The Education Training Collective

Further education and skills inspection report

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Inspection of The Education Training Collective

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Overall effectiveness Outstanding

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

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Information about this provider

The Education Training Collective is a group of five education and training providers in the Tees Valley, which formed in 2018.

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Information about this provider

Stockton Riverside College is in Stockton-on-Tees. At the time of the inspection, there were 1,083 young learners, including 121 with high needs. Health and social care, construction and performing arts subjects make up the largest numbers on vocational courses. In addition, 60 learners were enrolled on T levels, the largest being early years educator. There were 1,110 adult learners, with most studying English for speakers of other languages (ESOL) and access to higher education. There were 327 apprentices studying at levels 2 to 4, most of whom were studying electrical, business administration and early years.

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Information about this provider

Redcar and Cleveland College is located in Redcar. At the time of the inspection, there were 625 young learners on education programmes for young people, including 66 with high needs. Health care, construction and engineering make up the largest numbers on vocational courses. There were 38 learners on T levels, most in health. There were 321 adult learners studying courses such as hairdressing and 18 to 21 March 2025

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beauty therapy, English, mathematics and access to higher education. There were 199 apprentices studying at levels 2 to 4, most of whom were on business administration, electrical and construction apprenticeships.

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Bede Sixth Form College is located in Billingham and provides A levels, vocational courses and apprenticeships. At the time of the inspection, there were 797 learners enrolled on a mix of A level and vocational courses in subjects such as biology, psychology, history, art, sport and public services. There were 84 apprentices studying at levels 3 to 7, most of whom were enrolled on the level 3 team leader and the level 5 operations or departmental manager apprenticeships.

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NETA is an engineering training campus in Stockton. Leaders offer training in a range of industrial sectors, including electrical, gas, welding, scaffolding and mechanical jointing techniques. At the time of the inspection, there were 159 young learners and 27 adult learners, most of whom were studying engineering. There were 140 apprentices studying from levels 3 to 7, most of whom were on scaffolding and engineering apprenticeships.

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Innersummit is a small training provider based in Gateshead. At the time of the inspection, there were 52 apprentices studying at levels 3 to 5, most of whom were on the level 3 team leader and level 5 operations or departmental manager apprenticeships.

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Leaders work with eight subcontractors to provide specialist training and Skills Bootcamps in sectors such as construction, manufacturing and logistics. 18 to 21 March 2025

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

Learners and apprentices flourish across all parts of the group. They embrace the strong sense of belonging that they experience at all campuses. They feel valued and respected, regardless of their backgrounds. Relationships among learners, apprentices, employers and staff reflect the positive and highly respectful culture. Learners and apprentices develop in confidence significantly and thrive in a community that celebrates individuality and difference. Their behaviour is exemplary.

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

Learners and apprentices are extremely positive about their studies and about all aspects of life in college. They participate fully in learning and enjoy their subjects a great deal, valuing their learning and not just the qualifications that they are aiming to achieve. Young learners find their subjects fascinating because they are so well taught. Learners and apprentices attend their sessions very well. They are punctual and ready to learn.

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

Learners and apprentices benefit immensely from facilities and resources which reflect those currently used in industry. They learn in environments that they will encounter in the workplace, which prepare them well for employment. BP scholarship learners on level 3 mechanical and electrical engineering use valves on H posts to monitor carbon capture on high quality, industry-sponsored equipment. Learners studying A-level media use a media suite with industry-standard cameras and editing equipment, including a state-of-the-art green screen studio.

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

Learners value highly the opportunities to take part in a wide range of community activities that deepen their understanding of citizenship. For example, learners with high needs on specialist courses pick up litter in the community and volunteer with the Salvation Army to help homeless people. They develop a very good understanding of the importance of being active members of the community.

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

Staff provide learners and apprentices with a wide range of excellent opportunities to improve their personal skills. Carpentry and joinery apprentices learn about maintaining their physical health throughout their careers. Young learners have a very good awareness of consensual relationships and the dangers of toxic masculinity and domestic violence. They are confident to challenge peers over inappropriate behaviour.

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

Young learners complete highly relevant work experience and work-related activities which are closely aligned to their career aspirations. They carry out placements with major employers such as British Gas and BP to extend their skills and consolidate their knowledge. Learners with high needs on specialist courses attend useful work experience placements where they learn to follow instructions and communicate effectively in work situations. Learners use these opportunities to help them to plan more wisely for their next steps.

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

Learners with high needs make expected or better progress in developing their subject knowledge and skills. Most learners make impressive progress in working towards the outcomes in their education, health and care plans. Learners on 18 to 21 March 2025

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supported internships at Amazon develop their knowledge and skills rapidly in order to operate successfully on the various process stations in the workplace. Learners with high needs on the level 2 performing arts course develop very good performance skills.

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Young learners acquire new knowledge and develop their skills rapidly, enabling them to produce work of a consistently high standard. They are rightly proud of their work. Learners in GCSE mathematics make excellent progress and describe the ‘lightbulb’ moments that they have because of the careful way in which teachers explain fundamental mathematical concepts. Learners in A-level art improve their work over time to an exceptional quality.

