Fit UK Training & Education Ltd

Fit UK Training & Education Ltd

Address: Ty COPA, Argyll Road, Llandudno, Conwy, LL30 1DF Unique reference number (URN): 1278599

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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 have established an inclusive culture across the organisation. They identify learners' and apprentices' starting points and needs accurately at the start of their course. Leaders record additional needs and barriers to learning on their inclusion register so that staff have access to information they need to adapt training for learners and apprentices who need extra help.

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Inclusion Expected standard

Leaders and staff closely monitor the progress of learners and apprentices with additional needs and barriers to learning. They implement support strategies to help these learners and apprentices to be successful. Most staff adapt their teaching effectively and implement reasonable adjustments for these learners and apprentices. They mostly adapt the support they provide, reducing it when appropriate.

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Inclusion Expected standard

Leaders have recently created new resources that aid staff’s understanding of how to identify and teach learners and apprentices with specific learning difficulties. This has helped staff to improve their confidence in supporting those with special educational needs and/or disabilities (SEND). When staff require specialist guidance, they draw effectively on expertise across the wider group, including SEND coordinators.

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Inclusion Expected standard

Staff respond promptly when learners or apprentices develop temporary barriers to learning, such as bereavement. They implement short-term strategies that minimise disruption to learners' or apprentices' learning and progress and help them to continue.

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Leadership and governance Expected standard

After acquiring Fit UK Training and Education Limited in November 2024, leaders undertook a thorough evaluation of each curriculum area to identify its strengths and weaknesses. They redesigned the provision to ensure that it aligns closely to local, regional and national skills priorities. Leaders removed underperforming courses and apprenticeships and those that did not serve the best interests of learners, apprentices and employers. They now provide well-designed curriculums that offer secure career pathways and help learners and apprentices achieve their aspirations.

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Leadership and governance Expected standard

Leaders use effective quality assurance and improvement processes to maintain a clear understanding of the strengths and areas for improvement across the provision. They use multiple sources of evidence, such as achievement data, work scrutiny, and learner surveys to establish an accurate strategic overview of quality. Leaders have used their findings effectively to raise standards and to improve the quality of the provision.

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Leadership and governance Expected standard

Leaders monitor the well-being and workload of staff closely. Staff say they are proud to work for the provider. They benefit from access to an employer assistance programme and an internal wellness support team, as well as discount and health schemes. Leaders offer opportunities for staff to gain higher-level qualifications and to maintain the currency of their industry knowledge. Staff frequently participate in relevant professional learning activities to strengthen their teaching and training practices. Leaders have established an effective governance structure. Board members receive detailed reports that help them to support and challenge leaders effectively. They ensure that leaders prioritise staff wellbeing and provide high-quality professional development opportunities.

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Curriculum and teaching Expected standard

Leaders have streamlined the adult learning provision and focused on improving its quality. They have retained the diploma in supporting teaching and learning because it helps to support local shortages of teaching assistants and provides unemployed adults with a route into meaningful work.

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Curriculum and teaching Expected standard

Tutors design the course to help learners build steadily from foundational knowledge to more-complex topics. For example, learners apply their knowledge of children’s physical, social and cognitive growth to include the value of play and leisure in extra-curricular activities. The curriculum includes comprehensive coverage of how to support children with special educational needs and/or disabilities. Learners apply these skills successfully in their school-based work placements.

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Curriculum and teaching Expected standard

Tutors teach engaging online lessons. They use varied activities, including breakout rooms, to stimulate discussion and link theory to practice. Learners carry out their own research activities to explore children’s developmental needs further and draw on personal experiences from their work placements to enhance their learning and understanding.

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Curriculum and teaching Expected standard

Tutors discuss each learner's work and progress frequently with them. They provide tailored support if learners fall behind. However, while tutors highlight learners' spelling and grammar errors correctly on learners' work, the written feedback for a few learners is overly positive and does not help them to make further improvements to their work.

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Curriculum and teaching Expected standard

Tutors have suitable teaching qualifications and have relevant experience of working in education settings. They receive training about how to support learners with additional needs or barriers to learning.

