The Portland Training Company Limited

The Portland Training Company Limited

Address: Davian House, S9 1GD Unique reference number (URN): 1270924

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders foster an inclusive culture that supports unemployed learners effectively. Learners develop new skills, rebuild confidence and move closer to employment.

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Inclusion Expected standard

Staff use their professional experience well to identify learners’ needs. They understand learners’ starting points, which often include long-term unemployment, low confidence, and limited digital skills. Leaders recognise the need to develop and embed this practice further over time, particularly in relation to the identification of undiagnosed special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders reduce barriers to learning and wellbeing effectively. They adapt provision so it remains inclusive and accessible. Online teaching improves access to learning for most learners, including those with caring responsibilities and those with limited transport. Leaders provide pre-course support to help learners access appropriate equipment and improve their digital skills. Where online settings are unsuitable, leaders adapt delivery so learners are not excluded.

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Inclusion Expected standard

Staff monitor learners’ progress and wellbeing closely and adapt support as needed. Tutors are considerate of learners’ anxiety and stress levels. They adjust activities to maintain participation and concentration. Leaders frequently review support arrangements to ensure learners continue to access learning successfully.

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Inclusion Expected standard

Leaders use feedback from learners and external agencies to inform helpful staff training and to strengthen support for groups of learners.

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Leadership and governance Expected standard

Leaders and governors understand the provisions' strengths and areas for development well. They sustain strengths effectively and deal with areas for improvement promptly.

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Leadership and governance Expected standard

Leaders and governors improve curriculums in response to learners’ outcomes and stakeholders’ feedback. For example, they revised the sequencing of construction courses so learners gain Construction Skills Certification Scheme cards at the end of their course. This change has reduced the proportion of learners who leave early.

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Leadership and governance Expected standard

Leaders and governors have a clear vision and strategy, characterised by a firm commitment to inclusion and improving learners' life chances. They have high expectations for learners, including those who face disadvantage or barriers to learning. Governors provide appropriate support and challenge, helping leaders improve teaching strategies, strengthen partnerships with external organisations, and make difficult decisions.

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Leadership and governance Expected standard

Leaders and governors make decisions in learners’ best interests, including limiting class sizes to ensure vulnerable learners receive effective support.

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Leadership and governance Expected standard

Leaders provide staff with a generally well-planned programme of professional learning that builds teaching expertise. Leaders recognise that a few aspects of training could be refined further to help learners gain deeper subject knowledge within the short duration of their courses.

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Leadership and governance Expected standard

Leaders value their staff highly and manage workload and wellbeing carefully. Staff speak positively about leaders’ visibility, care and support. During a recent period of restructuring and redundancies, leaders communicated clearly and sensitively, with governors providing effective oversight and challenge. As a result, staff morale has remained very positive and leaders have sustained effective delivery through a period of significant change.

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Achievement Expected standard

Most learners achieve the qualifications they work towards. A high proportion gain valuable licences to practise, such as construction skills certification or forklift operation, which support progression into employment.

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Achievement Expected standard

Learners typically make expected progress from low starting points. During their short courses, they develop a basic understanding of the construction and logistics sectors and produce work that meets expected standards. Learners demonstrate improved confidence in applying what they have learned.

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Achievement Expected standard

Most learners move on to employment, further learning or gain licences that increase their employability. They achieve personal goals, including re-engaging with learning and building confidence.

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Achievement Expected standard

Learners improve their basic English, mathematical and digital skills. This supports their progression towards sustained employment. Learners from different starting points achieve similarly well. Learners who are long-term unemployed, those with special educational needs and/or disabilities, and those known to probation services make progress at similar rates to their peers.

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Curriculum and teaching Expected standard

Leaders align short adult learning programmes well to regional and national funding authorities’ priorities. The curriculums focus effectively on skills for employment and prepare unemployed adults to take initial steps towards work.

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Curriculum and teaching Expected standard

Leaders sequence curriculum content logically, in line with learners' intended learning outcomes. For example, in short construction and logistics courses, learners first develop an understanding of industry structures before learning the skills, behaviours and attitudes required for entry-level roles.

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Curriculum and teaching Expected standard

The quality of teaching is high. Tutors plan sessions carefully. Tutors repeat the same courses frequently and reflect on their practice, which strengthens their expertise over time. They have appropriate vocational knowledge for the level and content of the courses they teach. They explain concepts clearly, using relevant technical vocabulary, and check learners’ understanding frequently. Tutors are particularly patient and adapt their teaching when learners struggle, repeating information and adjusting activities to maintain learners’ concentration. This supports learners with low confidence or limited prior experience of formal learning.

