IPS International Limited

IPS International Limited

Address: Northbank House, Sir Thomas Longley Road, Medway City Estate, ROCHESTER, ME2 4DU Unique reference number (URN): 52533

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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 created a culture of inclusion where the needs of learners and apprentices are met well. Learners and apprentices are welcomed and supported to achieve their potential.

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Inclusion Expected standard

Leaders and staff identify learners' and apprentices' needs accurately. Because they meet frequently with learners and apprentices and monitor their progress and attendance closely, staff are quick to identify any needs when they emerge, such as unexpected life events. Staff provide learners and apprentices, including those with special educational needs and/or disabilities, with suitable support to help them reduce their barriers to learning. They review this support with appropriate regularity so that it continues to be effective. Staff reduce the support that they provide to learners and apprentices as necessary and remove it when it is no longer needed.

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Inclusion Expected standard

Leaders have successfully implemented a process for recording and reviewing the support that learners and apprentices receive. Staff use this process consistently well, including in subcontracted provision. Although leaders monitor learners' progress closely, they are still in the early stages of making effective use of their data to inform their strategies for inclusion.

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Inclusion Expected standard

Leaders provide staff with helpful training on strategies to support learners and apprentices with special educational needs and/or disabilities, such as dyslexia and autism. They recognise that the training they provide will be shaped in the future by the changing needs of learners and apprentices.

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Leadership and governance Expected standard

Leaders have a sound understanding of the quality of the training that they provide. When they make improvements, these are systematic and largely effective. Governors maintain a close eye on leaders' progress towards the improvement actions that they have set. Their scrutiny is effective and has supported leaders to improve apprenticeship achievement rates and respond well to the recommendations from the previous inspection.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the training needs in the region because of their close partnerships with employers and other stakeholders. The curriculums that they offer respond well to these needs in. For example, heavy goods vehicle operation, and provide training that might not otherwise be available to apprentices.

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Leadership and governance Expected standard

Leaders value staff highly. They listen carefully to their views and make improvements where possible by, for example, installing defibrillators. Staff value leaders' honesty when the improvements that they suggest cannot be implemented. Leaders prioritise staff wellbeing through, such as social events to raise money for charities that are close to the hearts of staff.

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Leadership and governance Expected standard

Leaders provide staff with generally well-planned professional development. Staff complete industry visits to maintain their specialisms. They receive training on topics such as effective questioning techniques to improve their teaching skills. Leaders plan to link quality assurance and professional development more closely, so that the pedagogical training that staff receive is highly tailored.

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Leadership and governance Expected standard

Leaders monitor the quality of subcontracted provision well. Apprentices receive high-quality training at subcontractors. They are supported by staff to reduce any barriers to learning that they have, and they achieve their qualifications well.

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Achievement Expected standard

Learners achieve their qualifications and personal goals well, irrespective of any barriers to learning that they may have. The proportion of learners achieving their qualifications has improved over the past 3 years and now reflects national achievement rates. This is because of the actions that leaders have taken.

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Achievement Expected standard

Learners apply their new knowledge and skills fluently. Learners working with young children plan activities for them that are aligned to the early years foundation stage framework. Learners develop their literacy, numeracy and digital skills well, which helps them in their jobs. In early years, learners use software competently to record children's development. In social care, learners develop their literacy skills, which helps them to write and communicate care plans accurately.

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Achievement Expected standard

Learners are well prepared for their next steps. They typically take on more responsibility at work or secure promotions. A small proportion of learners move on to higher education.

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Curriculum and teaching Expected standard

Leaders offer curriculums that are aligned closely to the skills shortages in the early years and social care sectors. They know what works well in the curriculums and what they need to improve. The improvements that they make benefit learners.

