Triage Centrum Limited

Triage Centrum Limited

Address: 251-255 Linthorpe Road, Middlesbrough, TS1 4AT Unique reference number (URN): 1270864

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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 recently appointed suitable staff with responsibility for identifying and supporting learners with barriers to learning. They have in place an inclusion lead member of staff and special educational needs and/or disabilities champions. These staff support trainers with suitable strategies to meet learners' needs, monitor learners' progress and provide interventions when needed.

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Inclusion Expected standard

Staff work effectively with external organisations, who refer learners to the provider to identify barriers to learning. They carry out suitable assessments of learners' prior knowledge and use of English and mathematics at the start of the course. Leaders have trained staff in working with neurodiverse learners to help hold effective initial conversations to identify any potential barriers that learners may have.

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Inclusion Expected standard

Trainers know their learners well. They support learners with declared mental health problems to participate in classes and develop the confidence to answer questions in front of the group. Trainers have completed training in trauma-informed practice and are aware of those learners who may have had traumatic experiences in their home countries.

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Leadership and governance Expected standard

Leaders work effectively with their stakeholders. They provide residents, many who are from areas of disadvantage and with barriers to learning, the opportunity to develop employability skills and prepare for the labour market. Leaders have recently added entry level 1 functional skills English and mathematics to the curriculum offer to meet community needs.

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Leadership and governance Expected standard

Leaders provide trainers with a range of generic professional development activities. They check the quality of training delivered by trainers. However, leaders do not identify the specific development activities that staff need to improve their teaching. Leaders have in place appropriate quality assurance processes at operational and strategic level to monitor the provision and implement quality improvements.

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Leadership and governance Expected standard

There is a well-established board of governors, who understand their roles and responsibilities. Governors are frequently updated about performance through helpful reports and meetings with leaders. Governors provide sufficient challenge and scrutiny to leaders to identify and monitor improvement actions.

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Leadership and governance Expected standard

Leaders are considerate of staff wellbeing. They have a range of effective methods to support employees. Trainers say their work-life balance is checked frequently by their line managers.

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Leadership and governance Expected standard

Leaders have established effective oversight of the subcontractor. They carry out due diligence procedures and ensure that all staff in direct contact with learners have appropriate safeguarding training. Leaders meet with the subcontractor's staff to monitor learners' progress and identify any concerns should they arise.

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Achievement Expected standard

Most learners, including those with special educational needs and/or disabilities, make positive progress from their starting points. Those learners who complete their course achieve their qualifications. A high proportion of learners go on to the next level of course or take additional qualifications that help to enhance their skills and knowledge. Learners on employer-led programmes take on additional responsibilities at work and the majority of unemployed learners go into employment, many with large engineering employers in the wind industry.

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Achievement Expected standard

Leaders have taken action to improve retention on courses where it was too low. The proportion of learners who stay to the end of the course is now high.

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Achievement Expected standard

Learners develop new knowledge and skills that they can use in the workplace. Those on customer service courses develop their skills in working effectively with difficult customers. Learners on welding courses quickly learn the skills to pass industry specific assessments, such as the fillet fracture test.

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Curriculum and teaching Expected standard

Leaders understand the local labour market well through close working with employers and agencies, who refer learners to them. They correctly identify health and social care as a priority sector, with high vacancy rates and poor staff retention. Leaders offer a range of courses to help learners develop relevant knowledge skills and behaviours for entry to employment.

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Curriculum and teaching Expected standard

Leaders ensure that most trainers have the skills and resources required to teach their courses. Leaders are committed to staff development and provide opportunities for trainers to shadow experienced colleagues and gain qualifications for those new to training. However, in a few cases staff lack the subject-specific knowledge and sector experience to contextualise the curriculum well enough.

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Curriculum and teaching Expected standard

Most trainers develop learners’ English and mathematics skills effectively through lessons. For example, in health and social care, trainers clearly explain the importance of accurate written records when working with vulnerable clients. Trainers mostly provide effective training and support for learners. They link learning from previous lessons, so learners develop a sound recall of the information taught. Trainers track learners' progress and adapt learning, where necessary, to facilitate learners to work at different paces to suit their needs. Learners produce work of at least the expected standard for their level of study. However, trainers do not use information from initial assessment well enough to ensure learners develop sufficient English and mathematics skills to access new learning and make sustained progress.

