Talented Training Limited

Talented Training Limited

Address: 11 York Place, Leeds, West Yorkshire, LS1 2DS Unique reference number (URN): 1270928

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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.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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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.

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Inclusion Strong standard

Leaders and staff quickly and accurately identify the needs of learners. They work well with relevant stakeholders, such as the job centre, to understand learners' individual needs and personal circumstances. Staff rapidly help learners to feel comfortable and at ease from the outset of their training. This enables learners, many of whom have experienced long-term unemployment, to transition smoothly to a professional training environment.

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Inclusion Strong standard

Staff build relationships with learners swiftly to understand the factors that may impact their education. This includes the financial barriers that may impact travel, additional learning needs such as dyslexia and mental health challenges, and anxiety. Staff recognise the stigma that learners may experience in declaring these needs. They are successful in identifying them through induction, one-to-one support and during teaching.

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Inclusion Strong standard

Leaders and staff implement support to meet the diverse needs of their learners very effectively. They provide a nurturing, supportive environment, knowing that almost all of their learners have been economically inactive for some time. Staff monitor support closely and quickly implement adaptations to increase or taper as required. Leaders and staff work to ensure that, although they provide a safe space for learners to attend, they rapidly instil and model employment expectations, preparing learners for the world of work.

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Leadership and governance Expected standard

Leaders are tenacious and highly ambitious in their pursuit of breaking the cycle of economic inactivity for adults who have experienced long-term unemployment. Staff consistently demonstrate genuine care for learners. They equip them with the qualifications that they need to work in specialist sectors and the behaviours and habits they need to sustain employment. Leaders aim to develop learners’ initiative, self-worth and sense of responsibility, to reduce overreliance on state support and to help learners experience the benefits of work.

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Leadership and governance Expected standard

Leaders and those in governance roles understand the quality of their curriculums well. They assess their strengths and areas for improvement in an honest way, focusing on where improvements can be made across all aspects of their provision. Those responsible for governance understand their responsibilities well and have high levels of expertise in education and business.

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Leadership and governance Expected standard

Leaders work very effectively with a range of key stakeholders and have matched their curriculums precisely to local priorities. Their short courses in security, construction, and warehouse and storage provide the qualifications, skills, habits and routines that economically inactive adults need to move closer to work and sustainable employment.

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Leadership and governance Expected standard

Leaders provide staff with sensible, useful training and development that supports them in their roles. For example, teaching staff are provided with regular industry updates including time for work in their sector and professional training on teaching practices such as ‘facilitating adult learning’. However, leaders rightly recognise that tutors would benefit from more individualised targeted training to support their teaching skills.

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Participation and development Strong standard

Learners very quickly develop high levels of respect and apply themselves to their studies with enthusiasm and motivation. Staff demonstrate commitment to developing learners’ confidence, self-worth and sense of responsibility by skilfully teaching the habits and behaviours that learners need to be successful. They blend patient support with high challenge so that learners quickly learn the importance of key employability skills. Learners value the opportunities provided by their courses and consistently attend their lessons well.

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Participation and development Strong standard

Staff naturally weave topical issues into their teaching to promote themes of equality, diversity and inclusion. Security tutors teach about the duty of care that door supervisors owe to individuals whom they escort off premises. They reinforce the importance of respecting the dignity of individuals, however challenging this may be. Learners consider how to adapt their interventions for those with vulnerabilities, such as their style of communication when speaking to those who lack capacity or those who experience mental health conditions. They discuss cases in the news of where intervention has caused harm and how they can avoid this, through communicating and implementing control measures.

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Participation and development Strong standard

Leaders embed careers and employability skills well throughout the curriculum. They explore the breadth of career opportunities that learners can access using their technical

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Expected standard

and transferable skills, such as work in prisons and airports. They give advice around pre- qualification work experience to increase learners’ likelihood of securing employment.

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Achievement Expected standard

Learners, most of whom are unemployed and face barriers to training, achieve very well. All learners attend job interviews and most secure paid employment.

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Achievement Expected standard

Learners produce written and practical work of an appropriate standard. On pathways to security courses, learners practise restraint techniques using the precise and personalised feedback that tutors provide. Learners gain their qualifications and develop the behaviours and routines that they need to secure employment. For example, learners on construction courses leave with a secure knowledge of new legislation about the use of lithium batteries in portable power tools.

