MIT Skills Limited

MIT Skills Limited

Address: Unit 12-13 Camphill Industrial Estate, Camphill Road, West Byfleet, Surrey, KT14 6EW Unique reference number (URN): 53429

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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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Leadership and governance Expected standard

Leaders are generally aware of the strengths and areas for improvement in the provision. They have acted on those areas that require improvement identified at the previous inspection. For example, they have implemented appropriate processes to support apprentices to achieve within the planned time.

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Leadership and governance Expected standard

Leaders carry out appropriate quality assurance activities to understand the quality of the teaching in all learning environments. Leaders use the outcomes to inform tutors about what they are doing well and support them to improve. However, they do not fully use this information to tailor professional development for staff. Nor do they ensure that those with responsibility for the curriculums have a detailed enough insight into the quality assurance outcomes.

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Leadership and governance Expected standard

Governors and leaders generally have a clear oversight of the curriculums. Governors provide appropriate support and challenge to leaders, which they respond well to. For example, they support leaders to rationalise the curriculum offer to focus on what they do well so that learners and apprentices have a positive experience.

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Leadership and governance Expected standard

Leaders work with appropriate partners to ensure that what they offer best meets learners' and apprentices' needs. Leaders work well with agencies to make contact with some of the hardest-to-reach learners. They are ambitious in making the curriculums accessible for all.

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Leadership and governance Expected standard

Leaders take staff wellbeing seriously and implement appropriate processes to support them. Staff are motivated to do well and mostly find their workload manageable. Leaders support staff to develop the technical skills they require to stay up to date with the latest technologies and carry out their roles effectively.

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Inclusion Needs attention

Leaders have started to train staff on how to meet learners’ individual needs. However, they recognise that this training is not consistent for all staff across the organisation. Not all tutors know how to best support learners and apprentices with special educational needs and/or disabilities (SEND). Leaders have plans in place to rectify this, but they are currently in their infancy. Apprentices with SEND do not achieve as well as their peers.

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Inclusion Needs attention

Leaders assess learners' and apprentices' learning needs from the outset. Where this has the greatest impact, staff reassess young learners' needs periodically throughout the year to measure progress and plan targeted interventions. Those with an education, health and care plan are supported effectively to achieve the outcomes within them. Young learners achieve as well as their peers.

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Inclusion Needs attention

Staff work closely with social workers to develop intervention and action plans well to support those known to social care. Suitable support is given to ensure learners receive the bursaries that allow them to continue with their training.

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Inclusion Needs attention

Staff work collaboratively with employers, where learners' and apprentices' needs are discussed in reviews and work placement settings. This ensures that learners and apprentices get the support they need while in the workplace.

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Achievement Expected standard

Young learners generally achieve their qualifications. They typically produce work of a secure standard. Achievement on their vocational qualifications is high, particularly for those studying sports.

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Achievement Expected standard

In 2025/6, young learners' achievement of their functional skills qualifications had improved and was positive in mathematics. However, in English at level 2 it remained too low, largely due to achievement in speaking and listening. Leaders recognise this and have stopped offering functional skills.

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Achievement Expected standard

All learners who require mathematics and English qualifications are now studying GCSEs. Their progress is monitored closely, and they make positive progress in these qualifications. Incremental achievements from their starting points are recognised, with many achieving a grade 4 or above. Teachers implement digital skills training effectively, and learners work confidently and independently online.

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Achievement Expected standard

Learners are supported effectively to prepare for their next steps. A high proportion progress to positive destinations where they continue in education or move into employment.

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Curriculum and teaching Expected standard

Leaders carefully monitor the quality of learning and have implemented appropriate processes to ensure continuous improvements. They have implemented a curriculum offer to meet young learners' needs regionally and nationally. For example, leaders offer opportunities for learners to study sports qualifications at many specialist academies across the country.

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Curriculum and teaching Expected standard

Tutors are experts in the subjects they teach. They use this experience well to teach interesting and appropriately challenging sessions that enable learners to understand new concepts swiftly. Tutors appropriately sequence the teaching to help young learners develop knowledge securely. For example, T-level construction learners acquire an understanding of building regulations before using this knowledge to consider appropriate construction methods.

