TQ Education And Training Limited

TQ Education And Training Limited

Address: Pearson, 80 The Strand, London, WC2R 0RL Unique reference number (URN): 2626862

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

Leadership and governance Strong standard

Leaders have a clear and ambitious vision to unlock apprentices' potential and enable apprentices to progress in their careers. They make highly informed strategic decisions that consistently place apprentices' interests at the heart of the provision. Leaders have invested significantly in specialist support for apprentices with barriers to learning. They have introduced an online platform that enhances consistency and communication for apprentices and employers. They produce excellent resources for apprentices.

p.2

Leadership and governance Strong standard

Leaders have a detailed and accurate understanding of their provision. They demonstrate a consistent commitment to continuous improvement. Their highly effective quality assurance arrangements ensure consistently high standards of teaching, learning and assessment. This results in an excellent apprenticeship experience.

p.2

Leadership and governance Strong standard

Employers value the excellent partnerships they have with leaders. Communication is frequent, purposeful and collaborative. This ensures that apprentices receive highly relevant, bespoke training that meets both apprentices’ and organisational needs. Leaders regularly evaluate programmes alongside employers. They use feedback effectively to refine provision.

p.2

Leadership and governance Strong standard

Staff morale is remarkably high. Staff are extremely proud to work for the provider. They speak highly of the support that they receive from leaders and managers. Leaders consider staff workloads and wellbeing frequently. They provide staff with a range of helpful support. They invest in the professional development of staff which is personalised and impactful. This helps staff to improve their practice continually.

p.2

Leadership and governance Strong standard

Those responsible for governance provide rigorous challenge and informed support. They use their extensive sector expertise to hold leaders to account. They ensure that leaders manage growth carefully without compromising the quality of apprentices' experiences.

p.2

Inclusion Expected standard

Leaders promote a positive and inclusive culture. They work with a diverse range of apprentices, including those from disadvantaged communities and those who experience anxiety. Leaders make effective reasonable adjustments to help apprentices participate fully and make progress.

p.2

Inclusion Expected standard

Leaders use thorough assessments to identify quickly apprentices' barriers to learning. They use the results of assessment well to understand the level of support that apprentices need. Apprentices with special educational needs and/or disabilities benefit from highly individualised support plans. Staff frequently review and adapt support as apprentices' needs change.

p.3

Inclusion Expected standard

Most apprentices benefit from useful mentoring and one-to-one support. Staff set clear targets and provide practical strategies to help apprentices overcome barriers. Staff ensure that apprentices with anxiety about their final assessments have extra opportunities to practise and prepare for these. They provide apprentices with extra time for assessments and assistive resources for those with visual impairments. Those apprentices returning after a break in learning receive extra one-to-one sessions.

p.3

Inclusion Expected standard

Leaders have recently introduced an inclusion strategy. They identify particular groups of apprentices who are less likely to achieve or experience a break in learning. They propose sensible actions to reduce disparities in achievement. Leaders recognise that their strategy is at an early stage and requires more systematic evaluation. For example, they do not yet analyse in sufficient detail data about the progress and achievement of apprentices with low prior English and mathematics attainment.

p.3

Achievement Strong standard

Apprentices across all subjects achieve very well and make excellent progress from their starting points. A high proportion of apprentices gain distinctions in their final assessments. The small proportion of apprentices who take qualifications in English and/or mathematics achieve these.

p.3

Achievement Strong standard

Apprentices rapidly develop secure, relevant knowledge that they demonstrate in the workplace. For example, business administrator apprentices chair meetings and take accurate minutes. They organise important workplace events such as staff induction sessions. Apprentices develop their professional behaviours, such as in the ethical use of artificial intelligence, teamwork and conflict management. They acquire knowledge and specialist language that they apply at work with fluency.

p.3

Expected standard

Coaches prepare apprentices expertly for their next steps. Many apprentices secure promotion at work, take on wider responsibilities or carry out further training and development.

p.4

Expected standard

Apprentices’ work is consistently of a high standard. Their assignments are well written, highly evaluative and appropriately referenced. Apprentices improve their English, mathematics and digital skills because staff embed these seamlessly in the curriculums.

p.4

Curriculum and teaching Strong standard

Leaders work expertly with employers to design ambitious apprenticeship programmes. They design content with employers that meets organisational needs and exceeds the requirements of the apprenticeship. Leaders collaborate closely with employers to review and refine the curriculums. This ensures that curriculums remain current and relevant. For example, in discussion with health care employers, leaders introduced project management through a case study on the development of a children's cancer unit. Leaders embed ethical and effective use of artificial intelligence across programmes. They integrate seamlessly employer-requested content such as specific leadership programmes and theories.

p.4

Curriculum and teaching Strong standard

Leaders carefully plan and sequence the curriculums so that apprentices secure foundational knowledge before they tackle more-demanding concepts. Challenging workshops, coaching and assignments extend learning beyond the requirements of the apprenticeship. This helps apprentices to apply knowledge confidently in the workplace. Apprentices benefit from personalised learning plans that reflect their job roles, prior experience and employers' requirements.

