Pet-Xi Training Limited

Pet-Xi Training Limited

Address: West Oak House, Units B and C, Westwood Business Park, Coventry, CV4 8HS Unique reference number (URN): 1270856

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders and staff create a culture of inclusion. Leaders have a clear strategy for inclusion that includes the graduated approach for learners with special educational needs and/or disabilities (SEND). They understand the potential barriers to learning relevant to adult learners, such as financial hardship, care experience and temporary vulnerabilities. Learners feel welcome and are mostly supported to fulfil their potential.

p.2

Inclusion Expected standard

Leaders identify any barriers that learners may face at the start of the course. Being aware of these barriers, trainers monitor learner participation during lessons, adjusting the support as necessary to reduce barriers, so that learners can participate.

p.2

Inclusion Expected standard

Leaders and staff take an appropriate graduated approach to meet the needs of learners. Trainers have received useful training on supporting and teaching adult learners with SEND and know how and when to adjust the support that they provide, based on regular reviews.

p.2

Inclusion Expected standard

Where learners face issues, such as mental health concerns or financial hardship, leaders and staff appropriately signpost learners to support agencies or useful online self-help tools. Learners use this support well to get through their period of need.

p.2

Inclusion Expected standard

Leaders work with employer partners to help them understand any potential barriers to learning and work. As a result, employers are aware of the learner support needs when learners enter employment with them.

p.2

Leadership and governance Expected standard

Leaders understand the strengths and areas for improvement of their provision. They take appropriate action to improve, where weaknesses are identified. They have aligned their curriculums with employers’ skills needs to provide tangible outcomes into employment. These actions have seen an improvement in the proportion of learners who complete the course and move on to jobs.

p.2

Leadership and governance Expected standard

Governors challenge and support leaders appropriately. They challenge leaders’ resource and infrastructure capacity. They steer strategic decisions to make sure that leaders can meet contractual requirements while improving the quality of provision. Governors have supported leaders to make decisions to stop courses that do not lead to positive outcomes for learners.

p.2

Leadership and governance Expected standard

Leaders work closely with stakeholders to ensure the curriculum prepares learners well for employment. They have strengthened their governance board with the addition of sector expertise in lean management to support the strategic direction towards this sector area.

p.2

Leadership and governance Expected standard

Leaders and staff have a shared ethos and sense of pride for the work they do and the learners with whom they work. They are mindful of staff wellbeing and workload. Where they can, leaders allow flexible working so that staff can balance their work and family commitments. Staff feel valued. Leaders provide staff training that is generally well planned and thought out. Trainers use their links with employers to keep up to date with the sector. Leaders complete frequent observations of teaching and give feedback to trainers on what they do well and on aspects of their teaching that need to be further developed. However, actions for improvement are not routinely followed up with trainers to check that identified areas have improved, such as the quality of written feedback to learners.

p.2

Achievement Expected standard

Most learners make positive progress and achieve their qualifications. Learners who are disadvantaged, including those with special educational needs and/or disabilities, achieve in line with their peers. Most learners in the current year have progressed on to employment.

p.3

Achievement Expected standard

Learners gain new knowledge and skills that they can apply in work-related activities. They complete cause-and-effect diagrams that help them to identify inefficiencies in business processes and how to reduce them. Learners typically produce work that is appropriate to their level of study. Learners develop their written English skills through structured workbook tasks. They apply their mathematics skills when calculating productivity rates.

p.3

Achievement Expected standard

Learners, most of who have been out of work for long periods of time, overcome their personal challenges and barriers because of their learning. Trainers provide learners with encouragement, enabling them to gain in confidence and improve their self-esteem.

p.3

Curriculum and teaching Expected standard

Leaders have designed the curriculum to enable long-term unemployed adults to gain the knowledge and skills they need for entry into jobs in lean management and warehousing. The curriculum prepares learners well for job interviews with key employers.

p.3

Curriculum and teaching Expected standard

Leaders generally have an accurate understanding of the quality of the curriculum. They have recently strengthened the learner recruitment process so that the right learner is on the right course. They work closely with employers to identify and understand job vacancies and entry requirements, so that learners can progress into work.

