The Training Brokers Limited

Further education and skills inspection report

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Inspection of The Training Brokers Limited

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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 Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

The Training Brokers Limited (TTB) is an independent learning provider based in Swinton, Greater Manchester. It provides adult education and training at level 2 in support work in schools and colleges (SWIS), understanding autism, understanding children and young people’s mental health, understanding distressed behaviour in children, preparing to work in adult social care, and equality and diversity. Courses last between four and eight weeks and are taught one day a week at community venues across Lancashire.

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Information about this provider

At the time of the inspection, there were 91 adult learners at TTB. Just over three quarters were studying either the SWIS or the understanding autism courses. A further 12 learners were studying understanding children and young people’s mental health. A very few learners were completing other courses. 10 to 13 June 2025

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

Through their training, learners gain substantial new knowledge and skills that improve their job prospects. Learners studying to become teaching assistants quickly learn the importance of safeguarding and keeping children safe. They learn about schools as organisations and the differences in roles across primary, secondary and further education. On the understanding autism course, learners link what they learn about protected characteristics to legislation on autism and explore how to use this to support children in schools.

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

Learners develop their character and confidence at TTB. Tutors create inclusive learning environments where all learners engage in discussions and volunteer responses. Learners enjoy the safe and secure community centre venues and environments that make learning accessible to them. Learners explain that tutors coming to their communities make learning opportunities achievable. They rightly value the training and qualifications that they gain, providing them with employment opportunities that may not otherwise be available.

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

Learners enjoy their training and show positive attitudes. Tutors set clear expectations from the start of courses regarding attendance, professional boundaries, online etiquette and the commitment to complete substantial work in between sessions. Learners’ attendance at training is high. Many arrive early to socialise and ask questions of the tutors. Learners are keen to learn. They would recommend their courses to others.

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better?

Leaders articulate a clear vision to provide accessible high-quality training for their learners. Since the previous inspection, they have made sustainable improvements in the areas of weakness identified and in the quality of training that learners receive. Leaders have strengthened quality assurance and improvement processes to secure an accurate oversight of the strengths and weaknesses of the provision. They have redesigned the curriculum to make sure that tutors teach in a logical order, helping learners to build their new knowledge and skills sequentially. Learners benefit from a new online learning platform that provides them with a range of high- quality resources that make learning accessible, informative and enjoyable.

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better?

Leaders have a clear rationale for the courses that they provide to meet a regional need for support workers in education settings. They work with employment agencies, schools and community venues to offer courses that are in demand and meet the needs of learners in their local communities. Leaders have a clear intent to reach those adults who are furthest from the labour market. Many learners have not had a positive educational experience, are unemployed or have relocated to the area. 10 to 13 June 2025

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Tutors are qualified and knowledgeable. They use their knowledge and experience to explore with learners the differences between different types of schools and colleges. Tutors use their expertise to remedy misconceptions and misunderstandings quickly. They plan and teach effectively so that learners build on prior learning and apply what they learn to scenarios in schools and colleges.

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Tutors help learners to improve their study and research skills. Learners then use this, as well as referencing and personal experience, to demonstrate their subject understanding and add depth to their work. For example, they review the pros and cons of a professional diagnosis on autism, explain what the research indicates, and discuss the impact of diagnosis on children they work with. Learners produce work of a good standard.

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Tutors use assessment skilfully to check learners’ knowledge of key concepts, or to extend and enhance knowledge. They punctuate activities with questioning, recap topics covered in previous lessons and use individual assessment to consolidate new learning effectively.

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Tutors mostly provide helpful and constructive feedback on learners’ work. They identify what learners do well and the steps they can take to improve further. However, tutors do not provide sufficient feedback to help learners to improve specific aspects of their written English. For example, they do not make sure that learners use apostrophes correctly.

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Leaders and tutors closely track and monitor learners’ progress. Almost all learners who complete their course achieve their qualifications. However, too many learners do not complete their qualifications within the expected timescales. A third of those in learning are beyond their planned end date.

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Leaders make sure that learners benefit from effective and informative information, advice and guidance about their courses and potential future career opportunities. Learners discuss career progression with tutors and guest speakers. Guest speakers talk to them about job opportunities, enrolling in employment agencies, and contacting local schools for volunteering opportunities to better prepare them for employment. Learners are well informed about their next steps.

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Leaders use lesson observations, learner surveys, and self-assessment, to check on the quality of teaching and learning. They plan targeted training and provide teaching staff with well-planned staff development activities that help them to improve their teaching practices. New tutors benefit from training to gain familiarity with the syllabus. They visit community settings, shadow established tutors and team teach before teaching solo. Staff feel well supported by leaders and peers and morale is high. They are proud to work at TTB.

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Governance arrangements are effective. Board members receive useful and accurate reports. They know the strengths and weaknesses of the provision. Board members have extensive experience in industry and education that they use effectively to 10 to 13 June 2025

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support and challenge leaders. They hold leaders to account for the quality of education that learners receive.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that tutors consistently provide developmental feedback on learners’ written work so that learners know what they need to do to improve their written English skills.  Increase the number of learners who complete their training and qualifications on time. 10 to 13 June 2025

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Provider details

Address Wesley House, 24 Wesley Street Swinton M27 6AD

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 18 to 21 October 2022

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Provider details

Main subcontractors n/a 10 to 13 June 2025

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Information about this inspection

The inspection team was assisted by the quality lead, 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

Alastair Mollon, lead inspector His Majesty’s Inspector Bev Barlow Ofsted Inspector Zoe Ibbotson His Majesty’s 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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