SBC Training Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

SBC Training Limited is an independent training provider located in Shrewsbury, Shropshire. At the time of the inspection, there were 137 apprentices studying one of 24 apprenticeships. Most apprentices were studying subjects relating to business administration, health and social care, engineering, building and construction or accounting and finance. There were 11 apprentices under the age of 18.

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Information about this provider

The provider works with two subcontractors. Shrewsbury Colleges Group had 18 apprentices studying level 3 installation and maintenance electrician or level 3 plumbing and domestic heating. Severn Financial Training had 14 apprentices studying a range of accountancy apprenticeships at levels 2, 3 and 4. 15 to 18 July 2025

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

Apprentices are ambitious and keen to do well in their studies. They enjoy their learning and are proud of their achievements. Apprentices studying level 3 business administrator show strong professional attitudes and are confident about their future careers. Almost all intend to stay and progress with their current employer.

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

Apprentices are well-prepared for their next steps. Apprentices studying level 3 lead adult care worker often take on additional responsibilities, such as becoming dementia care champions, because of their studies.

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

In most cases, apprentices are supported well by their employers. Employers mostly participate in progress reviews and contribute to the planning of additional work activities to complement apprentices’ learning. Apprentices studying level 2 engineering operative have additional learning on heavy gauge welding to help them develop useful skills they need for their work setting.

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

Apprentices develop their confidence and character. Apprentices studying level 2 carpentry and joinery learn the importance of interacting professionally with customers when completing second fixes. They learn to show care, attention and to be transparent in their working practices.

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

Apprentices feel safe at the provider and at work. They learn about safeguarding at the start of their apprenticeship and tutors routinely revisit topics, such as harassment and bullying. They are clear about safeguarding and know who to contact if they have any concerns.

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better?

Leaders and staff have implemented initiatives that have increased the proportion of apprentices who achieve their apprenticeship. They make sure that employers and apprentices are clear on their role and the commitment required to complete the apprenticeship.

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better?

Leaders and managers work closely with employers to plan and sequence curriculums that respond to sector skills needs. In the level 3 lead adult care worker, managers collaborate with care home managers to plan learning that reflects the needs of care residents, including dementia, diabetes and end-of-life care. Apprentices gain the specialist knowledge and skills they need to provide high- quality, person-centred care. In level 2 carpentry and joinery, apprentices learn how to use different hand and power tools. They develop skills to make window frames, gable ladders, fascia and box ends. The accuracy of their work progressively improves to meet industry standards. 15 to 18 July 2025

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Tutors use effective teaching strategies. In the level 3 fire emergency and security systems technician, apprentices complete timed design tasks to apply their learning about regulations on the fitting and maintenance of burglar alarm systems. Apprentices recall and consolidate what they learn, this helps it stay in their long- term memory.

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Tutors use information about what apprentices already know and can do to tailor their teaching. In the level 2 engineering operative, tutors set meaningful projects for apprentices. Apprentices program computer numerical control (CNC) machines and undertake welding projects that build on their prior learning and experience.

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Tutors do not routinely give high-quality written feedback on apprentices’ work or set sufficiently challenging targets during reviews. In a few instances, particularly in construction trades, the quality of apprentices’ written work is not consistently high. Too often, targets do not set out the specific actions that apprentices need to take to achieve distinction grades.

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Tutors know their apprentices well and, where necessary, they adapt their teaching methods and resources to help all apprentices, including those with additional learning needs, to achieve their best. Tutors provide more frequent one-to-one support for apprentices who need their learning broken down into smaller tasks. Tutors adapt assessment methods, using professional discussion instead of written tasks where necessary, so that apprentices can demonstrate their knowledge.

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Tutors teach lessons that support the personal development of apprentices. Apprentices learn about topics such as cyber security, healthy relationships and emergency first aid. Tutors mostly embed topics, such as fundamental British values and the risks associated with radicalisation and extremism into vocational lessons. Level 3 multi-channel marketer apprentices learn about ethical marketing and the importance of considering equality and diversity, respect and tolerance of others in their work. Apprentices are acutely aware of the potential reputational damage if British values are not reflected in their marketing approaches and resources.

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Tutors mostly give apprentices useful careers education, information, advice, and guidance. Level 3 assistant accountant apprentices understand the progression routes available to them and aspire to continue their studies to become chartered accountants.

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Leaders have clear oversight of the subcontractors they work with. They hold frequent meetings with subcontractors and monitor the quality of education that apprentices receive. Where necessary, leaders take sensible actions to reduce the number of subcontractors they work with, particularly where subcontractors have not met their high expectations.

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Leaders make sure that governors have the appropriate expertise in training and education to support them. Governors influence the strategic direction of the provider, such as the subcontracting arrangements and management team structures. Leaders do not give governors detailed enough data so they can clearly 15 to 18 July 2025

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understand if parts of the curriculum are underperforming, how different groups of apprentices are achieving, and where apprentices go after completing their apprenticeship. This makes it hard for governors to hold leaders fully to account.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Strengthen the quality of written feedback on apprentices’ written work so that they know how to improve.  Improve target setting to make it specific and actionable so that apprentices are challenged and supported to achieve distinction grade.  Provide governors with clear and detailed data to help them understand and challenge performance across subjects and apprentice groups. 15 to 18 July 2025

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Provider details

Address 19G Vanguard Way Battlefield Enterprise Park Shrewsbury SY1 3TG

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 31 January to 3 February 2023

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Main subcontractors

Shrewsbury Colleges Group Severn Financial Training 15 to 18 July 2025

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Information about this inspection

The inspection team was assisted by the managing 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

Rachel Clark, lead inspector His Majesty's Inspector Mark Parton His Majesty's Inspector Helen Kinghorn Ofsted Inspector Ann Minton Ofsted Inspector Jack Bullock Ofsted Inspector 15 to 18 July 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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