The Restore Trust

Further education and skills inspection report

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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 Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

The Restore Trust is a not-for-profit voluntary, community and social enterprise organisation based in Bristol. It primarily provides training to adult learners to support their progression into employment. Learners study courses as part of the sector-based work academy programmes (SWAPs) designed with the Department for Work and Pensions and local employers. Learners learn new skills linked to specific sectors such as construction, education and hospitality.

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Information about this provider

Around 300 learners study with The Restore Trust each year, with around half working towards the construction skills certification scheme (CSCS) card. Learners study qualifications that are around one to three weeks long and at level 1, with a few studying at entry level or level 2. Around three-fifths of learners have previous convictions, and around four-fifths of learners have been unemployed for more than six months. All learners are aged 19 and over. 18 to 20 June 2025

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

Learners receive exceptional support from staff to develop positive attitudes towards their training. Staff create a trusting and transparent culture where learners who have diverse backgrounds or have experienced challenges in their lives feel valued for who they are. Learners highly value the restorative approach from staff and the rehabilitation support provided to them.

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

Learners are highly committed towards achieving their qualifications to help them gain new skills and, in most cases, employment. Attendance at training is high, and learners are motivated to complete the tasks they are set. Staff support learners very well to increase their resilience and confidence to move into a job role that interests them. For example, staff support people with convictions studying hospitality to achieve a barista qualification. They develop professional behaviours by taking part in paid employment at a public café in Bristol, owned by The Restore Trust.

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

Learners receive appropriate information and guidance to help them stay healthy. For example, staff promote positive mental health by sharing coping strategies for dealing with the life challenges that many of their learners face. Staff also ensure that their learners know how to contact external organisations that provide specialist support for their mental health.

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

Learners feel safe. Staff work very closely with the probation service to put in place appropriate risk assessments prior to their learners with convictions starting a course. Staff ensure that trainers know the actions they need to take to minimise risks and to support their learners effectively when in lessons. Staff also ensure that learners know about local risks such as knife crime and the surrender bins in Bristol to assist with removing weapons from the local community.

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better?

Leaders have created a very purposeful vision and ethos that is rooted in tackling social exclusion and achieving social justice. They have used their deep understanding of the criminal justice system very effectively to put in place training that helps learners to transition positively back into society. Leaders know the barriers to employment in Bristol and use this information well to work closely with employers and provide training that widens participation.

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better?

Staff understand what learners know and can do when they start the course very well. They use this information well to reduce social exclusion. For example, staff support the resettlement and reintegration of people with convictions back into meaningful activity in society by taking part in community work placements.

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better?

Teachers use helpful training plans and workbooks in lessons that reflect industry requirements so that their learners can build on their prior knowledge. Learners learn the personal and professional behaviours that employers value. For example, 18 to 20 June 2025

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learners studying construction learn the necessary competences to achieve a CSCS card to demonstrate that they can work safely on a building site. Learners studying to be teaching assistants learn how to form positive professional relationships with children.

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Teachers effectively support their learners to produce comprehensive portfolios that evidences their learning over time. These portfolios act as a very useful resource for learners to refer to in the future. Although in a few subjects, learners do not have sufficient access to these beyond their classroom activities. Leaders rightly recognise that providing greater access to these portfolios will better support their learners into employment.

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Teachers provide learners with useful guidance in lessons. For example, teachers provide verbal feedback that helps learners understand more complex subject matters at an appropriate pace for them. However, in a few subjects, teachers’ written feedback in learners’ workbooks is mostly praiseworthy and misses opportunities to identify and encourage further development.

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Leaders have put in place a range of support to meet learners’ wider needs very well. For example, staff have very effectively put in place support for housing and transport and have an on-site food bank. Because of this, staff effectively remove financial barriers that exist for their learners and are reducing the social inequality in accessing training.

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Teachers support learners with special education needs and/or disabilities (SEND) effectively. For example, some learners’ needs are met through the provision of fidget tools, doodle boards and stress balls. Because of this support, learners with SEND achieve as well as their peers.

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Leaders provide teachers with effective professional development. This is aligned well to support the specific groups of learners they train. Teachers skilfully use teaching activities that build their learners’ resilience as well as their work-related competencies. Although in a few subjects, teachers miss opportunities to develop learners’ digital skills that they need to use in their future job roles.

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Leaders provide effective careers advice and guidance. They have put in place specialist careers staff to support learners. These staff help learners write a CV and practise their interview techniques. Staff supplement this support with additional experiences to help their learners make an informed choice about the job roles available to them. For example, learners studying construction take part in construction site visits, and teaching assistants receive guest talks from employers. Staff ensure that their learners receive guidance from sector specialist recruitment agencies about current employment opportunities and the types of contracts available to them. This helps learners to take steps into their chosen industry. Because of this, most learners achieve their qualifications and move into employment. 18 to 20 June 2025

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Trustees provide effective governance. Trustees and leaders work closely together to provide the strategic vision. They use this to create a curriculum that benefits specific groups of adult learners in Bristol. Trustees hold leaders to account for the quality of education by providing effective support and challenge. For example, they challenge leaders to assure themselves that their learners move into sustained positive destinations after their training. Trustees supplement their understanding of the learner experience by accompanying leaders to lesson visits.

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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 learners with access to the learning materials that support them beyond their classroom activities by aiding their memory recall for their future employment.  Consistently provide learners with good-quality feedback on their written work so that they understand specifically what they need to do to improve their work.  Maximise opportunities for learners to develop the digital skills that relate to their future job roles. 18 to 20 June 2025

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Provider details

Address 4-6 Longmead Avenue Bristol BS7 8QD

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Provider details

Principal, CEO or equivalent Suzanne Thompson

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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 18 to 20 June 2025

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Information about this inspection

The inspection team was assisted by the director of education, 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

Matt Hann, lead inspector His Majesty’s Inspector John O’Connell Ofsted Inspector Caroline Jamison Ofsted Inspector Nick Crombie His Majesty’s Inspector 18 to 20 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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