Orthodontic Team Training Limited

Further education and skills inspection report

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Inspection of Orthodontic Team Training Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Orthodontic Team Training Limited is an independent learning provider located in Leamington Spa, Warwickshire. The company specialises in the training and development of dental nurses and dental leaders. The provider began training apprentices in May 2022. At the time of inspection, there were 16 apprentices in learning, studying the level 4 orthodontic therapist apprenticeship. All apprentices are adults. 10 to 12 June 2025

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

Apprentices enjoy studying interesting and varied online and in-person workshops. They value the opportunity to study an apprenticeship that allows their career development from working as dental nurses, therapists, technicians or hygienists to becoming orthodontic therapists.

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

Apprentices rapidly develop a wide set of skills and knowledge that they apply effectively to their work. For example, they develop their manual dexterity and knowledge of wire support sequencing and bracket positioning. Employers value the work apprentices do in the workplace. Most apprentices continue working with their employer after completing their apprenticeship in qualified orthodontic therapy roles.

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

Leaders and tutors set very high expectations for apprentices’ attendance and behaviour beyond that of the professional standards, which they readily meet. Staff reinforce professional behaviours, both in training and in the workplace. They act as role models by reflecting these behaviours in their work with apprentices, employers and patients. Apprentices are highly committed to attending their training, both in person and online. Their attendance is excellent.

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

Apprentices develop their confidence through completing the apprenticeship. They give presentations to their colleagues and their peers and become more sociable through engaging with the network of apprentices around them. Tutors support apprentices to develop their communication skills and give them positive feedback, which further builds their confidence. This contributes to apprentices communicating more effectively with their patients.

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

Tutors are passionate about their industry and how they support apprentices. They create a positive culture where apprentices can ask for help and feel safe to do so. Tutors sensitively discuss challenging topics such as managing mental health with apprentices, ensuring apprentices feel their voices are heard and their needs are met.

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better?

Leaders have a clear purpose to train highly skilled orthodontic therapists to support the national dental workforce. They work with external agencies, such as the General Dental Council (GDC) and Health Education England, as well as a network of employers, to create a curriculum which is ambitious in its development of professional standards for apprentices and meets the needs of the industry.

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better?

Tutors develop apprentices’ problem-solving skills by using case studies to practise how to use their new knowledge. Tutors explain new concepts and introduce different alignment techniques before introducing case studies to apprentices. Apprentices use their knowledge of different types of braces to determine confidently the correct fitting for their patients. 10 to 12 June 2025

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Tutors use several strategies to effectively check apprentices’ knowledge such as quick-fire questioning, quizzes, mock tests and group presentations. Apprentices work in groups both online and in the training centre to discuss work-based scenarios and solve problems. They feel well prepared for their assessments and examinations and achieve well.

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Leaders have invested in industry-standard practical resources such as a simulated treatment room. Apprentices use phantom heads to practise fitting bonds on straight teeth and crooked teeth. They develop their confidence and accuracy rapidly. Tutors teach apprentices to work safely in simulated settings before they work with patients in clinical settings.

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Leaders and tutors create an inclusive environment for apprentices, including in the workplace. They provide them with high levels of individualised support. Staff identify areas where individuals need support, including for their well-being and learning needs. They provide support sessions and additional resources and arrange group discussions to help share ideas for effective study techniques and managing healthy, balanced lifestyles. As a result, almost all apprentices pass their apprenticeships and can work beyond the level required for the role.

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Leaders use the GDC’s nine principles of working to set high standards for apprentices so they develop as professionals. Apprentices develop skills aligned with these principles such as communication, confidentiality and gaining valid consent. Tutors encourage apprentices to voice concerns and challenge prescribers if they feel decisions made for their patients could be improved.

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Leaders do not provide careers advice that allows apprentices to develop an effective understanding of the range of options available to them at the end of their apprenticeship. While apprentices discuss their career goals in orthodontic therapy, additional training and membership of professional bodies with tutors, they do not understand the breadth of opportunities offered by their apprenticeship. However, apprentices consider that their tutors, who have followed similar career pathways to their own, act as role models for the potential move into mentoring and training in the future.

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Leaders and tutors do not use assessments about what apprentices already know and can do well enough to identify those apprentices who have substantial knowledge in orthodontic therapy at the start of their studies. Apprentices study the same content and progress at the same rate throughout their apprenticeship. As a result, a small number of apprentices repeat content they already know and are not able to make the progress of which they are capable.

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Tutors ensure that apprentices continue to develop their English and mathematics skills effectively. Apprentices measure and calculate angles and lengths from cephalometric radiographs prior to learning to fit braces. They develop their written language through assessments and logbooks, reflecting on their professional practice. However, tutors do not establish gaps in apprentices’ English and mathematics skills at the start of their studies. As a result, a small number of 10 to 12 June 2025

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apprentices who have gaps in their written English skills struggle to ensure their written work is accurate.

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Leaders ensure that tutors have useful opportunities to develop their clinical knowledge and practice. Tutors maintain their clinical registration and continue working as orthodontic professionals. They complete substantial mandatory training to support this, as well as, in a few cases, completing research activities supporting the development of their area of expertise. Apprentices and employers value the industry expertise they hold.

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Leaders do not offer tutors support to develop their teaching skills through feedback on lesson observations. Where tutors self-identify areas they could improve, the impact of training is not measured. Leaders have recently provided resources for tutors to use to develop their teaching craft, but it is too soon to see the impact of this work.

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Leaders do not have enough external oversight to ensure they are able to assess accurately the required improvement areas or make sure improvements are made. As a result, a small number of actions identified such as the use of initial assessment to plan teaching have not been completed in a timely manner.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the external oversight of the quality of apprenticeships.  Improve quality processes to rapidly identify weaknesses and set actions for improvement.  Provide tutors with opportunities to develop their teaching skills.  Use apprentices’ starting points to develop individualised programmes of learning. 10 to 12 June 2025

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Provider details

Address 21 Waterloo Place Leamington Spa CV32 5LA

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Provider details

Website https://orthodonticteamtraining.com/

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Provider details

Principal, CEO or equivalent Richard Cure and Liz Hopkins

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 10 to 12 June 2025

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Information about this inspection

The inspection team was assisted by the course module 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

Helen Morgan, lead inspector His Majesty’s Inspector Karen Green Ofsted Inspector 10 to 12 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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