Mode Training Ltd

Mode Training Ltd Ground Floor, The Secret Warehouse, Syren Street, Liverpool L20 8HN

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report:

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

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report:

 Improve apprentices’ attendance and punctuality to training.  Provide effective support to apprentices so that those who fall behind catch up quickly.  Increase the proportion of apprentices who complete and achieve their apprenticeship on time.  Increase the proportion of apprentices who achieve their functional skills qualifications earlier in their apprenticeship.

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report:

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

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and development)

Leaders have high expectations for apprentices’ attendance and punctuality. They advocate the importance of high attendance and punctuality in their communication with employers, parents, and carers. Leaders share these expectations with apprentices at the start of their apprenticeship. They send weekly text reminders of session start times. Apprentices know that they are expected to attend their training, be on time and inform their employer if they will be absent for any reason.

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and development)

Since the previous inspection, leaders have strengthened their oversight of apprentices’ attendance and punctuality. They now monitor these closely and identify swiftly any causes for concern. Leaders have rapidly increased apprentices’ attendance and punctuality from the previous inspection. However, at the time of the monitoring inspection, apprentices’ attendance fell below leaders’ expectations.

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and development)

Staff use attendance plans for apprentices with low attendance or poor timekeeping. They work with apprentices to agree changes to their routine to enable them to attend their training and improve their punctuality. Where apprentices do not improve, they benefit from individual support or receive formal warnings. However, Monitoring inspection report: Mode Training Ltd 22 and 23 April 2026

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where staff identify low attendance or poor punctuality in reviews, they do not set targets for apprentices to improve their attendance or punctuality quickly.

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quickly? (Curriculum, teaching, and training)

Since the previous inspection, leaders have introduced a new tracking system to enable better oversight and closer monitoring of the progress that apprentices make. They hold monthly meetings to review apprentices’ progress and to identify those who are not making the expected progress. Leaders agree actions with employers and apprentices to help apprentices to catch up. However, these are not recorded routinely.

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quickly? (Curriculum, teaching, and training)

Staff provide additional one-to-one sessions and individualised support for apprentices who fall behind or are at risk of falling behind. They ensure that tasks during practical sessions are planned carefully to help apprentices to catch up. Apprentices receive text reminders of the clients that they will work with in training sessions and the skills that they are required to practise. In addition, staff agree weekly activities for apprentices to complete in the workplace.

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quickly? (Curriculum, teaching, and training)

Staff set targets for apprentices that are designed to help them to catch up. However, these targets do not identify specifically what apprentices need to do to improve. This means that apprentices do not always catch up swiftly. While most apprentices studying at level 3 make expected progress, too many apprentices studying at level 2 are behind in their progress.

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on time? (Achievement)

Leaders have made changes to curriculums designed to improve the proportion of apprentices who complete their training and achieve their apprenticeship. They identified that the inclusion of a non-mandatory qualification resulted in a few apprentices withdrawing from the level 3 apprenticeship before the final assessment. Leaders have removed this non-mandatory qualification.

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on time? (Achievement)

Leaders have introduced more opportunities for apprentices to practise the elements of the apprenticeship that they find to be the most challenging. Apprentices studying the level 2 hairdressing professional apprenticeship now have more opportunity to practise cutting and restyling techniques. Leaders have established more occasions for level 3 advanced and creative hair professional apprentices to practise contemporary colouring. In addition, leaders identified the need for apprentices to enhance their innovative skills to meet the creative requirements of the apprenticeship. They have planned a ‘try to fail’ day to include visits to museums designed to spark apprentices’ inspiration to try new out new creative ideas. Leaders plan for this to be launched imminently. Monitoring inspection report: Mode Training Ltd 22 and 23 April 2026

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Leaders’ actions have increased the proportion of apprentices who complete and achieve their apprenticeship on time. Timely achievement has improved over 3 consecutive years. Just over two thirds of apprentices now complete their apprenticeship within the planned timeframe.

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earlier in their apprenticeship? (Achievement)

Leaders review the results of English and mathematics examinations to identify areas where apprentices may need additional tuition or support. Leaders have invested in a digital English and mathematics platform so that apprentices can attempt practice- papers prior to sitting their examinations. Most apprentices who sit their English or mathematics examinations pass them on their first attempt.

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earlier in their apprenticeship? (Achievement)

Leaders have rescheduled the times of English and mathematics classes to improve apprentices’ attendance to these sessions. They have imminent plans to increase the length of mathematics classes. This is designed to provide apprentices, most of whom study mathematics, with more tuition time. Leaders plan to introduce additional targeted catch-up classes for apprentices who require additional support to achieve their mathematics qualification.

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earlier in their apprenticeship? (Achievement)

Staff use a tracking document to record apprentices’ progress in English and mathematics. However, tracking is rudimentary. Staff do not document the specific areas that apprentices need to improve. Apprentices do not benefit from targets that help them to improve their English or mathematical skills quickly. Employers are not informed of how they can support apprentices to practise specific English or mathematical skills in the workplace. Too few apprentices achieve their English or mathematics qualifications earlier in their apprenticeship.

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Additional next steps

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

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About this inspection

This is the first monitoring inspection following publication of the inspection report on 22 July 2025 which found the provider to be requires improvement overall.

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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 Monitoring inspection report: Mode Training Ltd 22 and 23 April 2026

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inspection have been cross-referenced to relevant evaluation areas in the inspection toolkit for consideration on this monitoring inspection.

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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.

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Team inspector

Alison Humphreys His Majesty’s Inspector

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inspection

Monitoring inspection report: Mode Training Ltd 22 and 23 April 2026

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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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