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Adult learners develop significant knowledge and skills. In ESOL, learners quickly develop their conversational English, often from a very low base. They swiftly learn to apply their English skills in their wider lives, such as when dealing with finances and visiting health organisations. Adult learners on the rigging, crane banksman and slinger Skills Bootcamp rapidly develop workplace attributes, such as attention to detail, through carrying out comprehensive risk assessments.

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Apprentices’ new knowledge and skills enable them to take on more responsibility at work. For example, in level 3 carpentry and joinery, apprentices use their expertise to complete jobs on traditional cut roofs in the workplace. Level 2 scaffolders carefully take time to square and level the base of their builds and know the minimum width for scaffolding over a pavement to allow wheelchairs to pass between the tubes.

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Learners and apprentices feel safe and nurtured. The group is a recognised FE College of Sanctuary, which has a significant impact on providing a welcoming and safe environment for everyone. Adult learners on ESOL courses describe the college as their safe space, in which all are valued and respected, regardless of their ethnicity , religious beliefs or backgrounds.

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Contribution to meeting skills needs

The college makes a strong contribution to meeting skills needs.

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Contribution to meeting skills needs

Leaders work exceptionally closely with stakeholders to understand fully the skills needs in the Tees Valley. In partnership with their stakeholders, they skilfully develop high-quality and ambitious curriculums that are clearly aligned to skills priorities. Leaders have responded particularly well to growth areas, such as renewable energy, health and social care and professional skills.

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Contribution to meeting skills needs

Leaders work very successfully with employers in the region. Working in partnership with BP, they have developed a highly successful clean energy technician scholarship, based at the clean energy education hub at Redcar and Cleveland College. The scholarship is designed to develop the skills that are projected to be needed in the green, renewable and low-carbon industries of the future. Other 18 to 21 March 2025

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providers have started to adopt this model in the region, and it will become the Tees Valley Net Zero Industry Scholarship.

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Leaders have been highly successful in attracting new investment to develop state- of-the-art facilities. For example, through the new NETA facilities at Stockton Riverside College, planned in partnership with Stockton-on-Tees Borough Council and supported by the Thornaby Town Deal Board, leaders will further develop the current offer of high-quality engineering and construction training.

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Leaders and managers work expertly with stakeholders to involve them in the design and implementation of the curriculum. Leaders make sure that all curriculum areas have high-quality links with stakeholders that help to prepare learners and apprentices fully for their next steps. For example, on the access to higher education health course, staff have created a well-designed curriculum which has been developed through highly effective partnerships with local employers, the NHS and Teesside University.

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Leaders work very closely with the Tees Valley Combined Authority and local councils to meet skills needs and to help shape future provision. This includes delivering successful Skills Bootcamps. For example, the Skills Bootcamp for new employees at SeAH Wind Limited has given local people the skills that they need to access to high-quality jobs at this major local development.

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better?

Leaders have a very clear vision to provide high-quality training and education across the Tees Valley. They have successfully created a highly inclusive, supportive and welcoming culture in the group. Since the previous inspection, they have continued to make improvements, such as developing high-quality learning environments for learners and apprentices. Leaders worked with a locally based global company to ensure that the science laboratories in which they invested were of industry standard.

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better?

Leaders have developed a very ambitious and broad range of vocational and academic courses to meet the needs of the communities that they serve. The largest areas of provision are health and social care, construction, manufacturing and engineering, which respond directly to regional skills gaps. Learners and apprentices complete highly relevant qualifications based on employers’ needs and their personal aspirations of moving into employment or further learning.

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better?

Teachers plan teaching exceptionally well. They frequently adapt and refresh the topics that they teach based on market intelligence and feedback from employers and other stakeholders. Learners and apprentices learn up-to-date, industry-relevant knowledge, skills and behaviours, which greatly enhance their career prospects. Learners on the T-level early years educator course develop communication skills early in the programme, which prepares them very well for working with colleagues, parents and children on their placements. Level 6 chartered legal executive 18 to 21 March 2025

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apprentices learn theoretical aspects of legal systems, which they later apply to understand the complexities of criminal and family law.

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Staff provide an impressive ‘preparing for adulthood’ curriculum for learners with high needs who study on vocational and academic courses. Learners develop their independence skills, explore long-term interests and learn how to maintain healthy lifestyles. Learners with high needs make strong progress in developing the skills that they need for success in adulthood.

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Teachers use highly effective teaching strategies in their lessons to teach new concepts and reinforce prior learning. They reflect carefully on their teaching practice and adapt their teaching based on feedback that they receive from learners, apprentices and employers. The quality of teaching that learners and apprentices experience enables them to acquire and apply new learning successfully, thus preparing them well for further study and their future careers.

