Learningplus Limited

Challenge-trg Skills Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Helen Morgan, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Metro Triangle Unit 9 Mount Street Nechells Birmingham B7 5QT Monitoring visit: Challenge-trg Skills Limited, 18 and 19 June 2025

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Context and focus of visit

Challenge-trg Skills Limited was inspected in July 2024. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Challenge-trg Skills Limited is a private training provider in Birmingham. It offers adult learning courses in the West Midlands, North West and London. It operates as a subsidiary of Challenge Group Holdings Limited. At the time of the visit, there were 114 adult learners in training. Learners were studying the level 3 diploma in adult care, functional skills English and/or mathematics, heavy goods vehicle (HGV) Skills Bootcamps, personal development for employability, warehousing employability and forklift truck employability courses. These courses are funded by the Department for Education, West Midlands Combined Authority, Liverpool City Region Combined Authority and Greater London Authority.

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Reasonable progress

Since the previous inspection, leaders have provided tutors with information about learners’ starting points, including learners’ English and mathematics skills, and what learners know about their area of study. Tutors have access to learners’ individual learning plans that highlight any other barriers to learning, including learning difficulties or disabilities. Tutors use this information about what learners know and can do to adapt their teaching. For example, in a warehousing course, the tutor uses assessments of learners’ confidence to pair more and less confident learners during team building sessions so that they feel more able to contribute. Tutors use individual learning plans to support learners who have learning difficulties. Tutors tailor group activities to meet the needs of learners with attention deficit hyperactivity disorder sensitively. They rearrange working environments and create inclusive resources for learners who do not have a formal diagnosis of

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Reasonable progress

learning difficulties but have a preference from prior studies. They individualise teaching to ensure that learners feel well supported in their learning. Leaders assess the prior knowledge of adult care learners at the start of the course. Tutors discuss topics with learners at the start of each taught unit to assess their Monitoring visit: Challenge-trg Skills Limited, 18 and 19 June 2025 knowledge and check the depth and breadth of their understanding. For example, tutors discuss safeguarding legislation with learners and how this is applied to the workplace. Tutors decide the best way to teach and assess the topic, using this knowledge and according to learner needs. Tutors assess, through discussion, the vocational starting points of learners studying warehousing. However, learners who have prior experience in warehousing mainly refresh their knowledge of legislation and health and safety protocols and do not

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Reasonable progress

experience substantial new learning. Tutors do not yet use the assessment of starting points to ensure that learners with prior knowledge develop beyond what they already know.

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Reasonable progress

Since the previous inspection, leaders have revised curriculums to highlight the development of learners’ English and mathematics. Tutors teach learners the appropriate English and mathematics they need to be successful in their studies. For example, in fork-lift truck courses, tutors develop learners’ understanding of arithmetic when working out the weight of pallets and the load triangle to operate a machine safely. As a result, most learners have the appropriate skills to complete vocational assessments successfully and move into employment. Tutors use an appropriate range of activities in personal development for employability courses to develop learners’ confidence and communication skills effectively. Learners use dictionaries to check the spelling of specific work-related terminology. They improve their speaking skills by contributing to group discussions and presenting their work in front of others. Fork-lift truck learners develop their

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Reasonable progress

English skills during their training so that they can accurately and confidently understand the written labelling in warehouses. Tutors provide learners with helpful feedback on their work, including how to improve their spelling, punctuation and grammar. They signpost learners to resources to continue developing their skills. Tutors give feedback that helps adult care learners improve the quality of their answers and their writing. However, although tutors ensure that learners develop the English and mathematics skills necessary to complete their assessments, occasionally, they do not extend these learners’ skills beyond the needs of the course, limiting their potential in future job roles. Leaders have recently invested in additional online resources for English and mathematics. Learners use the resources to improve their English and mathematics skills. However, too few learners have yet to use these resources to see the impact

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Reasonable progress

they have on learning or qualification achievement. Monitoring visit: Challenge-trg Skills Limited, 18 and 19 June 2025

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Reasonable progress

Since the previous inspection, leaders have worked to improve the proportion of adult learners who enter sustained employment. They have developed a coherent quality improvement plan with key performance indicators for leaders, tutors and support staff to ensure all are focused on improving employment outcomes. Leaders carefully track the progress learners make through their learning and into interviews and employment. As a result, a much greater number of learners move into sustained employment at the end of their studies in most areas. Leaders have focused on identifying the factors which are barriers to learners moving into employment and have recruited and redeployed staff to support this. Learners benefit from connections with staff focused on recruitment and directly linked to employers. Tutors focus on soft skills such as confidence and communication in personal development for employability courses to ensure learners feel ready to

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Reasonable progress

progress into the workplace. Leaders ensure that learners have substantial support to move into employment. Staff work with learners to practise interview skills and responses, write CVs and have rapid access to jobs available to them from the start of their learning. Learners undertake trial interviews to conquer their nerves, and they build their confidence through these activities. Staff continue to offer support to learners who have completed their learning but have not yet moved into employment for several months after the end of their course. Leaders work with employers to create bespoke training programmes in warehousing and logistics to enable learners to move rapidly into employment. HGV learners are taught skills specific to employer requirements beyond the HGV driving test to ensure they are workplace-ready such as reversing into confined spaces. Tutors and employers work with learners to ensure they understand the demands of the role

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Reasonable progress

and industry. As a result, a high proportion move into seasonal employment, and a large number remain in employment at the end of the season.

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Reasonable progress

Since the previous inspection, leaders have increased their oversight of adult care courses. Leaders have rightly focused on improving quality processes to identify the factors that previously led to too many adult care learners failing to achieve their qualifications. They ensure tutors give learners tailored support and measure the impact of the changes made to teaching and support. As a result, achievement rates have increased. Leaders have identified barriers to learners’ achievement such as support from employers and the time they are given to complete their learning. Leaders do not Monitoring visit: Challenge-trg Skills Limited, 18 and 19 June 2025 continue to work with employers that do not support learners. They ensure that they recruit learners with the support of their employers so learners have the best chance of success. Leaders track learners’ progress to identify rapidly any learners who fall behind.

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Reasonable progress

Tutors work with learners individually to set targets and plan assessments that meet learners’ needs so they can catch up and complete their studies. Most learners are now making at least the progress expected. Leaders have employed tutors experienced in working in the adult care sector. Tutors have opportunities to develop their teaching craft. However, this training is recent, and the full impact cannot yet be seen. Leaders have invested in resources for adult care learners to be able to learn flexibly. This includes online learning resources and taught sessions that align with their working patterns. Learners benefit from teaching and resources that motivate them to complete their learning and enhance their knowledge and ability in the workplace. They are motivated to achieve their qualifications and progress in their careers. Monitoring visit: Challenge-trg Skills Limited, 18 and 19 June 2025 regulates and inspects to achieve excellence in the care of children and young

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Reasonable progress

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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Reasonable progress

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Reasonable progress

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