TPC Health Ltd

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

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 progress in leadership and governance – this means how much progress leaders and those responsible for governance have made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision, and is identifying and supporting the needs of apprentices

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 progress in inclusion – this means how much progress leaders have made in identifying the needs of individual apprentices and 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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 progress in curriculum, teaching and training – this means how much progress leaders and managers have made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices

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 progress in ensuring effective safeguarding arrangements – this means how much progress leaders and managers have made in ensuring 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 work closely with employers and stakeholders in the health, social care and education sectors to co-design high-quality apprenticeship curriculums. They adapt course content effectively to meet employers’ needs and those of the communities they serve. For example, apprentices who work in a large mental health charity develop knowledge TPC Health Ltd 29 Gildredge Road, Eastbourne, East Sussex BN21 4BU

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monitoring inspection report:

24 and 25 June 2026 Monitoring inspection report: TPC Health Ltd 24 and 25 June 2026

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and skills in coaching theories and techniques that help them improve people’s mental wellbeing.

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Leaders employ expert coaches as tutors. Tutors routinely shadow each other and co- teach as part of leaders’ careful assurance of the quality of training. Tutors remain active as coaches and trainers in industry, so they maintain their specialisms and expertise and meet the standards set by their professional body.

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Leaders and those responsible for governance generally know their strengths and areas for development. They have well-researched plans to introduce a level 3 apprenticeship, following the withdrawal of funding for the level 5 coaching professional apprenticeship.

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Although apprentices receive information about specific job roles linked to their course, leaders do not consistently ensure that apprentices receive tailored careers advice and guidance. They are taking steps to improve this provision so that apprentices are well informed about the options available to them on completion of their training.

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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 and staff have created a culture in which apprentices feel welcome and well supported. They accurately identify apprentices’ individual needs at the start of, and during, their training. Staff put suitable support in place quickly. They often check on apprentices’ wellbeing. Leaders and governors monitor the progress of apprentices with additional learning needs to make sure the support that they receive is effective.

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Inclusion

Leaders know broadly the disadvantages that their apprentices may face. They understand that, as their curriculums change, so will apprentices’ needs. For instance, leaders are working in partnership with a local authority to plan individualised learning and support for a care experienced young adult.

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Inclusion

Leaders and staff provide effective support for apprentices who encounter temporary barriers to their learning. Apprentices who restart their course after a break for family or medical reasons receive the personalised support that they need to continue successfully with their studies.

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Inclusion

Staff generally take an appropriate graduated approach to supporting apprentices. They set support up for a period of time with plans to review and adapt this as apprentices progress through their training. However, this approach is not yet systematically embedded or used consistently by staff to check apprentices’ needs in tri-partite reviews. Monitoring inspection report: TPC Health Ltd 24 and 25 June 2026

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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. Leaders and tutors sequence the curriculum carefully, so that apprentices build their knowledge, skills and behaviours quickly and apply what they have learned confidently. Apprentices first study fundamental coaching models and then learn specific approaches to use in the sectors in which they work. On the health pathway, apprentices use coaching skills to help change the behaviours of clients who are clinically obese.

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Curriculum, teaching and training

Tutors use effective teaching strategies that help apprentices make sustained progress. They explain coaching theory and methods clearly to help apprentices understand new and complex concepts. Tutors model coaching techniques which apprentices practise with each other. They adjust teaching to ensure that apprentices have sufficient time to master their coaching skills successfully.

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Curriculum, teaching and training

Tutors provide helpful feedback so that apprentices know precisely what they have done well and what they need to do to improve further. Apprentices learn how to assess each other’s coaching skills and provide feedback to help their peers improve.

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Curriculum, teaching and training

Apprentices develop their understanding of important topics during their training and at work, such as values and ethics in coaching. Leaders plan to develop a more structured personal development curriculum to ensure that apprentices consistently learn about issues that may affect them in their lives.

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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 and staff have developed appropriate policies and procedures to safeguard apprentices. The designated safeguarding lead and deputy are well qualified. Leaders make sure that staff receive the training they need to recognise and report any concerns for apprentices’ safety or wellbeing.

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Safeguarding arrangements

Leaders make sure that apprentices know who to contact if they have a safeguarding concern. No incidents or concerns have yet been reported, which means that the systems in place remain untested.

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Safeguarding arrangements

Leaders routinely check apprentices’ understanding of the safeguarding policies and procedures they comply with at work. They make sure apprentices feel safe in their challenging jobs. Apprentices generally have a detailed knowledge of safeguarding in relation to their roles supporting vulnerable children and adults. Leaders and tutors help apprentices to understand their safeguarding responsibilities towards those they coach. Monitoring inspection report: TPC Health Ltd 24 and 25 June 2026

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Because of their jobs and the sectors in which they work, apprentices understand the signs of radicalisation and extremism and know what to do in the event of a risk. Leaders have recently completed a ‘Prevent’ duty risk assessment. They recognise the need to strengthen their teaching of this essential topic, so that apprentices are well equipped to stay safe from dangers in their local areas.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of apprenticeship training 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

TPC Health Ltd is an independent learning provider based in Eastbourne, East Sussex. It started to train apprentices in May 2025. At the time of the monitoring inspection, 58 apprentices were studying the level 5 coaching professional apprenticeship. All apprentices were aged 19 and over. Apprentices receive a combination of in-person and online training.

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Team inspector

Mark Hillman His Majesty’s Inspector Monitoring inspection report: TPC Health Ltd 24 and 25 June 2026

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needs funding at time of inspection

Monitoring inspection report: TPC Health Ltd 24 and 25 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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