Skills Provider Ltd.

Skills Provider Ltd. Suite H, Widford Business Centre Ground Floor, 33 Robjohns Road, Chelmsford CM1 3AG

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monitoring inspection report:

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

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monitoring inspection report:

 leadership and governance - specifically the progress leaders and managers have made in designing and delivering relevant adult learning provision that has a clearly defined purpose, and in identifying and supporting the needs of adult learners

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monitoring inspection report:

 inclusion - specifically the progress leaders have made in identifying the needs of individual learners 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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monitoring inspection report:

 curriculum, teaching and training - specifically the progress leaders and managers have made in ensuring that learners benefit from high-quality adult education that prepares them well for their intended job role, career aim and/or personal goals

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monitoring inspection report:

 safeguarding arrangements - specifically whether leaders and managers have ensured 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 and managers work with a range of stakeholders to plan Skills Bootcamps that tackle local skills shortages in the care sector. Employers make suggestions about course content that leads to changes, such as the inclusion of topics on caring for those who have dementia and autism. Leaders work effectively with employers and recruitment agencies to help learners secure employment. A high proportion of learners complete their courses and all attend job interviews. A substantial number secure employment. Monitoring inspection report: Skills Provider Ltd. 15 and 16 April 2026

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Leaders and managers use a range of helpful processes to check the quality of their courses. They make extensive use of learners’ feedback to plan improvements. However, quality assurance processes are not sufficiently coherent, which may put improvements at risk as provision develops.

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Assessors complete a range of professional development activities and access resources that enhance their subject knowledge, teaching skills and safeguarding expertise. Managers use lesson observations to help assessors improve their teaching, but too often the feedback that they provide to assessors does not identify what assessors need to do to improve.

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Leaders employ an external consultant to provide support and challenge. They understand the provider’s strengths and areas for improvement and make useful suggestions to help the provider grow in a sustainable way.

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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 have made suitable arrangements to identify learners’ additional needs at the start of their courses. Staff discuss learners’ needs with them and develop support plans and group profiles that help assessors plan their lessons. Learners who have additional needs make good progress and are successful. However, learners who lack English language fluency do not receive any additional support to help them to improve their skills, which are important for those working in care. However, this does not affect learners’ ability to succeed in their studies.

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Inclusion

Leaders demonstrate an inclusive approach to learners who face temporary challenges to their learning or wellbeing, and assessors support learners well. For example, staff help learners at risk of homelessness to access support from charities, and they liaise with other agencies to loan laptops to learners who do not have one.

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Inclusion

Managers have begun to train assessors on inclusion and support, but this is in its early stages. This potentially limits assessors’ ability to identify and support learners who have specific needs.

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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 have developed a curriculum that includes suitable topics organised in a logical sequence. Assessors present information clearly in lessons and lead scenario-based Monitoring inspection report: Skills Provider Ltd. 15 and 16 April 2026

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discussions well. Assessors mostly make appropriate use of visual aids and videos to support their explanations on, for example, the use of specialist lifting equipment. However, for a few topics, such as the use of risk assessments, they do this less well.

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Assessors mostly make appropriate use of quizzes, workbooks and recap activities to check learners’ understanding of topics. This enables assessors to adapt their teaching to fill gaps in learners’ understanding or correct their misconceptions. However, in a minority of cases their assessment activities are too basic to provide useful information.

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Learners demonstrate a suitable understanding of topics through their written work. They use key terminology accurately. Assessors review learners’ work thoroughly and provide helpful feedback that includes guidance on how learners can improve the quality of their writing. Learners gain confidence and acquire essential healthcare knowledge, such as how to control infections. They feel prepared for roles in the sector. Employers who take on learners are positive about the knowledge that they have.

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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 have developed basic safeguarding policies that provide staff with essential guidance about dealing with safeguarding incidents and disclosures, managing allegations against staff and maintaining clear records. They have developed a suitable ‘Prevent’ duty risk assessment and action plan. Leaders follow safer recruitment practices and complete relevant pre-employment checks on staff.

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Safeguarding arrangements

The designated safeguarding lead (DSL) is appropriately senior and has completed relevant training. All teaching staff complete safeguarding training on an annual basis, and safeguarding is discussed at all team meetings, helping to develop a culture of safeguarding. Where staff have concerns about safeguarding, they complete safeguarding forms accurately and thoroughly, with due regard to the boundaries of confidentiality. The DSL follows up concerns promptly and effectively and maintains careful records.

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Safeguarding arrangements

Learners study safeguarding in the curriculum in relation to the vulnerable adults they will care for. They receive helpful safeguarding information through online messaging and know they can speak with their tutor or the DSL if they have any concerns. Monitoring inspection report: Skills Provider Ltd. 15 and 16 April 2026

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of adult learning 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

Skills Provider Ltd provides level 3 Skills Bootcamp provision in health and social care. At the time of the monitoring inspection, the provider had fewer than 5 learners studying, but had 54 learners in the tracking stage following completion of their bootcamps.

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needs funding at time of inspection

Monitoring inspection report: Skills Provider Ltd. 15 and 16 April 2026

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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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