Training Strategies Ltd

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Good

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Information about this provider

Training Strategies Limited is an independent learning provider based in Bootle, Liverpool. It provides training nationally for adult learners in the construction and security sectors. Since August 2024, leaders have trained 63 learners on construction skills boot camps, 53 on the construction skills certification scheme and 770 on the level 2 door supervisor course. At the time of the inspection, there were 17 learners studying the level 2 door supervisor course, of which eight were studying in Burnley and nine were studying in Luton. 10 to 13 June 2025

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

Learners enjoy their studies and are motivated to achieve their qualifications. They are keen to improve their lives and those of their families. Leaders support learners to remove any barriers to learning by providing financial support for the costs of travel, disclosure and barring service checks and the security industry authority license. Learners talk highly about the support that they receive from their tutors. They value the industry experience of their tutors which brings learning to life and inspires them to work in security.

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

Learners benefit from a welcoming and respectful learning environment. They quickly feel comfortable collaborating in small groups. Learners work respectfully with each other and explain how they feel heard. They have an excellent understanding of fundamental British values and apply this learning skilfully to activities they carry out in the workplace. For instance, when carrying out searches, learners know how to adapt search techniques to take account of an individual’s religious beliefs and their gender.

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

Learners increase in confidence because of their studies. They participate in role plays and group discussions early in their training. Learners demonstrate the skills of active listening and empathy. They use these skills to support individuals that may be vulnerable effectively. Learners know how to respond if they hear codes such as ‘angel shot’ and ‘ask for Angela’ to help customers who may be facing harassment.

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

Learners feel safe. They know how to raise any concerns that they have about their safety and well-being. Learners develop their understanding of local risks. For example, they understand the rise in the use of ketamine and how to recognise and respond to individuals who are under the influence of alcohol or drugs. Learners have detailed discussions on the risks associated with radicalisation and extremism. They deepen their knowledge on how to identify if people are acting suspiciously or to deal with suspicious packages.

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better?

Leaders have a clear strategy to provide training to adult learners that meets local, regional and national skills priorities. They are passionate about providing training with clear routes to employment to improve their learners’ lives. Leaders include wider training on mental health awareness and alcohol and drug misuse so that learners are better prepared for future employment as door supervisors.

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better?

Leaders carefully design ambitious curriculums so that learners build their knowledge and skills incrementally over time. Staff identify the foundational knowledge that learners need before swiftly moving on to more complex concepts. Learners learn how to communicate effectively and work as part of a team. They apply this learning when dealing with conflict. Learners communicate effectively during role play exercises to de-escalate situations independently. 10 to 13 June 2025

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Tutors use a wide range of teaching strategies to develop learners’ knowledge. They use quizzes, written and practical assessments, and real-life work scenarios to bring learning to life. Learners develop their knowledge of managing accidents and injuries and how to carry out physical intervention. They readily recall the importance of foot placement, arm placement and eye contact when managing situations. Following role play activities, tutors question learners skilfully to deepen their knowledge.

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Tutors use assessment effectively to check for gaps in learners’ knowledge and prepare them for their examinations. They use questioning, practice papers and recap quizzes to ensure learners develop a secure understanding. Learners recall the protocols of storing drugs and knives. They explain the qualities of a door supervisor and why these are important when dealing with the public. Most learners achieve their qualifications on their first attempt.

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Learners develop their English and mathematical skills. They use dictionaries to improve their spelling and write mock incident reports to improve their grammar and writing skills. When completing risk assessments, they accurately calculate room capacity.

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Tutors provide useful and developmental feedback that helps learners to improve the quality and accuracy of their work. During practical activities, tutors provide comprehensive verbal feedback. Following this feedback, learners completing cardiopulmonary resuscitation, correct the order of their techniques and complete this accurately.

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Learners benefit from a highly cohesive and skilfully planned personal development curriculum. They discuss a range of topics such as how to stay safe online, recognise the signs of domestic violence and how to keep mentally and physically healthy. Learners develop their understanding of the impact of sleep and healthy eating on their well-being when working night shifts and long hours.

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Learners receive effective careers education, information, advice and guidance that prepares them well for their next steps. They learn how to write CVs, complete vetting forms and applications, and receive guidance on preparing for interviews. Learners are exceptionally well-informed about their next steps and the majority progress to employment or further education and training.

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Leaders have a clear oversight of the quality of education that learners receive. They use effective quality improvement processes to monitor the quality of training and the progress that learners make on their courses. Leaders have recently improved the assessment practices of tutors to improve the numbers of learners that pass their practical examinations first time. At the time of the inspection, around three quarters of learners have passed and achieved their course. However, leaders do not use these processes consistently well to provide training for tutors to strengthen their teaching skills. 10 to 13 June 2025

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Board members have a clear understanding of the strengths and areas for improvement. However, they do not receive sufficiently detailed reports on the quality of training that learners receive. This means that they do not provide sufficient challenge on all aspects of their provision.

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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 training to develop tutors’ teaching skills further.  Provide information to the board on the quality of education that learners receive to ensure effective scrutiny and challenge. 10 to 13 June 2025

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Address

Principal, CEO or equivalent Stephen Crewe

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Address

Provider type Independent learning provider

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Address

Date of previous inspection 3 to 4 November 2021

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Address

Main subcontractors None 10 to 13 June 2025

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Information about this inspection

The inspection team was assisted by the director of learning, 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

Alison Humphreys, lead inspector His Majesty’s Inspector Kim Bleasdale His Majesty’s Inspector Suzanne Horner His Majesty’s Inspector Claire Marsh Ofsted Inspector 10 to 13 June 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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