they get from their tutors, who are helpful and responsive. Most apprentices are motivated and keen to learn. They have high attendance.

p.2

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

Apprentices gain new knowledge, skills and behaviours on their apprenticeship. Dog groomer apprentices learn how to adapt their techniques to suit the temperament of different breeds, such as pugs who squeal when their nails are being trimmed. Level 4 apprentices learn how to communicate sensitively with children about topics such as healthy relationships and staying safe online. Most apprentices make at least the expected progress on their apprenticeship.

p.2

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

Apprentices do not benefit from a personal development curriculum that develops their broader interests and talents. Most apprentices do not have the opportunity to take part in activities beyond their apprenticeship curriculum. Most apprentices know what they need to do to achieve their future aspirations, such as progressing on to a higher-level apprenticeship or becoming a team leader.

p.2

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

Apprentices feel safe. Most apprentices understand the potential risks associated with radicalisation and extremism. They know how to report any concerns. Apprentices are knowledgeable about fundamental British values, which they reflect in their working practices. For example, level 3 apprentices promote mutual respect among the children with whom they work.

p.2

better?

New leaders are committed to providing high-quality apprenticeships. They are aspirational for apprentices and staff. Since they took over the business, leaders have made improvements to the dog groomer apprenticeship. Most dog groomer apprentices who complete their apprenticeship achieve distinction and merit grades. However, too few dog groomer apprentices remain on their apprenticeship to the end.

p.2

better?

Leaders do not work consistently, or effectively enough, with employers to plan and coordinate on- and off-the-job training. Too often, planning between tutors, employers and apprentices is ad hoc. Although apprentices benefit from the training that they receive in work, this does not always align with the topic that they are learning that month. Consequently, not all apprentices have the opportunity to practise or develop competence in the skills that they are learning, quickly enough.

p.2

better?

Leaders and tutors plan a curriculum that builds apprentices’ confidence and resilience. For example, level 3 apprentices learn how to communicate with parents confidently at drop-off and pick-up times. Level 4 apprentices use their knowledge of trauma-informed care successfully to support the children with whom they work. Employers value the contribution that apprentices make to their business. 25 to 27 March 2025

p.2

3

Leaders and tutors plan the curriculum logically so that apprentices build their knowledge and skills incrementally. For example, tutors teach dog groomer apprentices about health and safety and dog behaviours before they learn how to bathe and groom dogs. Leaders review and make improvements to the curriculum. For example, leaders amended the dog groomer curriculum to further break down the anatomy and physiology content into more manageable chunks. Apprentices now learn about individual body systems, and this has helped them to remember more over time.

p.3

3

Leaders and tutors are sector experts in their respective fields. Tutors use their expertise to explain new concepts to apprentices. They use questioning effectively in order to check what apprentices have learned, including their use of professional and technical language. As a result, level 4 apprentices are able to use industry specific language, such as apraxia and dysarthria, correctly.

p.3

3

Apprentices benefit from the constructive and developmental feedback that they receive. Tutors identify what apprentices have done well and what they need to do to improve. Following feedback, level 3 apprentices produce written work to a higher standard. They include more detail in their assignments and use paragraphs correctly.

p.3

3

Apprentices who have additional learning support needs attend one-to-one sessions with a specialist tutor. They benefit from adaptations that tutors make, such as opportunities to take part in a professional discussion rather than completing a written assessment.

p.3

3

Most tutors develop apprentices’ English and mathematical skills. Level 4 apprentices learn how to produce good-quality academic reports and use referencing appropriately. Dog groomer apprentices gain the knowledge they need to use ratios correctly when mixing shampoos for different sized dogs.

p.3

3

Leaders have not yet fully embedded the quality systems and processes that they have developed. They have recently put in place quality assurance activities such as observations of teaching and learning, but it is too soon to see the impact of this. Leaders meet regularly with tutors to monitor the progress that individual apprentices are making on their apprenticeship. However, they do not have oversight of the progress that apprentices make from their starting points. Consequently, not all apprentices make as rapid progress as they could.

p.3

3

Leaders have not put in place appropriate governance arrangements. As a result, they do not benefit from external scrutiny or challenge of their apprenticeship provision. They are not held to account for the effectiveness of the actions that they put in place to improve the weaknesses they identify.

p.3

Safeguarding

The arrangements for safeguarding are effective. 25 to 27 March 2025

p.3

What does the provider need to do to improve?

 Work with employers to coordinate on- and off-the-job training so that apprentices benefit from well-planned training.  Implement a well-planned and varied personal development curriculum that develops apprentices’ broader interests and talents.  Fully embed quality systems and processes so that leaders have oversight of the progress that apprentices make from their starting points.  Put in place governance arrangements so that leaders and managers are held to account effectively for the quality of the apprenticeship provision. 25 to 27 March 2025

p.4

Provider details

Address Business First Office Amy Johnson Way Blackpool FY42RP

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 25 to 27 March 2025

p.5

Information about this inspection

The inspection team was assisted by the operations 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.

p.6

Inspection team

Alison Cameron Brandwood, lead inspector His Majesty’s Inspector Mark Keen His Majesty’s Inspector Jaqui Scott Ofsted Inspector Liz Greenhalgh Ofsted Inspector Alison Dann Ofsted Inspector 25 to 27 March 2025

p.6

7

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 looked-after children, safeguarding and child protection.

p.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7