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Curriculum and teaching Expected standard

Trainers provide helpful pastoral support. They identify learners with previously undiagnosed additional learning needs and adapt support appropriately.

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Participation and development Expected standard

Leaders plan courses carefully to meet learners’ needs, including those with caring responsibilities. They align timetables with school hours to make it easier for learners to attend. Most learners attend well and are committed to their learning.

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Participation and development Expected standard

Staff place a strong emphasis on safeguarding. They ensure that learners know who they should report to if they have any issues or concerns. There are no reports of bullying or harassment.

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Participation and development Expected standard

Learners are polite, respectful and display professional behaviours. They are focused and engaged in lessons and take pride in the work they produce. Learners develop the skills to work independently and in groups. They recognise the benefit of learning from each other.

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Participation and development Expected standard

Trainers help learners to understand the importance of equality and diversity, including protected characteristics, and the risks of radicalisation relevant to their industries. Learners on welding courses demonstrate strong awareness of health and safety practices and how to stay safe in engineering environments.

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Participation and development Expected standard

Staff take time to understand learners’ individual circumstances, motivations and progression goals. Learners value the high-quality support they receive, including information, advice and guidance before, during and after their courses, to support their progression into employment or further training. Leaders invite employers to visit classes and promote current vacancies to learners. Learners are well prepared for their next steps.

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

Learners benefit from a welcoming and inclusive culture at the provider. Many learners have barriers to learning, including limited or negative previous experiences of education or living in deprived areas. Learners feel safe and are respected by their trainers, whom they describe as approachable, friendly and consistently encouraging in helping them to achieve their qualifications. Leaders provide free refreshments and assistance with bus fares to help learners attend.

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

Learners appreciate the opportunities they have to learn new skills and knowledge that help them make steps towards employment and which benefit their daily lives. Those on basic literacy courses improve their communication skills, for example, when reading job advertisements and doctors' letters. Learners for whom English is an additional language enjoy the sessions, where they can practise their skills and interact with other learners as many do not speak English in their homes.

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

Learners on practical courses, such as engineering, recognise how their course increases their awareness of local employment prospects. Learners are proud of the work they produce and understand the positive impact their new skills and knowledge will have on their career opportunities. They identify how to improve their welding to meet industry standards.

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

Learners are well prepared for life in modern Britain. They develop an awareness of fundamental British values, equality and diversity and the dangers of radicalisation and extremism. Trainers contextualise information about these topics to help learners understand their relevance. For example, customer service learners learn about the importance of protecting customer data and welding learners understand the dangers of a terrorist threat on an industrial site.

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Next steps

Leaders should continue to focus their actions on learners’ retention and achievement, so it continues to improve. Leader should accurately identify what trainers need to do to improve their teaching and provide specific improvement actions for trainers. Leaders should plan individualised professional development activities for trainers to ensure that they develop the sector skills and knowledge to meet learners' needs. Leaders should ensure that trainers use initial assessments effectively to plan learning, so learners develop sufficient English and mathematics skills to access the vocational curriculum.

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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

Inspection activities: Inspectors spoke with leaders, staff, tutors, learners and stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Triage Centrum Limited provides adult learning courses in a range of key employment priority areas. Training is delivered face to face at various centres in the northeast and Yorkshire with a smaller number of online courses.

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Team inspectors:

Marina Gaze, Ofsted Inspector Hayley Lomas, His Majesty's 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

2024/25 87 87 Close to average At the time of the inspection, there were 177 adult learners studying a wide range of courses; many learners are studying on multiple courses. There were 140 learners studying functional skills English and/or mathematics from entry level 1 to level 2. There were 71 learners studying warehousing courses, 71 learners studying customer service, 44 studying health and safety in the workplace, 37 studying retail, 32 studying health and social care and 32 studying lean management. There were 39 learners studying a range of level 2 courses online. The provider uses one subcontractor, Nordic Products and Services Limited, where 6 learners were studying on a range of level 1 engineering courses.

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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

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

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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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