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Teachers use skilful questioning to test theoretical learning and probe for depth and security of knowledge. Teachers in A-level psychology carefully question learners to establish their understanding of the evidence that supports theoretical perspectives of forensic psychology. Teachers skilfully repeat and rephrase key information volunteered by learners to help them to use more technical terms and to emphasise key points.

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Teachers use assessment very well to check learning. They use a range of assessment strategies, including written and practical assessments, which replicate final examinations. For example, in ESOL learners attend reading clubs where they read aloud in preparation for examinations. Staff provide constructive feedback on how well learners read. They correct pronunciation errors and encourage learners to repeat unfamiliar words and sentences to reinforce understanding.

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Teachers use feedback effectively to help learners and apprentices understand new and complex concepts. Learners and apprentices swiftly improve their ability to produce high-quality written and practical work because they act on the focused feedback and support that they receive from their teachers. Teachers on level 3 performing arts provide feedback that inspires learners to extend their performance skills and achieve the highest possible grades.

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Teachers have a sharp focus in developing learners’ and apprentices’ skills in the use of English and mathematics. As a result, learners and apprentices significantly improve their English and mathematical skills and successfully apply these skills to their technical subjects. Adult learners on the rigging, crane banksman and slinger Skills Bootcamp swiftly learn to use trigonometry to find the tension on sling legs. Learners in level 1 motor vehicle correctly label the components of a vehicle using correct spellings, such as monocoque chassis.

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Almost all learners, including those with special educational needs and/or disabilities and those with high needs, make very good progress, achieve their qualifications and go on to very positive destinations, such as prestigious universities. Learners 18 to 21 March 2025

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who study sports qualifications progress to highly competitive sports scholarships, including in the United States. Apprentices who remain on their programme achieve their apprenticeship and almost all continue in sustained, full-time employment.

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Leaders and managers have a very clear overview of the quality of education that they provide, including that of subcontractors. They conduct thorough quality assurance activities such as curriculum reviews, lesson observations and close monitoring of learners’ and apprentices’ progress. Through their actions, leaders have made significant improvements to the progress that learners make towards achieving the highest possible grades. This includes targeted professional development for teachers, improved tracking and monitoring of learners’ progress and ensuring that very effective early interventions are put in place if learners fall behind. Learners and apprentices have specific targets to help them continuously aim for their ambitious target grades.

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Leaders and managers have taken bold and pragmatic actions to refine their apprenticeships. They recognise when an apprenticeship is not a good fit for the college, such as the apprenticeship in fire emergency and security system, which they transferred to a more specialist provider. Leaders have refined which employers they work with to ensure that apprentices have suitable job roles and the scope within their work to develop skills effectively when at work. They have improved how they support apprentices who are at risk of falling behind to catch up. Consequently, apprentices’ progress and retention have significantly improved, and achievement is now above national rates overall.

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Staff provide high-quality careers advice and guidance that prepare learners and apprentices well for their next steps. Teachers offer careers advice through the curriculum, and specialist careers staff and visiting speakers provide further advice and guidance. Staff from the local authority help learners on T-level courses to prepare for interviews in early years settings. Scaffolding apprentices know that, once they are qualified and experienced, they can work on offshore oil rigs or on nuclear power plants.

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Governance is exceptionally strong. Governors have extensive experience across a range of roles, including in education, finance and business. They provide helpful advice to leaders regarding areas such as the development of the curriculum, the quality of education and safeguarding. Governors receive useful and comprehensive reports covering all aspects of the college. They provide rigorous scrutiny, and they challenge and support leaders well. Governors have a very clear overview of the strengths and weaknesses of the group, including the improvements that were required in apprenticeships and in ensuring that a larger proportion of younger learners achieved the highest possible grades.

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Safeguarding

The arrangements for safeguarding are effective. 18 to 21 March 2025

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Provider details

Address Harvard Avenue Thornaby Stockton-on-Tees TS17 6FB

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Provider details

Principal, CEO or equivalent Grant Glendinning

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Provider details

Provider type General further education college

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Provider details

Date of previous inspection 23 to 26 May 2022

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Provider details

Main subcontractors Delta North Consett Limited Enterprise Made Simple Evolution Training and Consultancy Services L imited NC Group Limited OrangeBox Training Solutions Limited Relyon Nutec Limited South Tees Hospitals NHS Foundation Trust Tyne and Wear Fire and Rescue Authority 18 to 21 March 2025

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Information about this inspection

The inspection team was assisted by the deputy chief executive officer, 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

Philippa Firth, lead inspector His Majesty’s Inspector Jonny Wright His Majesty’s Inspector Mark Keen His Majesty’s Inspector Karen Anderson His Majesty’s Inspector Rebecca Clare His Majesty’s Inspector Jacquie Brown His Majesty’s Inspector Sambit Sen Ofsted Inspector Debra Forsythe-Conroy Ofsted Inspector David Sykes Ofsted Inspector Alison Gray Ofsted Inspector Sharron Mansell Ofsted Inspector Angus Forsyth Ofsted Inspector Alex Miles Ofsted Inspector 18 to 21 March 2025

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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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