In-Comm Training and Business Services Limited

Further education and skills inspection report

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Inspection of In-Comm Training and Business Services Limited

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Overall effectiveness Good

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

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Information about this provider

In-Comm Training and Business Services Limited is an independent training provider operating from two training centres, one in Walsall and the other in Telford. It offers apprenticeships and training to adult learners, with their main focus on the engineering and manufacturing sectors.

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Information about this provider

At the time of inspection, there were 560 apprentices in learning. The largest groups included 288 level 3 engineering technician apprentices, 35 level 3 machining technician apprentices and 33 level 3 business administrator apprentices.

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Information about this provider

Additionally, there were 29 adult learners undertaking studies across three courses, with the largest groups being 14 level 5 leadership and management learners and nine level 3 welding learners. 16 to 19 June 2025

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

Engineering apprentices and adult learners develop high-level skills necessary for successful careers in the engineering sector. Level 3 engineering technician apprentices gain fluency in using technical terminology. They develop skills that enable them to take on additional responsibilities in the workplace. Apprentices often participate in projects that allow them to enhance their skills. Employers highly value the knowledge, skills and behaviours that apprentices acquire.

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

Learners and apprentices have exceptionally high attendance. Many adult learners are overcoming long-term unemployment. To prepare them for work, teachers set the expectation that they attend all classes on time and are ready to learn. Learners embrace these expectations, with high attendance, reflecting their dedication to their studies.

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

Learners and apprentices receive exceptional, targeted support that empowers them to build lasting confidence. Teachers create opportunities through mentoring, the use of projects and fostering an environment where learners feel secure in sharing their opinions and experiences in the classroom. This results in learners and apprentices quickly growing in confidence.

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

Staff provide learners and apprentices with tailored, high-quality careers advice and guidance. Level 3 business administrator apprentices receive guidance on career pathways, such as management consultancy, which includes the qualifications and experience they need to achieve this aspiration. Learners and apprentices are well informed about the opportunities available to them upon completion of their studies.

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

Learners and apprentices feel safe. They learn about the risks they may face, including from extremist views. They are taught how to identify signs of radicalisation and how to report any concerns.

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better?

Leaders have a clear rationale for the apprenticeship and adult curriculums they offer. They collaborate with a range of engineering and manufacturing businesses across Shropshire, Telford, Birmingham and the Black Country. Their curriculums are aimed at upskilling existing staff and attracting new talent into areas such as engineering, leadership and management, quality improvement and business support.

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better?

Leaders skilfully plan curriculums so learners and apprentices can build their knowledge and skills over time. Level 3 improvement technician apprentices begin by learning essential quality management and improvement tools and techniques. As they progress, they acquire more advanced skills, including data analysis and interpretation. They then advance to project management and apply the problem- solving methodology, which includes the steps: define, measure, analyse, improve and control in their own work environment. 16 to 19 June 2025

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Teachers are experts in the subjects they teach. Level 3 engineering technician teachers have extensive industry experience and receive ongoing training to continually improve their teaching practice and stay current with developments in the engineering sector.

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Staff gather information about what learners and apprentices know and can do at the beginning of their studies. They use this information to ensure that, when recruiting, they place apprentices and learners on the appropriate course. Teachers use this information effectively to guide their teaching and help learners and apprentices make rapid progress.

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Staff identify apprentices and learners with special educational needs and/or disabilities. Teachers support these learners in overcoming the barriers they face throughout their studies by providing one-to-one sessions and additional time for assessments when necessary.

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Teachers support most apprentices in enhancing their English and mathematical skills during their studies. However, in adult courses, learners do not receive consistent support to improve essential English skills such as spelling and grammar, which are crucial for future employment.

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Leaders ensure that apprentices and adult learners have access to high-quality resources. Well-equipped workshops help level 3 engineering technician apprentices engage meaningfully in practical tasks. These workshops enable apprentices to gain proficiency in the skills they need to apply in the workplace.

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Leaders ensure that teachers use effective teaching strategies and assess learners’ and apprentices’ understanding well. Teachers of level 3 welding apprentices use targeted questions and discussions to deepen understanding and evaluate learning. They use role-play to assess learners’ knowledge and boost their confidence in interview scenarios. Teachers are enthusiastic and respond positively to learners’ questions, helping learners gain new knowledge and skills.

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Most learners and engineering apprentices complete their studies and thrive in the workplace. However, too many non-engineering apprentices leave their apprenticeships before completion, which prevents them from achieving. Leaders have recently implemented initiatives to improve this. In-year achievements indicate that these initiatives are having a positive impact on successful completion.

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Staff thoroughly prepare learners and apprentices for life in modern Britain. Learners and apprentices deepen their understanding of fundamental British values and develop their awareness of civic responsibility. Staff create opportunities for learners to contribute to their local community by participating in careers events in schools and charity initiatives.

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Leaders have recently improved the quality and timeliness of the information they provide to governors. Previously, insufficient data made it difficult for governors to 16 to 19 June 2025

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understand the strengths and weaknesses of a few apprenticeships, which hindered their ability to challenge underperformance in these apprenticeships. The improved information now enables governors to hold senior leaders accountable effectively for the education they provide.

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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 adult learners with feedback on their written work, which tells them how to improve their spelling, punctuation and grammar.  Increase the proportion of non-engineering apprentices who complete their studies and achieve their apprenticeship. 16 to 19 June 2025

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Provider details

Address 12 Vigo Place Aldridge Walsall West Midlands WS9 8UG

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Provider details

Principal, CEO or equivalent Rebecca Phillips

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection 7 to 10 March 2017

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Provider details

Main subcontractors None 16 to 19 June 2025

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Information about this inspection

The inspection team was assisted by the executive director, 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

Joel Dalhouse, lead inspector His Majesty’s Inspector Rachel Clark His Majesty’s Inspector Steve Michael Ofsted Inspector Bev Ramsell His Majesty’s Inspector Rob Mottram Ofsted Inspector 16 to 19 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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