Real Skills Training Ltd

At the most recent full inspection, the following areas were identified as needing to improve:

p.1

 Improve the scheduling of, and access to, functional skills training, so that apprentices gain the qualifications that they need to achieve their apprenticeship on time.

p.1

 Provide effective support to apprentices who fall behind so that they catch up quickly.

p.1

 Use information about what apprentices know and can do to plan an ambitious curriculum, so that they learn substantial new knowledge and skills.

p.1

 Work with employers to plan and coordinate on- and off-the-job training effectively, so that apprentices can practise what they learn in training at work.

p.1

 Use effective assessment to identify gaps in apprentices’ knowledge and skills.

p.1

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

p.1

Teaching and Training)

Leaders experienced a period of high staff turnover following their previous inspection. They prioritised recruiting new trainers before concentrating on their improvement areas.

p.1

Teaching and Training)

Leaders have provided training for staff on the effective use of assessment to identify gaps in apprentices’ knowledge and skills. Their quality assurance activities confirm that most trainers now use assessment more effectively to check apprentices’ understanding of what they learn. For instance, trainers use quizzes, written assignments, reflective Real Skills Training Ltd Floor 1, Empire Court, 30 Museum Street, Warrington WA1 1HU

p.1

report:

24 and 25 February 2026 Monitoring inspection report: Real Skills Training Ltd 24 and 25 February 2026

p.1

2

conversations and observed workplace practice. They ask probing questions to check apprentices’ learning.

p.2

2

Since the previous inspection, leaders and trainers have taken clear actions to reduce substantially the number of apprentices who have fallen behind in their learning. Leaders increased the frequency of training sessions for apprentices, and apprentices now meet more frequently with trainers to discuss concerns about their progress. Leaders and trainers quickly put interventions in place, such as apprentices attending more training sessions or agreeing additional one-to-one coaching sessions. Trainers involve apprentices’ line managers earlier than they did previously to agree any further support at work to help apprentices to catch up.

p.2

2

Leaders are committed to providing further staff training to ensure that trainers continue to develop their teaching and assessment skills.

p.2

and Training)

Leaders have made clear progress in using information about what apprentices know and can do to plan an ambitious curriculum. They strengthened their process to collect more accurate information about apprentices’ starting points. Leaders’ actions have enabled apprentices to experience a more individualised curriculum that helps them learn substantial new knowledge and skills.

p.2

and Training)

At the start of the apprenticeship, apprentices now self-assess the level of their prior knowledge and skills with their line manager present. Leaders provided appropriate training to staff, so that staff can create an ambitious individual learning plan for apprentices, including those with barriers to their learning. This ensures that apprentices make effective progress in developing their knowledge and skills from their starting points. For instance, level 4 lead adult care worker apprentices demonstrate appropriate communication techniques when acting as an advocate to ensure that the rights of the individual they are supporting are upheld and their choices are respected.

p.2

and Training)

Leaders and trainers have redesigned their curriculums to make them more ambitious for apprentices. They have recently started to teach themed modules that consist of aspects of the apprenticeship standard, content relating to mandatory qualifications and content requested by employers. Leaders have yet to see the impact of this change.

p.2

Training)

Monitoring inspection report: Real Skills Training Ltd 24 and 25 February 2026

p.3

3

Leaders have strengthened employer engagement and now involve employers sufficiently to plan opportunities for apprentices to apply their learning at work.

p.3

3

Leaders and trainers have enhanced the range of information that they provide to employers to help employers clearly understand their role and responsibility in supporting their apprentice at work. Trainers provide interactive webinars to emphasise the importance of employers’ attendance at apprentices’ progress reviews and explain about apprentices’ individual learning plans. During the webinar, employers can ask questions and interact with each other. They find the webinars very useful.

p.3

3

Leaders have redesigned the apprentice progress review and provided appropriate training on this for trainers. Now, trainers set employers incisive actions with target dates to enable apprentices to practise specific knowledge and skills at work. For example, apprentices on the level 4 children, young people and families practitioner programme practise their learning about attachment theory when supporting children in residential homes who display disorganised attachment behaviour. Employers routinely attend apprentices’ progress reviews and appreciate this improved collaborative approach.

p.3

3

Senior leaders rightly acknowledge that they have more work to do to secure a consistent impact. They have taken decisive action to stop working with a very few employers who lack the required commitment to support their apprentice.

p.3

Additional next steps

Leaders should continue to work to strengthen the areas identified as needing improvement in the full inspection report.

p.3

About this inspection

This is the first monitoring inspection following publication of the inspection report on 11 April 2025 which found the provider to be requires improvement overall.

p.3

About this inspection

The provider’s previous full inspection was carried out under the Education Inspection Framework (EIF) at that time. The renewed EIF took effect from 10 November 2025. The areas for improvement identified at the provider’s full inspection have been cross- referenced to relevant evaluation areas in the inspection toolkit for consideration on this monitoring inspection.

p.3

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 identify and report on the provider’s progress in addressing the areas identified as needing to improve since the provider’s previous inspection. Monitoring inspection report: Real Skills Training Ltd 24 and 25 February 2026

p.3

inspection

Monitoring inspection report: Real Skills Training Ltd 24 and 25 February 2026

p.5

5

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.

p.5

5

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 .

p.5

5

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 .

p.5

5

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

p.5

5

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

p.5