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Participation and development Expected standard

Learners complete a personal development plan at the start of their course that runs alongside their academic studies. They set clear targets for their professional ambitions and wider skills development, such as employment goals and developing confidence. Tutors work with learners to help them to achieve these additional targets and monitor their progress throughout the course.

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Participation and development Expected standard

Learners receive effective careers information, advice and guidance. They complete online modules on CV writing, interview skills and job searching. Learners explain how these modules help them to prepare for employment, such as producing professional CVs that highlight their achievements and qualifications succinctly to prospective employers.

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Participation and development Expected standard

Learners attend lessons frequently and on time. They participate fully in planned learning activities. Staff respond promptly to any absences and provide opportunities for learners to catch up, such as access to recordings of lessons. Learners display professional behaviours in lessons and in interactions with their peers. They express their views confidently and listen respectfully to others.

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Participation and development Expected standard

Learners understand fundamental British values and apply them effectively in their work placements. They articulate how this knowledge strengthens their understanding of inclusion, protected characteristics and anti-discrimination legislation. Learners know how to report safeguarding concerns to their tutors or in the workplace.

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Achievement Needs attention

Achievement on adult learning programmes was previously low, but this predates the change of ownership. The new leadership team monitors learners’ progress closely and provides additional, personalised support if learners struggle or fall behind. These actions are improving in-year progress and outcomes. However, leaders have not yet had time to raise overall achievement rates.

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Achievement Needs attention

Most learners make at least the progress expected of them from their starting points. They produce high-quality work that often exceeds the requirements of the course. Learners write knowledgeably on topics such as education legislation, children’s speech development and health and safety. They apply the knowledge and skills they gain in lessons to their work placements, such as using visual aids, emotion cards and hex boards to support non-verbal children.

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Achievement Needs attention

Learners successfully develop the knowledge, skills and behaviours, including English, mathematical and digital skills, that they need for their next steps. Most learners gain employment as teaching assistants.

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Achievement Expected standard

Most apprentices now achieve their apprenticeship, and do so on time. They progress to destinations that reflect their interests and career goals. Most apprentices remain in employment with their employer or establish their own coaching businesses.

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Achievement Expected standard

Apprentices make at least expected progress from their starting points. They produce work that is well presented and at the standard for the level at which they are studying. Apprentices can explain and apply technical terminology, such as risk assessment, self- assessment and training specificity and progression.

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Achievement Expected standard

Learner coaches ensure that apprentices nearing completion are well prepared for their final assessments. Apprentices demonstrate confidence and an aspiration to achieve their target grades. Most apprentices who have recently been through their final assessment have achieved merit or distinction grades.

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Achievement Expected standard

Apprentices develop the English, mathematical and digital skills that they need for their next steps. They achieve level 2 English and mathematics qualifications where necessary.

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Curriculum and teaching Expected standard

The new leadership team provides high-quality apprenticeships that align with local, regional and national employment priorities in the active leisure and education sectors. They work closely with employers to co-design curriculums and plan training in ways that meet businesses' needs. For example, they ensure that personal trainer apprentices develop digital skills early so they can competently use technology when planning clients’ training activities. Leaders and employers actively support apprentices who face barriers to learning to enable them to participate fully.

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Curriculum and teaching Expected standard

Learner coaches and employers plan theoretical learning jointly alongside workplace tasks. For example, personal trainer apprentices shadow qualified trainers to observe professional conduct and effective client consultations. Apprentices across subjects acquire the knowledge, skills and behaviours required for future employment. For example, teaching assistant apprentices apply their knowledge of pupil transition to support children moving to schools with high academic and behavioural expectations.

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Curriculum and teaching Expected standard

Most apprentices receive high-quality feedback. This supports their progress and helps them to work towards higher grades. However, a minority receive written feedback that lacks the precision needed to help them to improve the quality of their work. On a few occasions, coaches' reviews of apprentices' progress are brief and do not help apprentices improve their progress.