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Curriculum and teaching Expected standard

Tutors use effective questioning techniques to refine learners' understanding and prepare them for assessment. They provide clear, developmental and supportive feedback, which helps learners improve their grades. Tutors securely support learners to retain and apply new knowledge to wider contexts. For example, in sport, learners are able to draw on their learning around clear communication and coaching theory to plan football sessions.

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Curriculum and teaching Expected standard

Learners develop the key terminology needed for the industries in which they are preparing to work. For example, learners understand fully, and use terminology confidently and appropriately, such as sustainability and net zero, when discussing green skills tenders.

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Curriculum and teaching Expected standard

Leaders ensure that the study programmes meet learners' needs. In addition to developing the key content to achieve their core learning, learners also benefit from being taught essential mathematics and English skills, and skills to be effective in the work place.

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Participation and development Expected standard

Most learners benefit from a well-planned personal development curriculum where they learn topics such as the risks associated with radicalisation and extremism, road safety and harmful online content. Learners understand the need to take part in regular exercise and the importance of staying mentally and physically healthy. However, recall across all these topics is inconsistent, and a minority of learners have not yet started this learning.

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Participation and development Expected standard

Teachers consistently reinforce positive values and expectations. They implement plans for learners with low attendance. Learners consequently attend well, embrace mutual respect and feel confident in reporting concerns.

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Participation and development Expected standard

Learners access a range of meaningful opportunities within the curriculums. In sports, this includes regular training, international football camps, life skills workshops and defibrillator training. Participation in these activities is high as learners understand the relevance to their career choices.

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Participation and development Expected standard

Young learners learn about positive relationships in their personal and professional life. T- level learners take part in class discussions about roles and responsibilities in construction and the impact of the Equalities Act in their future workplaces. Learners benefit from positive employability and work-related learning, such as mock interviews, presentations from employers and meaningful work placements. Learners understand their career opportunities and potential progression routes.

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Achievement Expected standard

Adult learners typically achieve their qualifications. Learners produce work to at least the appropriate level in relation to their starting point. However, achievement on hair and beauty programmes remains too low.

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Achievement Expected standard

Adult learners mostly develop the English and mathematics skills they need for their future job roles. Those studying hairdressing correctly calculate the costs of the bridal styles they plan, factoring in their skills, time and the products they use.

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Achievement Expected standard

Adult learners largely achieve professional targets and career goals, preparing them well for further learning or employment. Hair and beauty learners develop a commercial awareness that prepares them well for employment and self employment. Electrical test and Inspection Skills Bootcamp learners take on additional responsibility in their roles as a result of the training and certification. Most adult learners progress into positive destinations on completion of their training.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the adult curriculum offer. They have implemented curriculums tailored to meet individuals' employment and career progression goals. Leaders offer courses that help those furthest from the workplace to access employment, or for professionals to upskill. For example, electricians gain skills to develop their careers in local green and sustainable work.

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Curriculum and teaching Expected standard

Leaders thoughtfully plan the curriculums so that learning builds incrementally on learners' starting points. For example, those studying construction for the unemployed first learn the correct use of hand tools and appropriate behaviours before they practise using tools while completing a work placement.

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Curriculum and teaching Expected standard

Leaders assess learners' starting points accurately to identify individual needs and refine content to make learning more accessible, such as adapting resources to support those for whom English is an additional language. Adult learners are generally taught well. Tutors use their expertise to relate their teaching effectively to expectations found in industry. They provide appropriate time for learners to practise and refine new skills. They regularly assess progress and provide effective feedback that enables learners to move on to more demanding tasks. However, in a small number of instances, tutors do not advise learners on how to best improve their literacy skills.

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Curriculum and teaching Expected standard

Tutors use questions skilfully and frequently to revisit learners' prior knowledge. They continually check knowledge and understanding and ask learners to explain or extend their answers while using professional terms. When learners studying hairdressing refer to curls, tutors question them to identify the most appropriate curl for the hair type.

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Participation and development Expected standard

Leaders set professional expectations across the learning programmes. Learners value their training, which they report is supportive and enables them to work towards their career ambitions.

