Tui UK Limited

Tui UK Limited

Address: Wigmore House, Wigmore Place, Wigmore Lane, Luton, Bedfordshire, LU2 9TN Unique reference number (URN): 55115

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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 Expected standard

Leaders have established a highly inclusive culture in which apprentices, including those who have special educational needs and/or disabilities or who face barriers to their learning are expected and supported to participate fully and achieve well.

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Inclusion Expected standard

Staff accurately identify and assess apprentices’ needs. They gather relevant information at enrolment and throughout apprentices’ programmes. Coaches provide reasonable adjustments, tailored coaching, wellbeing action plans and occupational health referrals to help apprentices overcome barriers and make sustained progress.

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Inclusion Expected standard

Coaches swiftly put appropriate support in place for apprentices. They break learning into manageable tasks, adapt communication methods and use wellbeing applications and neurodiversity tools. This helps apprentices develop effective coping strategies and resilience, enabling them to participate fully in learning and work.

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Inclusion Expected standard

Leaders track apprentices’ needs and the support provided effectively. They respond purposefully to apprentices’ changing needs. They have created a senior coach role to focus on inclusive practice, in response to the increased number of apprentices presenting with anxiety and who are neurodiverse. However, leaders do not yet evaluate the impact of support systematically to determine whether it remains effective, requires adjustment or should be withdrawn. It is too early to see the impact of the new systems and processes that they have implemented.

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Leadership and governance Expected standard

Leaders and governors have an accurate understanding of the provision’s strengths and areas for improvement. They use performance data, quality assurance findings, apprentices' feedback and external challenge to inform their decisions. For example, leaders changed subcontracted English and mathematics provision and strengthened support for apprentices in response to weaker outcomes. This has contributed to improved outcomes for apprentices.

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Leadership and governance Expected standard

Governors use their education and business expertise to provide effective support and challenge. They scrutinise apprentices’ outcomes, participation and the effectiveness of quality improvement actions. Governors’ challenge has contributed to improved wellbeing monitoring and more detailed performance reporting, helping to strengthen accountability and oversight.

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Leadership and governance Expected standard

Leaders oversee the work of their subcontractor effectively. They complete due diligence, hold monitoring meetings and monitor performance. They work with the subcontractor to adapt the support that apprentices receive, to enable apprentices to make progress and achieve.

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Leadership and governance Expected standard

Leaders work productively with employers, local authorities, schools, colleges and charities. These partnerships create employment and apprenticeship opportunities for disadvantaged young people, underrepresented groups and those previously not in education, employment or training.

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Leadership and governance Expected standard

Leaders promote staff wellbeing through initiatives such as wellbeing days, support networks and access to an employee assistance programme. Staff value leaders’ open and supportive culture. This contributes to staff feeling valued and enjoying working at Tui.

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Leadership and governance Expected standard

Staff undertake training relevant to their roles. They attend standardisation meetings and complete professional development informed by observations and quality assurance activities. However, leaders do not tailor professional development consistently enough to develop staff expertise in teaching across the provision.

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Participation and development Strong standard

Apprentices demonstrate high levels of motivation and commitment to their apprenticeship. They are keen to represent the organisation positively. Apprentices have high attendance to lessons and take pride in their work.

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Participation and development Strong standard

Leaders prioritise social responsibility, and apprentices relish the opportunities that this provides. Apprentices undertake a very broad range of community-based activities and volunteering. Travel Consultant apprentices have the opportunity to become sustainability champions in the local stores in which they work. They take part in a wide range of additional activities, such as charity events, sponsored walks, cycle races and community projects.

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Participation and development Strong standard

Leaders provide apprentices with the support and guidance that they need to consider their next steps. Staff embed careers guidance throughout the apprenticeship. They organise visiting speakers who work across the organisation to talk about their career journeys. Staff encourage apprentices to consider how different roles could match their strengths and interests.

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Participation and development Strong standard

Leaders have put in place a comprehensive personal development programme. Coaches expertly teach apprentices about fundamental British values. Apprentices know the impact of digital identity cards on individual liberty. They discuss possible changes to the voting age

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Expected standard

and know the reasons for and against this. Apprentices have not experienced bullying and harassment.

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Achievement Expected standard

Most apprentices, including those with special educational needs and/or disabilities, achieve their apprenticeships, with a high proportion achieving distinctions.

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Achievement Expected standard

Apprentices develop considerable new knowledge and skills from their starting points. Operations manager apprentices become adept at influencing and negotiating when managing projects. They develop a secure understanding of leadership models that they can apply to their day-to-day activities. Travel Consultant apprentices become confident at supporting customers with complex travel requirements, resolving concerns and providing tailored advice.

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Achievement Expected standard

Apprentices are mostly on track with their studies and produce work that meets the standard expected for their level of apprenticeship. However, the quality of work produced by apprentices on the operations manager standard is not consistently high and, in some instances, lacks appropriate academic referencing. Consequently, a few apprentices do not demonstrate the academic standards expected of their programme.

