Riverside Training (Spalding) Ltd

Riverside Training (Spalding) Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Alison Dennis, His Majesty’s Inspector

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Inspection dates: 14 to 15 May and 16 to 17 July 2025

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Type of provider: Independent learning provider

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Address:

Units 4 and 7 Broadgate House 18 Westlode Street Spalding Lincolnshire PE11 2AF Monitoring visit: Riverside Training (Spalding) Limited, 14 to 15 May and 16 to 17 July 2025

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Context and focus of visit

Riverside Training (Spalding) Limited was inspected in September 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

The visit started on 14 and 15 May 2025. Inspectors returned to gather additional evidence on 16 and 17 July in line with Ofsted’s policy for deferring, pausing and gathering additional evidence: Ofsted inspections and visits: deferring, pausing and gathering additional evidence - GOV.UK .

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Reasonable progress

Since the previous inspection, leaders have improved their use of quality systems to understand accurately the areas for improvement in their provision. They undertake ‘health checks’ to review aspects of the curriculum and themes of interest, such as assessment practices and the development of digital skills. They visit teaching sessions where they review the quality of teaching and speak to apprentices about their experience. Leaders have also improved their understanding of the progress that apprentices make by reviewing a wider range of indicators, including attendance data and feedback from employers, skills trainers and skills coaches.

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Reasonable progress

Leaders use the findings from their quality assurance activities to create clear and timely action plans that support ongoing improvement. For example, leaders used findings from a digital ‘health check’ to plan a digital skills strategy. They monitored progress against the actions in the strategy and prescribed more tailored training for staff where the need was identified. Leaders keep the actions identified from quality assurance processes under frequent review. They report on the progress made to members of the governing board, who provide effective support and challenge to drive continued improvement.

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Reasonable progress

Leaders have improved their approach to evaluating the quality of teaching and providing feedback to skills trainers and skills coaches. They carry out purposeful visits to lessons to see trainers and coaches teach. They provide precise feedback Monitoring visit: Riverside Training (Spalding) Limited, 14 to 15 May and 16 to 17 July 2025 that trainers and coaches use to develop and strengthen their teaching practice. They share recommendations with trainers and coaches and supplement this with helpful individualised coaching, through which they explain the benefits of suggested strategies and how best to implement them. Trainers and coaches implement these strategies confidently in their teaching practice. For example, they use the scaffolding techniques that they explore through coaching to develop apprentices’ independence.

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Reasonable progress

Leaders and managers have implemented effective systems to monitor apprentices’ progress. They ensure that skills trainers and skills coaches conduct thorough reviews of apprentices’ progress using a wide range of measures, including the development of knowledge, skills and behaviours, attendance and feedback from employers.

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Reasonable progress

Leaders ensure that skills coaches set clear actions so that apprentices are supported well and those most at risk of falling behind get back on track quickly. They frequently review these actions to ensure that they are effective. Where necessary, they modify planned actions so that support is relevant and timely. Leaders have recently introduced a new employer engagement lead to develop more effective communications with employers.

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Reasonable progress

Skills coaches meet frequently with employers to discuss apprentices’ progress and to plan training that further develops apprentices’ knowledge and skills. They make helpful suggestions about the workplace activities that apprentices could complete to develop their skills and agree these with employers. For example, skills coaches and employers agree together the activities to prepare apprentices in readiness for working with babies in an early years setting.

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Reasonable progress

Skills coaches use progress reviews to explore with apprentices and employers the reasons why apprentices may be behind. They agree appropriate deadlines to support these apprentices to get back on track quickly. However, in a few instances, skills coaches do not use progress reviews well enough to identify what apprentices know and can do or what they need to do to improve. In these instances, skills coaches do not set precise enough targets, and a few apprentices are unclear on what they need to do next.

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Reasonable progress

Monitoring visit: Riverside Training (Spalding) Limited, 14 to 15 May and 16 to 17 July 2025 Since the previous inspection, leaders have ceased offering level 4 and level 5 children, young people, and families apprenticeships. They have supported apprentices on these programmes to move on successfully in their career. Leaders now have a clear rationale to offer apprenticeships matched precisely to their areas of expertise in the early years sector.

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Reasonable progress

Leaders have helpfully introduced additional taught elements into their apprenticeships to strengthen the quality of the curriculum. In addition to taught sessions, apprentices attend monthly group masterclasses led by specialist speakers, such as experts in special educational needs and/or disabilities. Leaders have also introduced ‘skills festivals’ aimed at developing apprentices’ specialist knowledge and to support their personal development. They have plans in place to introduce coaching sessions to develop further apprentices’ skills of reflection and target setting.

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Reasonable progress

Skills trainers and skills coaches are knowledgeable about the sector and use their subject expertise well. They use the training that they receive in classroom management and the craft of teaching to teach well-planned sessions. They use evidence-informed strategies to develop their teaching skills in aspects such as assessment and questioning.

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Reasonable progress

Skills coaches make good use of workplace visits and observations to understand how apprentices apply their skills at work. They provide helpful feedback to apprentices on their areas of strength and how apprentices can improve. Monitoring visit: Riverside Training (Spalding) Limited, 14 to 15 May and 16 to 17 July 2025 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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