p.3

Needs attention

Leaders ensure that the curriculum is accessible to learners, including those who are disadvantaged and those with special educational needs and/or disabilities. They provide teaching at venues that are easy for learners to get to, such as local community centres. Where relevant, staff signpost learners to local food banks and counselling support to help reduce their barriers to learning.

p.4

Needs attention

Leaders employ trainers, who are industry specialists. Trainers are positive role models for learners. They demonstrate professionalism and promote a strong work ethic. Trainers typically use appropriate strategies to teach learners. They use diagrams, video clips and group discussion skilfully to help learners to understand new concepts. They give clear explanation and helpful examples from industry to illustrate key points and bring learning to life.

p.4

Needs attention

Trainers mostly use assessment effectively. They use questioning, group discussions and written activities to assess what learners know and remember. They identify and correct any misconceptions learners may have, such as the correct use of symbols on flow charts.

p.4

Participation and development Needs attention

Leaders and staff promote a positive, respectful and inclusive environment, where learners feel safe and supported to participate. Trainers model positive behaviours and reinforce clear expectations around attendance, conduct and participation. Learners mostly attend well, participate positively in activities and demonstrate respectful attitudes.

p.4

Participation and development Needs attention

Leaders provide meaningful opportunities for learners to develop wider skills, particularly those linked to employer expectations. Through group activities and work-focused tasks, learners build confidence, teamwork and communication skills, enabling them to demonstrate behaviours expected in employment.

p.4

Participation and development Needs attention

Leaders and staff promote a culture where bullying, discrimination and inappropriate behaviour are not tolerated. Trainers set clear expectations about respect and behaviour, and act quickly if any concerns arise. The curriculum develops learners’ understanding of health and safety at work. Learners gain an awareness of equality, diversity and fundamental British values. Learners feel safe, supported and able to participate fully in their learning.

p.4

Participation and development Needs attention

Trainers provide learners with information and guidance about specific job roles linked to their course, including guaranteed interviews. However, they do not routinely give advice and guidance about other career or education options, especially if learners are unsuccessful at the end-of-course interview. As a result, many learners are unclear about their long-term career pathways and progression opportunities.

p.4

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

Learners, many of whom have been unemployed for a long time, enjoy the welcoming and respectful learning environment. They value the support they receive from staff to overcome any barriers to participation, such as flexible start times and wellbeing guidance.

p.5

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

Learners develop an understanding of warehouse roles and employer expectations, including teamwork, productivity and health and safety requirements. Through work scenarios, learners develop skills to manage team conflict and meet productivity targets.

p.5

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

Learners are prepared well for end-of-course job interviews. However, they do not receive sufficient information and guidance about future work or training opportunities.

p.5

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

Learners demonstrate fundamental British values in lessons. They understand the importance of treating others with respect. They also understand the importance of following rules and regulations at work, such as health and safety legislation.

p.5

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

Learners typically have an appropriate understanding of radicalisation and extremist behaviours. They know the signs to look out for, such as changes in behaviour.

p.5

Next steps

Leaders should ensure that learners receive tailored careers education, advice and guidance, so that they understand the wider opportunities available to them and are prepared for future work and study opportunities. Leaders should provide staff with tailored and focused programs of professional development to enable them to develop their pedagogical knowledge and skills to a consistently high standard. Leaders should ensure that the curriculum, teaching and training are of a consistently high standard, so that learners can excel in their personal, social and employability skills.

p.5

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.

p.5

About this inspection

Inspectors spoke with leaders, governors, staff, learners and employers during the inspection.

p.5

About this inspection

PET-Xi Training Limited is an independent learning provider based in Coventry. It provides adult skills funded courses in lean management and warehousing. The provider has had approximately 90 learners on programme since September 2025. At the time of the inspection, there were 19 learners studying lean management at a community outreach site in Corby.

p.5

Team inspectors:

Maggie Fobister, Ofsted Inspector Karen Tucker, Ofsted Inspector

p.6

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.

p.6

national average

2022/23 88 87 Close to average Chief Executive Officer: Fleur Sexton

p.6

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'.

p.7

Year This provider 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'.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.7

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8