The Shaw Education Trust

During the monitoring inspection, inspectors focused on the following themes:

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 progress in leadership and governance – this means how much progress leaders and those responsible for governance have made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision, and is identifying and supporting the needs of apprentices

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 progress in inclusion – this means how much progress leaders have made in identifying the needs of individual apprentices and putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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 progress in curriculum, teaching and training – this means how much progress leaders and managers have made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices

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 progress in ensuring effective safeguarding arrangements – this means how much progress leaders and managers have made in ensuring that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders have a clear and purposeful vision for their apprenticeship provision. They use a well ‑ defined strategy to develop their workforce and provide training that meets key skills gaps across the education sector. The Shaw Education Trust Kidsgrove Secondary School, Gloucester Road, Kidsgrove, Stoke-On-Trent, Staffordshire ST7 4DL

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monitoring inspection report:

13 and 14 January 2026 Monitoring inspection report: The Shaw Education Trust 13 and 14 January 2026 Leaders invest in staff and resources to strengthen the quality of training that apprentices receive. They have appointed specialist staff to support a coherent and well ‑ planned curriculum that meets the requirements of a successful apprenticeship.

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monitoring inspection report:

Leaders maintain rigorous oversight of the curriculum, teaching and training. They use their quality assurance processes effectively to identify areas for improvement and act promptly to tackle them. For example, they have improved both the structure and frequency of off ‑ the ‑ job training.

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monitoring inspection report:

Governance arrangements are coherent and supported by experienced practitioners who provide effective oversight and meaningful challenge. Governors have an accurate understanding of the organisation’s strengths and weaknesses, informed by purposeful dialogue and well ‑ managed information sharing. However, as the governance structure is still developing, its full impact on the quality of training that apprentices receive is not yet fully evident.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders and tutors, in most cases, identify apprentices’ individual needs accurately, particularly for those who face barriers to learning. They work closely with employers and workplace mentors to gather relevant information about apprentices’ personal and professional circumstances. Apprentices who experience challenges, such as declining mental health, receive timely and well ‑ coordinated support through workplace services and occupational health teams.

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Inclusion

Tutors use their expertise in supporting children with barriers to learning to make effective adaptations for adult apprentices. Tutors break complex tasks into manageable steps and provide additional structure for apprentices who struggle with organisation. They supply resources in advance for those with dyslexia or processing delays so that these apprentices can prepare and participate confidently in lessons.

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Inclusion

Leaders and tutors recognise that they need to deepen their understanding of the diverse needs that adult apprentices may have. As such, their ambitious approach to inclusion is not yet fully operational. Leaders plan to train staff further so that they can capture a broader range of information about disadvantage, such as prior care experience or financial hardship. As these developments are at an early stage, it is too soon to determine whether apprentices with these needs fully benefit from the additional support they require. Monitoring inspection report: The Shaw Education Trust 13 and 14 January 2026

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Curriculum, teaching and training

Leaders and tutors have a clear understanding of the progress that apprentices make. Experienced and qualified tutors intervene quickly to support those apprentices who fall behind in their learning. Tutors use gap analysis skilfully to plan teaching that targets the essential knowledge, skills and behaviours that apprentices need to be competent teaching assistants. This ensures that those who are behind catch up quickly.

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Curriculum, teaching and training

Tutors use their high-level subject expertise effectively to improve apprentices’ vocabulary and language skills. They introduce and reinforce sector specific vocabulary, such as scaffolding, modelling, clueing and prompting. Apprentices use this terminology confidently when working with colleagues and peers.

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Curriculum, teaching and training

Tutors work effectively with workplace mentors to ensure that they play an important role in planning apprentices’ workplace learning. Mentors work closely with tutors to align on- and off-the-job training. Apprentices reinforce their skills in the workplace. They apply a range of behaviour ‑ management strategies with pupils and reflect thoughtfully on how well these approaches work.

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Curriculum, teaching and training

Tutors provide feedback to apprentices that is mostly useful. However, leaders recognise the feedback that tutors provide does not routinely support apprentices to produce work of a higher quality. As a result, a few apprentices do not understand the actions they need to take to produce their very best work.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders implement thorough and well ‑ designed safeguarding arrangements. Each apprentice has access to a clearly identified and well-trained workplace contact. Apprentices know exactly how to raise concerns; they feel safe and understand what steps to take if this changes.

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Safeguarding arrangements

The designated safeguarding lead and their deputy are appropriately trained, qualified and experienced in safeguarding children and adults. Tutors also receive comprehensive safeguarding training and have a secure understanding of relevant policies and procedures. Monitoring inspection report: The Shaw Education Trust 13 and 14 January 2026 Leaders and tutors use clear processes to identify and monitor apprentices who may be at risk. Apprentices raise concerns appropriately through progress reviews and mentor feedback. Leaders respond swiftly to apprentices’ needs when concerns arise.

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Safeguarding arrangements

Apprentices receive thorough safeguarding training, including focused sessions about online safety and the ‘Prevent’ duty. Leaders reinforce important messages through monthly newsletters and additional training, such as the importance of cyber ‑ security. However, leaders recognise the need to strengthen apprentices’ understanding of everyday risks so they can safeguard themselves as confidently as they safeguard the children they support.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of apprenticeship training provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

The Shaw Education Trust is a large educational trust located in North Staffordshire. It began training apprentices in November 2024. At the time of the monitoring inspection, the provider had 17 apprentices. All apprentices study the level 3 teaching assistant apprenticeship. Fewer than 5 apprentices are aged under 19.

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Team inspector

Rachel Clark His Majesty’s Inspector Monitoring inspection report: The Shaw Education Trust 13 and 14 January 2026

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needs funding at time of inspection

Monitoring inspection report: The Shaw Education Trust 13 and 14 January 2026 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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needs funding at time of inspection

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needs funding at time of inspection

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needs funding at time of inspection

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needs funding at time of inspection

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