Places for People Group Limited

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 use their insights into the housing and construction sector to plan an apprenticeship offer that addresses local, regional and national skills shortages. They provide a range of housing and construction trades courses that are carefully structured to meet the skills needs internally, and for external employers with whom leaders work in the housing and construction industry. Places for People Group Limited PfP Thrive, Centro Place, Derby DE24 8RF

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monitoring inspection report:

18 and 19 June 2026 Monitoring inspection report: Places for People Group Limited 18 and 19 June 2026

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Leaders and those responsible for governance have effective oversight of the quality of their apprenticeship provision. They have started to take action to improve the effectiveness of progress reviews and ensure that on- and off-the-job training are planned effectively. However, it is too early to assess the full impact of these actions.

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Leaders ensure that trainers have opportunities for professional development and networking. Trainers stay up to date with changing industry needs, including the latest materials and housing and construction trades processes.

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Leaders’ approaches to improving the quality and consistency of teaching focus too much on assessment practice. Therefore, they do not have full oversight of the quality of teaching that apprentices receive or what trainers may need to do to improve their teaching.

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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 create an environment where apprentices’ needs are met and most apprentices feel supported to reach their potential. They promote inclusivity through well-considered facilities, such as a quiet and prayer space in the wellbeing room, meeting a range of learners’ personal and cultural needs effectively.

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Inclusion

Leaders ensure that apprentices have suitable support plans in place. These accurately identify apprentices’ needs and outline appropriate support strategies for tutors to use. However, there are inconsistencies in how quickly support is put in place, and it is too early to evaluate the impact of these developing strategies on apprentices’ progress.

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Inclusion

Leaders have recently improved processes to identify more groups of disadvantaged apprentices, including those previously known or known to social care. However, they lack this information for all current apprentices, so they cannot consistently determine if a disadvantage exists.

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Inclusion

Leaders provide staff with useful training and resources, so that staff gain a fundamental understanding of how to support apprentices with neurodiversity. For example, trainers use useful resources to understand and support apprentices with barriers to learning linked to autism, dyslexia, and dyscalculia.

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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. Monitoring inspection report: Places for People Group Limited 18 and 19 June 2026

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Tutors use effective teaching strategies to help apprentices understand how theoretical concepts apply to their roles. They reinforce technical language and use practical activities, such as role play, to develop apprentices’ skills in realistic contexts. However, they do not target questioning well enough. For example, a few apprentices dominate answering questions in lessons and tutors do not consistently check individuals’ understanding.

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Tutors make meaningful links between theory and practice, which helps apprentices to transfer what they learn to the workplace. For example, when discussing building regulations such as soundproofing flooring, tutors explain how these apply to houses of multiple occupation or apartments compared with a residential house. This enables apprentices to understand how technical knowledge directly applies to adopting different approaches in their roles.

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Apprentices gain new technical knowledge and practical competence, particularly where they have had little or no prior experience in the trade. Carpentry and multi-trade apprentices go from having no prior skills to completing tasks independently, such as constructing flooring or carrying out repairs in vacant properties. Housing management apprentices learn about necessary health and safety legislation when dealing with tenants.

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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 have developed a culture where the safety and wellbeing of their apprentices is a high priority for all staff. Leaders and staff adopt a vigilant ‘don’t walk by’ approach to ensure that apprentices feel safe in their training and work environments. They communicate their policies and procedures clearly to staff. Leaders work closely with a local hotel to put appropriate safeguarding measures in place for apprentices under the age of 18, when they are staying away from home during block training weeks.

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Safeguarding arrangements

Leaders keep secure and comprehensive records of safeguarding concerns and incidents. Leaders and managers act swiftly and appropriately in response to concerns that have been raised. Staff are suitably experienced and trained for their safeguarding roles. Leaders follow rigorous safer recruitment practices.

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Safeguarding arrangements

Apprentices feel safe. They know how to keep themselves and their peers safe at work and during practical training. They have a suitable understanding of the risks associated with radicalisation and extremism. They learn about online safety and how they can protect themselves from online threats such as sharing too much information. However, leaders have not developed ways of raising apprentices’ awareness of local risks in the regions where they live and work. Monitoring inspection report: Places for People Group Limited 18 and 19 June 2026

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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

PfP Thrive is an independent learning provider based in Derby, which is part of the Places for People Group, a social enterprise organisation. Leaders at PfP Thrive deliver apprenticeships for the housing and construction sector.

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About this inspection

At the time of the monitoring inspection, there were 139 apprentices in learning, of whom 22 were under the age of 19. Apprentices were studying apprenticeships in level 2 property maintenance operative, level 3 electrical installation and maintenance, level 3 housing and property management, level 3 team leader, and level 5 operations manager. Trade apprentices attend training in week-long blocks at the Derby training centre in practical and classroom environments. On leadership and management courses, apprentices learn through a blended learning approach of online and face-to- face sessions.

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Team inspector

Rochelle Saneria His Majesty’s Inspector

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needs funding at time of inspection

Monitoring inspection report: Places for People Group Limited 18 and 19 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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