The Tess Group

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

The Tess Group is based in Northampton and provides training to apprentices throughout England. It became an approved apprenticeship training provider in 2017, having previously provided apprenticeship training through subcontracting arrangements. It also provides training to a very small number of adult learners funded through advanced learner loans. Due to a reduction in demand, leaders and managers have decided not to recruit further adult learners when the current courses end. Most teaching is online.

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Information about this provider

At the time of the inspection, there were 272 apprentices with the largest numbers studying level 5 coaching professional (55), level 3 team leader/supervisor (54), level 7 senior leader (38), level 5 operations manager (30), level 4 associate project manager (28), and level 4 improvement practitioner (23). There were nine adult learners of whom eight were studying for a level 3 diploma in customer service and one studying for a level 4 diploma in business administration. 10 to 13 June 2025

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

Most learners and apprentices are very satisfied with the training that they receive. They are enthusiastic about their lessons and are keen to learn. They speak positively about the impact that their learning has on their work and lives.

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

Staff are warm, welcoming and supportive. They develop a thorough knowledge of each learner's or apprentice’s circumstances and job role. They help learners and apprentices to relax and share their experiences with others.

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

Apprentices and adult learners develop the skills and knowledge that they need to be successful in their jobs. They receive suitable advice and guidance on their next steps, including further study. They become confident about the future.

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

Leaders and managers work well with employers to ensure that courses contain the most useful topics. Staff provide timely information to employers about the progress of apprentices, and this enables apprentices’ managers to help them practise their skills in their workplaces.

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

Learners and apprentices feel safe when studying and when at work. They know to whom they should report concerns. They are confident that staff will deal appropriately with any problems.

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better?

Managers and training staff take account of the specific needs of employers and incorporate a wide range of relevant topics in apprenticeships. In most cases, apprenticeship trainers organise topics in a sensible sequence. However, they occasionally do not do it so well. For example, improvement practitioners begin project planning before they have studied the necessary tools and techniques. Staff do not plan adult courses well enough.

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better?

Leaders and managers make suitable arrangements to identify and support learners and apprentices who have special educational needs and/or disabilities. Learners have multiple opportunities to declare their needs. A specialist member of staff interviews all learners who do so and produces detailed support plans that trainers and skills coaches use well to provide appropriate support for learners and apprentices. This helps them to make good progress.

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better?

Trainers have good subject knowledge and occupational experience that they use well in their teaching. While most skills coaches are skilled in coaching, a few do not have specialist expertise in the subject of the apprenticeship and consequently cannot support apprentices as well as they might.

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better?

Trainers provide clear explanations of topics supported by well-designed resources. They link theoretical concepts to learners’ and apprentices’ experiences at work and 10 to 13 June 2025

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help them to reflect on their own practice. Where appropriate, trainers use discussions and small-group activities effectively. However, adults and a very small number of apprentices do not have enough lessons and this slows their progress.

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Trainers use questioning and written exercises appropriately to ensure that learners and apprentices understand topics. Skills coaches and adult learning trainers hold one-to-one discussions with learners and apprentices to make sure that they have a sound understanding. Where necessary, they provide learners and apprentices with additional tuition. They plan opportunities for learners and apprentices to practise their skills and provide clear feedback that helps them to consolidate their learning.

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Most apprentices develop their knowledge and skills well. They produce work that at least meets and often exceeds the standards required for the apprenticeship. However, a small number of apprentice operations managers do not produce written work to a high academic standard. This means that they are not as well prepared for higher level study as they might be.

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Leaders and managers have acted to tackle the historically low achievement rates for business management apprenticeships. This has led to year-on-year improvements. In the current year, the proportion of apprentices who have achieved their qualifications is slightly better than might be expected. However, achievements on courses for adult learners have historically been low and current learners are well behind schedule.

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Leaders and managers focus appropriately on attendance and punctuality. If learners and apprentices cannot attend lessons, because of work pressures for example, staff provide them with recordings to help them catch up. Skills coaches provide further support to apprentices where necessary.

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Trainers and skills coaches provide learners and apprentices with suitable opportunities to develop their knowledge of topics such as British values, equality and diversity, nutrition, healthy relationships, and mental health.

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Trainers and skills coaches provide most apprentices with careers information and advice during lessons and coaching sessions. They help apprentices to access further impartial careers guidance if they require it.

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Leaders and managers have implemented suitable quality assurance processes that they use to inform improvement planning and staff training. These include thematic reviews, lesson observations, learner surveys and frequent curriculum meetings. They provide staff with a wide range of training. However, for a few trainers and skills coaches, this training does not address their individual areas for improvement, such as the need for a few skills coaches to gain subject specific expertise.

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Governors have extensive experience within further education, including apprenticeships. Managers provide them with clear and detailed information that helps them to monitor the progress of apprentices and learners. As a result, they 10 to 13 June 2025

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have a clear understanding of strengths and areas for improvement. They provide leaders with effective challenge.

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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 all courses are organised so that learners and apprentices develop the knowledge and skills they need before they have to use them.  Provide development opportunities for staff that help them to strengthen their individual areas for improvement, such as increasing the vocational expertise of the few skills coaches who do not have professional experience of the subjects they coach.  Increase the amount of tuition provided to the small number of learners and apprentices who do not currently receive enough. 10 to 13 June 2025

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Provider details

Address 109 Innovation Centre Green Street Northampton NN1 1SY

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Provider details

Principal, CEO or equivalent Lisa O’Reilly

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 14 to 17 February 2023

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Provider details

Main subcontractors Not applicable 10 to 13 June 2025

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Information about this inspection

The inspection team was assisted by the head of operations, 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

Russ Henry, lead inspector His Majesty's Inspector Angela Twelvetree Ofsted Inspector Sambit Sen Ofsted Inspector Jo Brodrick Ofsted Inspector Alison Whatsize Ofsted Inspector Jaswant Mann 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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