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Curriculum and teaching Expected standard

Tutors design learning activities that help learners practise and apply new knowledge. Learners build confidence through structured tasks and practical examples that reflect real workplace situations. Tutors emphasise the attitudes and behaviours expected by employers, such as punctuality, teamwork and following instructions, which prepares learners well for employment.

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Curriculum and teaching Expected standard

Tutors use assessment effectively to check learners’ understanding and provide clear, constructive feedback. Learners use this feedback to improve their work and develop the knowledge and skills needed to progress.

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Participation and development Expected standard

Leaders and staff set clear expectations for learners’ behaviour and participation. Learners behave well and show respect for staff and peers. Tutors are very supportive and establish clear ground rules, which create calm learning environments where learners feel safe. Staff monitor attendance closely and support learners to maintain high rates of attendance.

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Participation and development Expected standard

Learners understand that bullying and harassment are not tolerated and are confident that staff would respond appropriately to any concerns.

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Participation and development Expected standard

Tutors embed careers information, advice and guidance effectively within employability and vocational courses. This is often supplemented by helpful information from staff at external agencies, such as JobCentre Plus. Learners receive clear guidance about possible next steps and the actions they can take to move closer to employment. This helps learners develop realistic aspirations and understand pathways into work or further training.

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Participation and development Expected standard

Leaders promote learners’ wider development. Staff cover topics such as health and wellbeing, staying safe online, and understanding British values, diversity and respect. Learners reflect thoughtfully on these themes.

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Participation and development Expected standard

Leaders encourage learners to engage in community, citizenship and volunteering activities. However, leaders do not yet monitor how many learners take up these opportunities.

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What it's like to be a learner and/or an apprentice at this provider

Learners, who are almost all unemployed adults facing multiple barriers to learning and employment, gain confidence and skills for work through completing short online courses. Many enrol on construction, logistics or employability courses to re-engage with education and take steps towards getting a job. By the end of their courses, most learners are well prepared to move on to employment or further learning.

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What it's like to be a learner and/or an apprentice at this provider

Learners settle quickly and take part in lessons with enthusiasm. They receive personalised pre-course communication and clear information about what their course involves. During enrolment and induction, staff identify learners’ motivations, challenges and goals, and share relevant information with tutors. This helps learners develop a sense of belonging, even when they have previously had negative experiences of education.

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What it's like to be a learner and/or an apprentice at this provider

Tutors provide learners with effective support and well-paced teaching. They understand learners’ vulnerabilities. Learners feel welcomed and valued, which helps them make positive progress and achieve qualifications and, in many cases, licences to practise in industries such as construction and logistics.

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What it's like to be a learner and/or an apprentice at this provider

Learners grow in confidence as courses progress. Many feel anxious at the start, but tutors reassure them and respond sensitively to their worries. Learners increasingly ask questions, contribute to activities and persist with learning, even when they find aspects of the course challenging.

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What it's like to be a learner and/or an apprentice at this provider

Learners reflect well on wider aspects of their development and personal barriers. Staff provide guidance on wellbeing and staying safe, helping learners to feel more optimistic about their futures.

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What it's like to be a learner and/or an apprentice at this provider

Learners experience calm, accessible online learning environments. Tutors establish clear expectations and routines, which help learners feel safe and confident to attend and participate.

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What it's like to be a learner and/or an apprentice at this provider

Staff support learners effectively through partnerships with external agencies, including probation services and Jobcentre Plus. Staff work closely with these partners, for example by matching learners to suitable job opportunities, to help them move into employment after their courses.

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Team inspectors:

Hayley Lomas, His Majesty's Inspector Malcolm Fraser, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

• Leaders should implement their plans to develop, systematise and embed staffs' effective practice in identifying undiagnosed special educational needs and/or disabilities. • Leaders should further improve the depth of subject knowledge that learners gain so that learners are even better prepared for sustained employment and/or further study at higher levels. • Leaders should improve how they monitor learners’ participation in community, citizenship and volunteering activities, so they can identify and deal with any missed opportunities for learners to take part.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with leaders, tutors, governors, learners and stakeholders, including funding authorities, during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

The Portland Training Company Limited offers a range of short, intensive introductory courses to enable learners to move towards employment in a range of industries, including logistics, warehousing and construction. All classes are online. At the time of inspection, there were 18 adult learners on week-long introductory 'further your potential' courses in construction and logistics. Learners were based in Leicester, Yorkshire and London.

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About this inspection

Managing director: Hollie Warren This data is from 13 January 2026

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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