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Achievement Expected standard

On completion of their apprenticeship, most apprentices remain working at TUI. Several secure promoted roles with TUI.

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Curriculum and teaching Expected standard

Leaders have designed apprenticeship programmes that meet their needs as an employer. They have introduced leadership apprenticeships to increase representation of women in senior positions. Coaches have all worked for Tui and have extensive travel industry experience. This enables them to bring learning to life through using relevant industry examples and insights. This helps apprentices to be able to see how new concepts and theories apply to their job roles.

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Curriculum and teaching Expected standard

Staff have designed apprenticeship programmes so that they build apprentices knowledge and skills over time. On the travel consultant apprenticeship, coaches first cover fundamental concepts in map interpretation before introducing more complex skills. Apprentices become more confident in applying their knowledge to workplace scenarios, such as recommending the most appropriate airport for customers' travel needs.

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Curriculum and teaching Expected standard

Apprenticeship coaches use a range of teaching strategies effectively. Coaches use realistic workplace scenarios, discussions and problem-solving tasks effectively to help apprentices develop their vocational knowledge.

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Curriculum and teaching Expected standard

Coaches ensure that the curriculum is accessible. They send resources to apprentices in advance and ensure that resources are easy to read and laid out well, allowing apprentices to participate in their learning.

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Curriculum and teaching Expected standard

Coaches mostly work closely with workplace line managers to plan on- and off-the-job training effectively. They ensure that apprentices can swiftly apply their learning directly in the workplace. However, in a few instances, workplace managers of operations manager apprentices are not sufficiently involved in planning workplace activities that enable apprentices to apply and develop the skills that they learn during their training.

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

Apprentices are proud to work for Tui. They enjoy their apprenticeship and relish the time away from their day-to-day job roles to focus on their own development. Apprentices highly value the support that they receive from their coaches. They find coaches are available, supportive and wanting them to succeed.

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

Apprentices benefit from a welcoming, highly inclusive environment where diversity is valued. They take part in workplace initiatives to celebrate diversity and learn about meeting the needs of customers from a wide range of backgrounds. Apprentices show respect for others and an appreciation of different perspectives.

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

Apprentices undertake learning beyond the apprenticeship requirements that enhances their experiences. They complete additional training on topics such as imposter syndrome, updates in modern technology and the use of artificial intelligence. Adult travel consultant apprentices visit different countries to improve their knowledge of different destinations and to see sustainability initiatives in practice.

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

Apprentices develop the skills and knowledge that they need to be successful in their job roles. Operations manager apprentices understand about circle of control models. Their understanding of this model helps them to consider what they can influence and what is out of their control. Travel consultant apprentices gain a secure understanding of financial regulations when working in travel stores.

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

Apprentices develop their confidence and resilience and take on extra responsibility. Operations manager apprentices feel more confident to speak up in meetings, propose new projects and suggest ideas to senior staff.

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

Apprentices feel safe and well looked after. They learn about the importance of healthy relationships and what signs may be a concern, both in their personal relationships and when working with customers. They know who to talk to if any concerns arise and how to protect their own wellbeing.

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Next steps

Leaders should further strengthen how the apprenticeship team and workplace line managers work together to seamlessly coordinate on- and off-the-job training on the level

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Lead inspector:

Rochelle Saneria, His Majesty's Inspector

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Team inspectors:

Georgina Ager, His Majesty's Inspector Trisha Franklin, Ofsted Inspector Clare Hood, Ofsted Inspector

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Facts and figures used on inspection

5 operations manager programme. Leaders should support apprentices to produce work that is consistently of the highest standard, with appropriate academic referencing at level 5. Leaders should continue with plans to evaluate systematically the impact of support for apprentices, enabling them to adapt their inclusion strategy in response to apprentices’ needs and promote greater independence and improve outcomes. Leaders should further develop quality assurance processes to ensure that professional learning for coaches is tailored to individual needs and that its impact on apprentices’ learning is evaluated.

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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, governors, apprentices, apprenticeship specialists, stakeholders and workplace mangers/mentors during the inspection.

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About this inspection

Tui UK Limited is an employer provider based in Luton. At the time of inspection, there were 86 apprentices in learning of whom 33 were aged 16 to18. Most apprentices were studying the level 3 travel consultant apprenticeship. There were 26 apprentices studying on the level 5 operations manager apprenticeship. There were fewer than five apprentices working towards achieving mathematics and/or English functional skills qualifications.

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About this inspection

The provider operates nationally with most of the teaching and training delivered online. It uses one subcontractor, Linden Management (UK) Limited, for training apprentices who require mathematics and/or English qualifications.

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About this inspection

Senior Emerging Talent Manager: Marsha Myles 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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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.

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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.

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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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