The International Education Group (TiEGr)

The International Education Group (TiEGr) 14 Maypole Street, Newhall, Harlow CM17 9JJ

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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 and putting suitable support in place, in particular for those who are disadvantaged, those with special educational needs and/or disabilities (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. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Leaders have worked very effectively to plan Skills Bootcamp courses that meet the needs of employers in the childcare sector. They base their courses in areas, where they identify skills gaps and shortages in the early years workforce. They make good use of their existing partnerships with schools and draw on information in local skills plans to inform Monitoring inspection report: The International Education Group (TiEGr) 3 to 4 June 2026

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the content of the curriculum. For example, leaders designed a course for teaching assistants to upskill them with the knowledge to provide in-class support for children with speech and language difficulties.

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Leaders have an appropriate overview of learners’ progress on courses. They keep detailed records of learners, who have successfully gained employment, take up volunteering opportunities or register with employment agencies. They closely track learners, who continue to seek employment after completing the course. They give learners useful support to write job applications and provide help with interview techniques.

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Leaders receive suitable support from a range of professional networks, including relevant provider networks and business support services. They act quickly on feedback from quality assurance activities done by external organisations.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Leaders work effectively with learners who face multiple barriers to learning and employment, including learners with SEND, childcare responsibilities and those facing financial difficulties. Leaders have developed an inclusive culture, where learners with diverse needs feel safe and welcome. Learners enjoy learning in an environment that is friendly and supportive. In most instances, learners receive suitable additional support to help them with their studies. They make appropriate progress towards their learning and career goals. Leaders place a high priority on adapting and adjusting courses so that learners can take part. For example, they run courses in the evening and at weekends. Leaders organise online volunteering opportunities for learners with temporary medical conditions. They

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Inclusion

make sure learners have access to the resources they need and signpost learners to organisations who can offer support, such as financial help. Leaders suitably identify learners’ additional support needs and barriers to learning at the start of the course. They make sure tutors know the range of support learners need. However, leaders and tutors do not routinely review the effectiveness of the support learners receive during the course.

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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. Learners benefit from the wealth of experience and knowledge tutors have of working in childcare and early years education settings. Tutors use their own real-life examples Monitoring inspection report: The International Education Group (TiEGr) 3 to 4 June 2026

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effectively in lessons to help learners relate what they have learned to their roles as employed or volunteer teaching assistants. Tutors explain complex child development theories very clearly. In most instances, tutors take the time to explore new topics, so that learners fully grasp concepts before introducing new information. Tutors reinforce technical words frequently so that learners understand and confidently use them. Learners highly value the additional resources they can access to extend their learning beyond the course content. They broaden their skills and knowledge on a wide range of useful topics. These include understanding education, health and care plans, and the principles of trauma-informed practice in schools. Learners develop a sound understanding of the role of the teaching assistant. Tutors adapt their teaching appropriately to meet the needs of learners with additional needs, including for learners with autism or visual impairments.

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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. Leaders have developed a considered and thorough approach to safeguarding adult learners. They have in place a range of suitable policies and the correct, appropriately trained staff to oversee safeguarding. Leaders ensure that they recruit staff, who are safe to work with their learners. Learners know how to report concerns. Leaders follow up thoroughly on any reported concerns and keep appropriate records of actions taken. Leaders make sure all staff complete suitable training on safeguarding and understand their obligations under the ‘Prevent’ duty. They send information to tutors about relevant harms in communities, such as hate crime. However, leaders have not identified the local threats specific to the geographical areas where they hold courses.

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Safeguarding arrangements

Staff understand learners’ wellbeing needs very well through frequent checks in one-to- one meetings and in lessons. When tutors discuss sensitive topics in lessons, they offer additional confidential support if learners need to discuss issues they find distressing.

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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

The International Education Group is an independent learning provider based in Harlow, Essex. Leaders have held contracts since July 2025 to teach Skills Bootcamp courses to Monitoring inspection report: The International Education Group (TiEGr) 3 to 4 June 2026

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adults across the east, south-east and south-west of England. They specialise in teaching subjects in early years and primary childcare education, including preparing learners for supporting children with SEND in a classroom setting. Teaching takes place both online and face to face.

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Around 148 learners have taken part in Skills Bootcamp courses since the start of the provider’s contract. At the time of the monitoring inspection, there were 9 learners on a Skills Bootcamp course in Maidenhead funded by Kent County Council.

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Team inspector

Ramin Narimani His Majesty’s Inspector Monitoring inspection report: The International Education Group (TiEGr) 3 to 4 June 2026

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needs funding at time of inspection

Monitoring inspection report: The International Education Group (TiEGr) 3 to 4 June 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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