Training Works (NW) Ltd

Training Works (NW) Ltd Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Alastair Mollon, His Majesty’s Inspector

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Inspection dates: 24 and 25 September 2025

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Type of provider: Independent learning provider

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Address:

Unit 16-21 Blackpool Enterprise Centre 291-305 Lytham Road Blackpool Lancashire FY4 1EW Monitoring visit: Training Works (NW) Ltd, 24 and 25 September 2025 OFSTED USE ONLY

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Context and focus of visit

Training Works (NW) Ltd was inspected in December 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

Training Works (NW) Ltd is an independent learning provider based in Blackpool that provides apprenticeship training in the adult care, early years and associated business-related sectors.

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Context and focus of visit

At the time of the monitoring visit, there were 552 apprentices. There were 287 apprentices on adult care and 244 on early years apprenticeships at levels 2 to 5. A further 21 apprentices were on level 3 business administrator and team leader or supervisor apprenticeships and level 5 operations or departmental manager. There were 101 apprentices aged under 19.

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Reasonable progress

Since the previous inspection, leaders have improved how they collect information about what apprentices already know and can do. Leaders and trainers now routinely gather a range of information about their apprentices to plan learning. They have introduced a new skills scan to accurately identify what knowledge apprentices already have and what further development they need. Trainers collect information about apprentices’ English and mathematical skills, previous experience, current job role and future ambitions. They now use this information effectively to make sure that apprentices are on the right apprenticeship.

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Reasonable progress

Trainers now use information from skills scans and discussions to design a mostly ambitious curriculum to meet the needs of apprentices and their employers. They create personal development plans (PDPs) that support the development of wider skills for apprentices’ current roles and future employment opportunities. For example, trainers set targets to participate in planning meetings and complete additional training on leadership skills for apprentices that wish to become room leaders in early years settings. Apprentices that need to develop their confidence in speaking with parents and carers benefit from training on communication skills. Monitoring visit: Training Works (NW) Ltd, 24 and 25 September 2025 OFSTED USE ONLY

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Reasonable progress

Trainers review and revisit the progress that apprentices make and amend their PDPs accordingly.

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Reasonable progress

Leaders have strengthened the processes and guidance for staff to provide feedback to apprentices. Trainers tell apprentices what they have done well, what grade they have achieved and how they can improve their work further. Trainers now provide clear developmental information.

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Reasonable progress

Leaders have provided training for staff on how to give apprentices constructive feedback on their written work. Managers complete reviews of apprentices’ marked work to check the impact of the training and use the outcomes to inform future development. For example, trainers have received further training on how to use feedback so that apprentices improve their work in future assignments.

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Reasonable progress

Trainers now mostly use the new guidelines and provide useful written feedback that helps apprentices improve the quality of their work. However, apprentices do not always improve their work enough to achieve distinction grades on their formative assessments. Trainers do not routinely help apprentices to effectively evaluate and analyse at higher levels.

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Reasonable progress

Apprentices talk about how they use written feedback to improve their writing skills. They develop their use of paragraphs and learn how to reference correctly. Apprentices know what they need to do to improve their work by applying theory to their practice. They value the individual verbal feedback that they receive from their trainers. Apprentices find this helpful and supportive.

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Reasonable progress

Since the previous inspection, leaders have implemented a series of staff development activities to help trainers improve their teaching skills. All trainers either have or are studying for teaching and training qualifications at level 3 or above. Those already qualified benefit from training at higher levels or from courses that broaden their range of skills. They complete courses in topics including internal quality assurance, assessing, coaching and mentoring linked directly to their job roles, levels of responsibility and to future progression and development.

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Reasonable progress

Trainers benefit from training to develop their teaching skills. Members of the quality team plan and adapt training content based on their observations, apprentice and employer surveys, and feedback to make sure any emerging areas for development are covered swiftly. Trainers receive training on topics such as effective questioning, Monitoring visit: Training Works (NW) Ltd, 24 and 25 September 2025 OFSTED USE ONLY

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Reasonable progress

problem-based learning, effective face-to-face and online teaching strategies, and assessment practices. They now use these in their teaching and training. For example, they have developed their questioning skills to better identify misconceptions and deepen apprentices’ learning.

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Reasonable progress

Leaders use the newly implemented observation processes to swiftly identify trainers’ areas for development. Training managers provide more intensive support and coaching for those not meeting expected standards. Leaders carry out follow-up observations to check on improvements. In most cases, trainers demonstrate improvements in their teaching. Where this is not the case, leaders provide further support and effective performance management.

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Reasonable progress

In sessions visited, trainers use effective teaching strategies. They use video clips and questioning to develop apprentices’ knowledge. For example, apprentices are taught about the difference between equality and equity. Apprentices apply this new learning well to the workplace. They discuss the training of carers on peg feeding and how they may need to treat them differently because of the carers’ confidence levels.

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Reasonable progress

Arrangements for governance are increasingly effective. Following the previous inspection, governors immediately redefined their roles and established more robust expectations for the information that they receive. They rightly recognise that they previously held an overly positive view of the provision. Governors have extensive experience in the child and adult care sectors, and in education. They now use their knowledge and experience to positive effect in providing check, challenge and support to senior leaders to bring sustainable improvements across the provision.

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Reasonable progress

Governors benefit from external governance training to develop their skills to provide greater scrutiny, challenge and support. They have an improved understanding of the questions to ask and the information to explore to inform their support and challenge. Governors follow sector-standard guidance on good governance.

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Reasonable progress

Governors have an accurate oversight of the strengths and weaknesses of the provision. They now receive useful and timely reports on the quality of education that apprentices receive. Governors and leaders have improved the detail and accuracy of reporting and scrutiny since the previous inspection.

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Reasonable progress

Governors visit operational activities, taking part in joint observations of training to assure themselves of the accuracy of information they receive. They benefit from monthly updates to self-assessment and quality improvement reports to maintain a clear line of sight of improvements and of areas requiring more targeted Monitoring visit: Training Works (NW) Ltd, 24 and 25 September 2025 OFSTED USE ONLY

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Reasonable progress

intervention. Governors now hold leaders to account for the quality of training for apprentices.

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Reasonable progress

Since the previous inspection, leaders have developed more robust quality assurance and quality improvement processes to identify strengths and weaknesses in the provision and bring about improvements. They use more rigorous self-assessment processes to identify key areas of strength and areas for improvement. They link these to the quality improvement plans that they track and monitor closely.

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Reasonable progress

Leaders at every level have an improved oversight of the strengths and weaknesses of the provision. They are now timely in identifying emerging areas of concern. Leaders now link their evaluation of teaching and learning to staff development activity to improve teaching practices and to performance management where improvement is not evidenced. Trainers unable to demonstrate expected levels of performance have left the organisation.

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Reasonable progress

Leaders have strengthened the quality team to make sure that they carry out formal observations of teaching and learning of all trainers. Leaders observe every trainer in the early weeks of their employment. They use the findings to initiate training and prioritise areas for improvement. All trainers benefit from routine observation and follow up. Leaders are developing a culture of continuous improvement.

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Reasonable progress

Training managers now complete a range of monthly activities to keep oversight of strengths, weaknesses and progress. They observe all their trainers informally, meet trainers individually to review performance and complete standardisation work to check on the quality of trainers’ work, marking and feedback.

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Reasonable progress

Leaders have a clearer oversight of the progress that apprentices make. They now have the systems and processes that they need to take timely interventions to improve the quality of training that apprentices receive. Monitoring visit: Training Works (NW) Ltd, 24 and 25 September 2025 OFSTED USE ONLY

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Reasonable progress

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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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