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Curriculum and teaching Expected standard

Coaches are well qualified and experienced in active leisure and education. Leaders ensure that they have the knowledge, resources and opportunities for professional learning, and industry updates. This continual development helps coaches to prepare apprentices successfully to achieve their final assessments, often with higher grades.

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Participation and development Expected standard

Apprentices develop positive attitudes to learning and have high attendance at training sessions and in work. They develop positive relationships with staff across the provider and at work. Staff liaise closely with employers and work together to support apprentices and to resolve issues.

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Participation and development Expected standard

Learner coaches prepare apprentices appropriately for life in modern Britain. They help apprentices to understand how to apply fundamental British values in their work and personal lives. For example, active leisure apprentices apply the rule of law at work through health and safety legalisation. Apprentices study additional modules on mental health and disabilities. They understand how to improve their physical health, the importance of healthy relationships and how to stay safe online.

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Participation and development Expected standard

Apprentices enjoy contributing to their communities. Personal training and community activator coach apprentices lead activity sessions and training programmes externally to their work that lead to a better understanding of health and wellbeing in their communities. Teaching assistant apprentices provide extra-curricular physical activities outside school hours.

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Participation and development Expected standard

Learner coaches provide tailored careers information, advice and guidance to apprentices. For example, personal trainer apprentices understand that they can focus their training on niche areas, such as supporting pre- and post-natal women and those with menopausal symptoms.

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

The new leadership team has worked fastidiously to improve the learning and training experiences of learners and apprentices. This has already resulted in improved outcomes for existing apprentices, and achievement for adult learners is starting to improve.

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

Learners and apprentices benefit from a flexible approach to learning. Online lessons enable adults to attend and learn, while balancing learning commitments with their home lives. Apprentices enjoy the mix of online and in-person training where they receive individualised support tailored to their strengths and what they need to practise.

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

Experienced and qualified tutors and learner coaches use their knowledge and relevant industry experience effectively to help learners and apprentices understand what it is like to work in their chosen careers. Learners and apprentices develop the skills and confidence that support their development beyond their learning and training programmes. Learners benefit from sessions on CV building, interview techniques and how to apply for jobs. Apprentices and most learners progress into employment that relates to their courses. In a few instances, apprentices establish their own successful coaching businesses.

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

Leaders have recently created interactive presentations that help learners and apprentices to understand a range of wider topics. These include sustainability; fundamental British values; money management; safeguarding topics, such as hate crime and peer-on-peer abuse; mental health and disability awareness. Learners and apprentices apply this information frequently in their work and home lives. Learners and most apprentices know how to recognise extremist views and keep themselves and others safe from the risks of radicalisation.

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

Tutors and learner coaches create professional and respectful environments for learners and apprentices to learn in and thrive. Learners and apprentices feel safe and listened to. They know that staff will act quickly on any concerns they raise.

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Next steps

Leaders should take action to improve further the achievement rates for adult learners and ensure that most achieve their qualification. Leaders should ensure that feedback on learners’ and apprentices’ written work is of a consistently high standard across the provision, so that learners and apprentices know how to improve their work and to make even better progress. Leaders should ensure that all apprenticeship progress reviews are of the same high quality across the provision so that apprentices and employers are fully and accurately informed as to the progress that apprentices make throughout their apprenticeship.

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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 leaders, managers, tutors, learner coaches, learners, apprentices and employers during the inspection.

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About this inspection

Fit UK Training and Education Limited offers adult learning programmes and apprenticeships. At the time of the inspection,12 adult learners were following the level 3 diploma in supporting teaching and learning. There were 17 apprentices of whom fewer than 5 were aged 16 to 19. Apprentices studied apprenticeships in the active sport and leisure sectors at levels 2 and 3 or the level 3 teaching assistant apprenticeship.

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About this inspection

The provider s now part of Grŵp Llandrillo Menai. Since February 2025, leaders have not recruited any new apprentices and have no plans to take on further adult learners. Learners and apprentices are located across England. Training mostly takes place online.

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Lead inspector:

Suzanne Wainwright, His Majesty's Inspector

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Team inspectors:

Ben Crook, Ofsted Inspector Scott Cubitt, 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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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

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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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