Driving Talent Limited

Driving Talent Limited 70 Boston Road, LE4 1AW

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monitoring inspection report:

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

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monitoring inspection report:

 leadership and governance – specifically the progress leaders and managers have made in designing and delivering relevant adult learning provision that has a clearly defined purpose, and in identifying and supporting the needs of adult learners

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monitoring inspection report:

 inclusion – specifically the progress leaders have made in identifying the needs of individual learners, putting suitable support in place, in particular for those who are disadvantaged, those with special educational needs and/or disabilities (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 qualifications

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monitoring inspection report:

 curriculum, teaching and training – specifically the progress leaders and managers have made in ensuring that learners benefit from high-quality adult education that prepares them well for their intended job role, career aim and/or personal goals

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monitoring inspection report:

 safeguarding arrangements – specifically whether leaders and managers have ensured 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 to make sure the content of their courses meets their businesses’ training needs. Employers understandably praise the quality of training that learners receive, reporting that they are well prepared to work competently as commercial large goods vehicle (LGV) drivers. Monitoring inspection report: Driving Talent Limited 21–22 July 2026

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Leaders understand the strengths of their provision well and where further improvements are needed. For example, they have reviewed and strengthened arrangements for initial assessment to reduce the proportion of learners who leave their courses early.

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Leaders thoroughly review course performance through their monthly leadership meetings and analysis of learners’ outcomes. For example, they explore learners’ reasons for withdrawing from courses and the outcomes for learners with special educational needs and/or disabilities (SEND).

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Leaders conduct informal observations of lessons to ascertain the quality of teaching that learners receive. They review findings from quality reviews undertaken by their funders. Leaders intend to strengthen their oversight of the quality of training further.

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Leaders ensure that trainers are very experienced and well-qualified LGV drivers and instructors. They plan for their trainers to complete teaching qualifications to develop their pedagogical skills further. However, at the time of the monitoring inspection, trainers were not yet working towards these.

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Recently, the executive board has been strengthened by the appointment of an educational consultant who is very well placed to provide external scrutiny.

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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 have suitable backgrounds in SEND. They have started to take sensible steps to ensure learners’ needs are both understood and met.

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Inclusion

At enrolment, leaders ensure they promptly identify learners’ additional needs and/or other barriers to learning. Following this, they discuss with learners any adaptations they may require. As a result, learners with SEND benefit from helpful additional support, such as extra training videos or more frequent breaks.

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Inclusion

So far, only a very small number of learners have required additional support. Leaders have organised learners’ support arrangements informally. Leaders rightly acknowledge that they should consider ways to record support plans and reviews of support.

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Inclusion

Leaders have devised well-thought-out information for trainers about support strategies for learners with SEND. This provides trainers with clear guidance about how to identify learners’ support needs, alongside techniques they can use, such as chunked learning, glossaries or simplified materials. Trainers have not completed any other training in SEND. Monitoring inspection report: Driving Talent Limited 21–22 July 2026

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Leaders intend to utilise their safeguarding log to monitor any concerns about learners’ wellbeing challenges and/or other temporary vulnerabilities. However, to date none of these have been reported.

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Curriculum, teaching and training

Significant progress: progress has been rapid and is already having considerable beneficial impact on learners and/or apprentices.

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Curriculum, teaching and training

Leaders have developed a Skills Bootcamp that reflects the national and regional demand for additional LGV drivers. Courses incorporate the necessary elements for learners to qualify as class 1 and class 2 LGV drivers. Staff have organised topics thoughtfully so learners quickly develop the skills they need to pass the relevant examinations at each stage.

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Curriculum, teaching and training

Learners are rightly very satisfied with the training that they receive. Highly-skilled trainers use their knowledge and expertise well in lessons. Trainers clearly explain and demonstrate basic techniques, such as reversing, then skilfully help learners to practise these. Trainers provide immediate feedback and coaching, and thoroughly review learners’ performance after each task. Once learners secure the essential skills, trainers make tasks more challenging to develop learners’ skills further.

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Curriculum, teaching and training

Courses prepare learners well for future work. Learners who complete their studies pass their assessments and become qualified LGV drivers. Unemployed learners gain sustained employment, employed learners secure driving roles in their existing organisations and self-employed learners are able to do their own driving. Many learners source suitable job roles independently, although leaders do support learners who require extra help. However, preparation for job seeking is not explicitly built into the curriculum.

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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 taken appropriate steps to ensure the safeguarding of their adult learners. They have appointed suitably experienced and trained safeguarding lead staff and made sure all staff complete relevant training in safeguarding and the dangers of radicalisation and extremism. Leaders have established links with regional ‘Prevent’ duty coordinators, so they are informed about pertinent risks.

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Safeguarding arrangements

Leaders have devised comprehensive policies and procedures including ‘Prevent’ duty risk assessments and action plans. They carefully keep these documents updated and aligned to latest legislation and guidance. Leaders have adopted and follow safer recruitment practices. Monitoring inspection report: Driving Talent Limited 21–22 July 2026

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Leaders provide clear guidance for staff about how to report any safeguarding concerns. Although there have been no safeguarding cases to date, safeguarding leads have developed an appropriate reporting log. They ensure safeguarding is considered at monthly leadership meetings.

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Leaders speak informally to learners about safeguarding and the ‘Prevent’ duty. They plan to devise informative slide decks about these topics. Leaders provide learners with a handbook that lays out how they should report any concerns. Learners are aware of this and who to speak to if they need any support.

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Learners benefit from helpful wellbeing guidance in relation to their roles as lorry drivers. This includes guidance on nutrition, sleep quality, driving breaks and mental health awareness. However, leaders do not currently provide learners with wellbeing advice about any personal challenges they may face.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of adult learning 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

Leaders at Driving Talent Limited offer Skills Bootcamps for adult learners. To date, they have trained 74 learners in LGV driving. Training is delivered in person at Leicester, online, and at a training site in Melton Mowbray.

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Team inspector

Russ Henry His Majesty’s Inspector Monitoring inspection report: Driving Talent Limited 21–22 July 2026

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needs funding at time of inspection

Monitoring inspection report: Driving Talent Limited 21–22 July 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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