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Achievement Expected standard

Learners refine the English, mathematics and digital skills that will help them in their job roles. In construction, learners work out costings and profit margins for jobs and projects. Learners are typically ready for their next steps and achieve the personal targets set for them. They develop their confidence, motivation and outlook and leave with greater faith in their own abilities. For example, those who are initially quiet develop their voice to speak assertively in challenging situations.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of their curriculums. They take appropriate action when they identify aspects that could be improved further. For example, leaders updated the door security curriculum to include new requirements such as spiking, misogyny and violence against women and girls. Leaders introduced the use of QR codes to access online interactive quizzes and digital daily reflection logs to increase the development of learners' digital skills.

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Curriculum and teaching Expected standard

Expert tutors sequence curriculums effectively. Learners on pathways into security courses first learn about professional identity, core employability skills and the legal framework underpinning their roles. Learners revisit these concepts contextually when learning about, for example, physical intervention. Leaders have invested in resources to ensure Skills Bootcamp learners have access to high-quality equipment and facilities, which replicate those found in industry. Learners on electric vehicle and solar photovoltaic courses benefit from a purpose-built training room, complete with a home electric vehicle charger, a public- use rapid charger and solar panels.

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Curriculum and teaching Expected standard

Tutors use effective strategies to teach the knowledge and practical skills that learners need for their job roles. They explain theoretical concepts and practical techniques clearly. They break techniques down into small steps and observe learners as they practise their skills. Tutors provide specific, live feedback that helps learners to improve their approach, and most tutors use assessment well. However, on a few occasions, assessment is not used as effectively, and tutors are not clear if all learners have a clear understanding.

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Curriculum and teaching Expected standard

Staff have a secure understanding of adaptive teaching practices. Staff provide additional processing time for learners with dyslexia and adapt seating plans for those with hearing impairments. They provide supportive prompts that, over time, enable those learners with low confidence or social anxiety to participate fully in their lessons, including in role plays and group discussions. Staff positively reinforce learners’ contributions with encouragement and praise.

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

Learners learn in a highly inclusive environment where all staff demonstrate a clear dedication to working with individuals furthest from employment. Learners quickly build trusting relationships with staff, who establish their interests and aspirations and support them to gain the skills they need to be successful. Learners of all backgrounds feel welcomed and included at the provider. They are connected by their aim to develop new skills and find new opportunities to improve their lives. They respect the spaces in which they learn, their peers and their tutors.

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

Learners are motivated by the enthusiasm of their expert tutors. They listen attentively to their explanations to understand the nature and realities of their future job roles as security personnel. Security learners observe tutors intently to understand the techniques required in their job role, such as physical restraint. They enjoy practising and refining their developing skills in role-play situations with their peers. Learners in warehousing and storage appreciate learning about the use of branding to emphasise quality.

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

Learners rapidly develop very valuable skills and behaviours which move them closer to employment. They are proud to meet the high expectations set for them by tutors. Most learners attend well, on time and ready to learn. On very rare occasions, where learners such as those who have been long-term unemployed and those who did not attend school struggle to meet these expectations initially, tutors demonstrate patience while assertively reinforcing the importance of these habits and routines for working life.

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

Learners benefit from continued support on completion of their programmes. Staff work closely with learners to help them realise their goals and support them through to completion. Staff frequently contact learners after completion using common platforms to check their employment status and to offer additional support, such as with job applications.

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Next steps

Leaders should further strengthen the quality of training so that all learners benefit from consistently expert tuition.

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Team inspectors:

Alison Dennis, His Majesty's Inspector David Baber, Ofsted Inspector

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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.

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Total learners

Leaders should improve assessment practices so that the progress of all learners is checked effectively and outcomes of assessment are used to inform further teaching.

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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.

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About this inspection

Inspectors spoke with leaders, tutors, learners, stakeholders and employers during the inspection.

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About this inspection

Talented Training Limited is an independent learning provider based in the centre of Leeds. Since August 2021, leaders have been funded through the West Yorkshire Combined Authority adult education budget to provide adult learning programmes, Skills Bootcamps and targeted employment programmes. More recently, leaders have secured an additional contract through South Yorkshire Combined Authority to provide adult education in Rotherham.

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About this inspection

Leaders at Talented Training Limited provide a range of courses closely linked to local skills priorities, including warehousing and storage, security, construction and green skills, to encourage adults back into work or provide them with opportunities for promotion. All learners are aged 19 and over.

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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