p.4

Curriculum and teaching Strong standard

Highly qualified and experienced skills coaches provide consistently high-quality teaching. Coaches draw on their extensive sector expertise. They use skilful questioning, workplace examples, discussions and frequent knowledge checks to deepen understanding. Coaches use memorable activities, such as linking ‘Belbin’ team roles to World Cup football teams. They use high-quality pre-learning materials, group discussions, and breakout activities effectively. This helps apprentices to retain and recall new knowledge. Coaches carefully probe apprentices’ responses to correct misconceptions.

p.4

Curriculum and teaching Strong standard

Assessment is rigorous and highly effective. Coaches set apprentices assignments that increase in complexity. They give apprentices prompt developmental feedback to enable them to understand clearly how to improve their work. Coaches are ambitious for apprentices' success. They give them excellent support and preparation for their final assessments. This includes high-level mock professional discussions and a clear expectation of distinction-level performance.

p.4

Participation and development Expected standard

Leaders and skills coaches provide apprentices with a wide range of opportunities that extend beyond the requirements of their apprenticeship. These experiences help apprentices to develop valuable leadership, coaching and community engagement skills. For example, level 5 coaching professional apprentices establish action learning groups within their organisations. Level 3 team leader apprentices volunteer to coach people who have been out of work.

p.4

Participation and development Expected standard

Apprentices demonstrate highly positive attitudes towards their learning. They remain motivated and committed throughout their programmes. They value the expertise of their coaches, the well-organised structure of their learning and the support that they receive. Leaders and staff set clear expectations for attendance and participation. They collaborate closely with employers to promote the importance of high attendance at work and training to apprentices.

p.5

Participation and development Expected standard

Most apprentices benefit from relevant, personalised careers education and guidance. This helps them plan their next steps and understand the range of opportunities available to them.

p.5

Participation and development Expected standard

Leaders promote fundamental British values effectively through induction, coaching and progress reviews. Apprentices develop respect for diversity and inclusive working practices. They understand how to contribute positively to the workplace. Most have a suitable understanding of safeguarding, healthy relationships, radicalisation and extremism. However, a few apprentices struggle to recall relevant information about these topics.

p.5

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

Apprentices thrive and speak enthusiastically about their experience. They describe it as supportive, challenging and highly rewarding. Apprentices say they feel valued from the start of their learning. Their experienced skills coaches create a welcoming and inclusive environment. Apprentices feel safe to ask questions, share ideas and challenge themselves. They receive excellent support and encouragement from their coaches.

p.5

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

Apprentices enjoy learning alongside colleagues from different organisations. They value the opportunity to hear new perspectives, share experiences and build professional networks. They enjoy engaging and well-organised workshops, alongside frequent feedback, progress reviews and an easy-to-use online portal. This helps them to stay motivated and recognise how far they have progressed.

p.5

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

Apprentices develop substantial new knowledge, skills and professional behaviours. They apply these immediately in the workplace. Team leader apprentices become confident to lead teams, communicate effectively and resolve conflict. Operational manager apprentices learn practical planning techniques that help them lead complex workplace projects successfully. Coaching professional apprentices become more reflective practitioners and improve their communication and coaching skills. They develop greater self-awareness.

p.5

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

Apprentices recognise the significant increase in their confidence. They feel increasingly capable of tackling demanding projects, presenting ideas, managing difficult conversations and making positive contributions at work. Employers frequently recognise these improvements. They praise apprentices for their growing professionalism and impact. Apprentices with barriers to learning, including those who speak English as an additional language, feel highly supported. They receive tailored help that enables them to produce high-quality work and believe in their abilities.

p.5

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

Throughout their apprenticeship, apprentices deepen their understanding of equality, diversity and inclusion. They show respect for others and learn how to work effectively in diverse teams. They leave their apprenticeship as confident, reflective professionals who are proud of their achievements. They are highly motivated to continue developing their careers.

p.6

Next steps

Leaders should strengthen their approach to collecting and analysing data to inform their inclusion strategy. Leaders should ensure that apprentices benefit from a carefully tailored programme of wider learning to help them fully understand the importance of topics such as extremism, radicalisation, and healthy lifestyles.

p.6

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.6

About this inspection

Inspectors spoke with governors, leaders, managers, staff, skills coaches, apprentices and employer partners during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the provider:

p.6

About this inspection

TQ Education and Training Limited is an independent learning provider based in central London. It started delivering levy-funded apprenticeships in May 2020. The provider operates mostly in London, and teaching and training takes place online and face to face at employers’ premises. The provider works with a large number of NHS healthcare trusts and levy-paying employers.

p.6

About this inspection

At the time of this inspection, approximately 440 apprentices were on apprenticeships at levels 3 and 5. There were 78 apprentices studying the level 5 operations manager apprenticeship, 221 studying the level 5 coaching professional apprenticeship, 109 studying the level 3 team leader/ supervisor apprenticeship, 25 studying the business administrator apprenticeship and fewer than 5 on the customer service practitioner apprenticeship. All apprentices except 2 are over the age of 19.

p.6

Team inspectors:

Ramita Tejpal, Ofsted Inspector Claudia Harrison, His Majesty's Inspector Helen Kinghorn, Ofsted Inspector

p.7

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

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 . 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.9