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Participation and development Expected standard

Learners report feeling safe. They know the importance of raising concerns and feel confident that appropriate action would be taken. Learners work competently in training, wear professional dress and interact appropriately with clients in the salon.

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Participation and development Expected standard

Adult learners have access to content that supports their personal and social development. They use online resources to understand topics such as British values, risks associated with radicalisation and extremism, online safety, wellbeing and substance misuse. Learners are taught to reflect on the diversity of clients and the importance of respecting clients' culture when styling.

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Participation and development Expected standard

Learners are provided with opportunities to interact with the community, such as taking part in charity walks and 'wellness weeks' that include yoga, cardio and fitness classes.

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Participation and development Expected standard

Leaders have developed links for learners to access wider support or take part in social events, such as help for unemployed learners to overcome challenges.

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Participation and development Expected standard

Learners benefit from access to further professional learning and from hearing from employers to understand the opportunities open to them on completion of their training.

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Achievement Expected standard

Apprenticeship achievement is largely in line with national rates. However, inaccuracies in the recording of this data have resulted in outcomes being published as lower. Apprentices typically achieve well on the three largest apprenticeships that most study. Generally, if apprentices stay on their programmes, they gain their qualifications, but retention on some standards with smaller numbers is low.

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Achievement Expected standard

Apprentices produce high-quality written work in which they take pride, and they apply their skills effectively in the workplace. Tutors place suitable emphasis on the importance of presentation, accurate spelling, grammar and punctuation when writing documents at work, and expect this standard in apprentices' submitted assignments, which many achieve. The majority of those who require mathematics and English qualifications achieve them in a timely manner.

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Achievement Expected standard

Apprentices are very well prepared for their final assessments and next steps. For those apprentices who achieve their apprenticeship, most progress to positive destinations.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the apprenticeship curriculums and have started to take appropriate action to focus on apprenticeships where they are most successful. Leaders ensure that the curriculums meet employers' requirements. For example, motor vehicle apprentices learn about painting and panelling following an employer's request.

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Curriculum and teaching Expected standard

Tutors are knowledgeable in the subjects they teach. They use their knowledge well to garner apprentices' interest and ensure that they develop relevant skills. Trainers model technical language that apprentices then use frequently and appropriately in their learning and the workplace. Apprentices acquire new knowledge, skills and behaviours in a logical order. Apprentices are able to articulate well the skills they have learned and how these relate to their current work.

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Curriculum and teaching Expected standard

Tutors are skilled at delivering training both face to face and online. They mostly use effective questioning and assessment to build apprentices' knowledge and reinforce previous learning. Tutors give apprentices time to practise and master their new skills. Although most apprentices benefit from high-quality training, leaders have not yet ensured that the curriculums are at a consistently high standard across all subjects.

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Curriculum and teaching Expected standard

Apprentices largely receive feedback that enables them to improve their work. The actions and targets tutors set are clear, measurable and tracked well over time so apprentices can monitor their own progress effectively, which many do.

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Curriculum and teaching Expected standard

Leaders ensure good coordination of off- and on-the-job training. Staff collaborate well with employers to manage apprentices' progress and ensure they receive appropriate support to reinforce new knowledge at work.

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Participation and development Expected standard

Tutors are clear on the professional behaviours they expect apprentices to follow, and they typically do so. Employers value the positive professional behaviours that apprentices demonstrate in the workplace. Apprentices are taught how to work safely in their workplaces and online.

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Participation and development Expected standard

Leaders provide apprentices with opportunities to access wider learning that supports their career ambitions. For example, installation and maintenance electrician apprentices can complete training for additional accreditation, including for installing solar energy systems.

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Participation and development Expected standard

Apprentices learn how to stay mentally and physically healthy and what constitutes a healthy relationship. For example, apprentices learn about the high rate of suicide among young males and how to seek support if required.

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Participation and development Expected standard

Tutors help apprentices to develop an understanding of topics such as protected characteristics, British values and the 'Prevent' duty. They revisit this learning through subsequent progress reviews. Apprentices exemplify positive values, such as respect for others. However, apprentices do not consistently understand how this applies to their personal and professional lives.

