Pathway First Limited

Pathway First Limited Amington House, 95 Amington Road, Birmingham B25 8EP

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

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 Plan curriculums that prepare learners well for progression to sustained employment or further training, particularly on courses designed to get learners into work.

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 Design ambitious curriculums that challenge learners, build on their knowledge and skills incrementally and enable them to recall and apply their learning effectively.

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 Use information about what learners and apprentices already know and can do to tailor learning that addresses identified skills and knowledge gaps.

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 Use assessment to check learning, identify learners’ misconceptions and plan further teaching and learning.

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 Give learners helpful feedback that tells them how to improve their work so that they do not continue to make the same mistakes.

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 Ensure that learners and apprentices achieve their qualification in the planned time.

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

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 What progress have leaders and managers made in ensuring that curriculums prepare learners well for progression to sustained employment or further training?

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 What progress have leaders and managers made in ensuring that curriculums challenge learners, build on their knowledge and skills incrementally and are based on information about what learners already know and can do?

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 What progress have leaders and managers made in ensuring that tutors use assessment to check on learning, identify learners’ misconceptions and give learners helpful feedback that tells them how to improve their work? Monitoring inspection report: Pathway First Limited 17 and 18 June 2026

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 What progress have leaders and managers made in ensuring that learners achieve their qualification in the planned timeframe?

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employment or further training? (Leadership and governance)

Leaders and managers have made clear progress in aligning the curriculums they offer with routes into sustained employment and further training. They have restructured provision and prioritised the development of employer-led programmes that closely match local labour market needs. Leaders now ensure that taught curriculums maintain a clear focus on employment outcomes, so that learners are better prepared for their next steps and can move confidently into work or further study.

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employment or further training? (Leadership and governance)

Leaders have strengthened employer engagement significantly. Tutors and leaders now work more closely with employers to co-design the curriculum and keep it up to date. Courses include relevant work experience, employer-selected accredited qualifications and a clearer emphasis on employability skills. This ensures that learners gain the knowledge, skills and behaviours required for specific roles. As a result, more learners progress into employment and apprenticeships.

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employment or further training? (Leadership and governance)

Since the previous inspection, governance and oversight have improved markedly. Governors now provide stronger challenge and support. Leaders make more rigorous use of performance data to inform decisions. Governors review curriculum areas for quality and viability and take decisive action where needed. However, these arrangements remain relatively new, and it is too early to judge their full impact.

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training)

Since the previous inspection, leaders have reviewed the curriculum they offer and have taken action to ensure learning is more challenging. Leaders and tutors now ensure the curriculum builds more effectively on learners’ existing skills and knowledge. Tutors revisit prior learning more often, and assessment links key ideas across different topics and units. This helps learners deepen their understanding and better prepares them for further study.

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training)

Leaders and managers have acted to ensure that learners study courses that match their aspirations and prior experience more closely. For example, advanced manufacturing learners often have relevant industry experience, and courses build on Monitoring inspection report: Pathway First Limited 17 and 18 June 2026

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this to support progression into supervisory roles. Learners now build more routinely on what they already know and develop useful skills for their next steps.

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Leaders have improved the range and detail of information they collect about learners at the start of their studies. However, in a few cases in assessments at the start of the course, staff do not fully identify what learners already know. They do not have a clear enough view of learners’ starting points and do not routinely use this information in their planning. Leaders rightly recognise this weakness and have plans in place to improve it.

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how to improve their work? (Curriculum, teaching and training)

Leaders support tutors effectively and help them to use new teaching strategies. This helps tutors plan and teach interesting lessons. Tutors more routinely use a broader range of methods to assess learning. These include small-group talk in breakout rooms and role play. These methods engage learners and help them succeed. However, leaders know that they must build this work further, so all tutors teach to a high standard consistently.

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how to improve their work? (Curriculum, teaching and training)

Tutors ask questions that challenge learners to think, consider ideas and correct misconceptions. They now encourage learners to expand their answers and use peer support to deepen and improve responses. For example, customer service learners discuss whether responses to customer behaviour were appropriate and how they could improve them.

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how to improve their work? (Curriculum, teaching and training)

Leaders continually review teaching practice and act to improve the quality of feedback that tutors give to learners. Tutors now give feedback that leads to more consistent improvement in learners’ work. For example, in business, tutor feedback prompts learners to think more deeply and critically in their responses. This leads to better quality work, and more learners achieve higher grades.

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(Achievement)

Leaders have made sustained progress to increase the proportion of learners who achieve their qualification. A higher proportion of learners now complete their courses in planned timescales. Leaders reduce delays through tighter control of cohort sizes, planned pauses in enrolment and clearer accountability. At the time of the inspection, only a small proportion of learners remain in study beyond their planned end date. Monitoring inspection report: Pathway First Limited 17 and 18 June 2026

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Leaders now use more frequent and detailed performance monitoring to track learners’ progress. They review performance data at each site more often and identify learners at risk of not completing at an earlier stage. Through better oversight and more prompt actions, they ensure that a greater proportion of learners remain in active study.

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Leaders have acted to increase the proportion of learners who progress into sustained employment, particularly those studying Skills Bootcamps. This improvement comes from stronger employer links, a more clearly planned curriculum and better onboarding, which together prepare learners more effectively for work. However, leaders recognise that, although progression outcomes are improving, they do not yet meet their aspirational targets.

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Additional next steps

Leaders should continue their work to rectify 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 30 June 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 inspection have been cross- referenced to relevant evaluation areas in the inspection toolkit for consideration on this monitoring 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 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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About this inspection

Since the previous inspection, leaders have reconfigured roles and responsibilities across the organisation, appointed new staff to oversee quality and assurance and established a new governing body. The provider no longer trains apprentices.

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Team inspector

Sharon Dowling His Majesty’s Inspector Monitoring inspection report: Pathway First Limited 17 and 18 June 2026

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needs funding at time of inspection

Monitoring inspection report: Pathway First Limited 17 and 18 June 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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