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Participation and development Expected standard

Apprentices receive appropriate and timely guidance on next level training and how to identify professional learning to further their careers.

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

Learners and apprentices study in safe, respectful environments. Young learners who study at sports academies are motivated to attend and study in these professional environments. They typically enjoy purposeful learning sessions where high expectations for behaviour and engagement are consistently reinforced. Consequently, learners’ and apprentices’ attendance at learning sessions is high.

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

Learners feel welcome at the provider and value the support they receive from staff. Many who previously struggled at school now persist with tasks, using the different learning strategies explained by tutors. They generally have positive attitudes to study and participate positively in learning activities. Learners are empowered to be curious and to ask questions, and they are not afraid to make mistakes.

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

Learners and apprentices with additional learning needs value the inclusive environment in which they feel safe to be themselves. However, while most apprentices and learners receive the support they need, not all staff know how best to support those with special education needs and/or disabilities.

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

Learners and apprentices gain self assurance as a result of the new knowledge and skills they develop in their learning. For example, in sports, young learners role play media interviews and carry out whole-class presentations to build their confidence in public speaking. They value the new skills they develop as they recognise the impact these will have on their future ambitions.

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

Adult learners who return to education are supported well to balance the demands of work and study. They rediscover their sense of self and quickly feel part of a community with others who share their ambitions and positive outlook. Staff are highly considerate of adult learners' wellbeing and educational needs and seek out partner organisations who can provide them with support in their personal and professional lives.

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

Adult learners receive help to overcome any challenges with their education. Staff adapt training plans to accommodate and support adult learners with medical needs, or those for whom English is an additional language, to ensure they can participate in learning and stay on track.

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

Learners and apprentices have access to professional and industry-specific resources and training environments. This equips them with the skills and techniques they need for their future and prepares them well for their next steps.

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

Apprentices quickly become valued employees within the organisations in which they work. They develop the routines and habits they need to be successful and demonstrate professional behaviours. Employers speak highly of the impact apprentices have in the workplace.

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Next steps

• Leaders should ensure that teaching staff are trained to know how best to support learners and apprentices with special educational needs and/or disabilities. • Leaders should further improve teaching to ensure it is of a consistently high quality across all courses for young learners. • Leaders should further increase the proportion of learners who achieve level 2 English qualifications. • Leaders should make sure that all young learners are taught a personal development curriculum early in their programme. • Leader should ensure that the the quality of apprenticeship training is consistently high across all subjects. • Leaders should further increase the proportion of apprentices retained on the apprenticeships where this remains low. • Leaders should further support apprentices and adult learners to be able to relate the personal development curriculum better to their own personal and professional lives.

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Next steps

• Leaders should further ensure all adult learners are consistently supported to develop their literacy skills. • Leaders should further increase the proportion of adult learners who achieve their hair and beauty qualifications.

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Lead inspector:

Richard Kirkham, His Majesty's Inspector

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Team inspectors:

Jo-Ann Henderson, His Majesty's Inspector Fadia Clarke, Ofsted Inspector Colin Smith, Ofsted Inspector Alex Warner, Ofsted Inspector Jenny Stafford-Brown, Ofsted Inspector Stewart Jackson, Ofsted Inspector Alison Dennis, His Majesty's Inspector Lucy Poynter, Ofsted 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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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

Inspectors spoke with the managing director, leaders, staff, employers, apprentices, young and adult learners during the inspection.

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About this inspection

MIT Skills Limited is a national training provider based in Surrey. They offer education programmes for young people, apprenticeships and adult learning programmes. At the time of the inspection, there were 473 learners on education programmes for young people, the vast majority studying sports at facilities such as football clubs across the country, and 22 studying a T level in building services engineering. There were 271 apprentices studying apprenticeships at levels 2 and 3. Of these, 125 apprentices were studying installation and maintenance electrician, 38 apprentices were studying business administrator and 37 apprentices were studying a motor vehicle apprenticeship. Twenty two adult learners were studying courses funded by advanced learner loans in hair and beauty, and 16 adult learners were studying a test and inspect skills bootcamp. Other adult learners completed a construction Skills Bootcamp for the unemployed earlier in the academic year.

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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. 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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