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Curriculum and teaching Expected standard

Staff plan the curriculums well so that learners make a positive impact at work quickly. In adult care, learners acquire the skills to work with multiagency partners from an early stage with the confidence to advocate for people in their care. Staff take careful account of learners' job roles and career aspirations when they select optional units that are most relevant to learners. In their design of delivery models, leaders are mindful of the family and work commitments that learners have, which makes the curriculums accessible. Knowledgeable staff use their experience and expertise effectively to explain complex theories and legislation, making them relevant for learners. The variety of teaching strategies that staff use helps learners to remember what they have learned and equips them with the skills to reflect on their own practise effectively.

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Curriculum and teaching Expected standard

Staff provide learners with constructive feedback on their work and practice which helps them deepen their knowledge. In social care, the feedback that staff provide helps learners connect legislation to the rights of dementia patients. When learners make mistakes, staff set them purposeful tasks, such as calculating staffing ratios and scheduling home visits, so they correct their misunderstandings.

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Participation and development Expected standard

Staff have created a calm and welcoming environment for learners to study. They have high expectations for learners, which include meeting deadlines and attending sessions. Learners understand and fulfil these expectations well, managing their jobs or personal commitments around their study. Learners' attendance is high.

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Participation and development Expected standard

Learners demonstrate high standards of professional behaviours and values that are important in their jobs and in modern Britain. In social care, learners are compassionate and they have courage when they advocate for the people they care for. In early years, learners encourage children to recognise difference as a positive and play together respectfully.

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Participation and development Expected standard

Leaders make sure that the curriculums provide learners with age-appropriate opportunities to explore important themes such as mental and physical health and healthy relationships. They have an ambition to develop further the range of opportunities that learners have to explore their interests so that these are rich and tailored. Staff use the topic of the month that leaders share in their newsletters to have meaningful discussions with learners about diversity, tolerance and how to stay safe from the risks of extremism. Learners value these discussions, which they recall well.

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Participation and development Expected standard

Learners receive coherent careers advice to help them make informed decisions about their next steps.

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Achievement Expected standard

Typically, apprentices, including those who are disadvantaged, achieve their qualifications in the time planned. When apprentices fall behind in their training, staff put plans in place so they catch up. Apprentices in health, early years, business and digital often achieve distinction grades. This is not yet the case in engineering.

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Achievement Expected standard

Apprentices apply their new knowledge and skills fluently. Engineering apprentices use their knowledge of cable ratings and impedance in maintenance tasks. Apprentices know how fluid levels affect the engine performance of heavy goods vehicles.

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Achievement Expected standard

Apprentices develop the English, mathematical and digital skills that they need for their jobs. Apprentices in healthcare interpret digital rotas and patient timetables correctly. Business administrator apprentices minute meetings accurately. Engineering apprentices work within specified tolerances.

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Achievement Expected standard

Because of their training, apprentices are prepared well for their next steps. Typically, they take on more responsibility at work, become self-employed or move on to further training.

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Curriculum and teaching Expected standard

Leaders offer apprenticeships that are closely aligned to regional training priorities in, for example, engineering, light and heavy motor vehicle maintenance and property maintenance. The offer makes training accessible to apprentices where it might not otherwise be available. Leaders understand the strengths of provision and what they need to improve. Their improvement actions to raise standards are largely effective. For example, their rigorous monitoring of apprentices' progress has improved achievement on the engineering technician apprenticeship.

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Curriculum and teaching Expected standard

Leaders and staff tailor curriculums in response to employers' skills needs. For example, in engineering, apprentices study optional units in advanced machining, and robotics, that help them in their jobs. The order that staff teach the curriculums provides apprentices with the time that they need to learn the required knowledge and practise their skills, so they work competently and with increasing independence.

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Curriculum and teaching Expected standard

Staff typically use their expertise and specialist knowledge to teach apprentices well. They explain technical concepts clearly, using technical vocabulary accurately. They set apprentices well-considered tasks that link theory to their jobs. Engineering apprentices use Ohm's law when they complete diagnostic testing. Business administrator apprentices mitigate risks and plan for contingencies in project management tasks. The methods that staff use to teach help apprentices to develop mastery of their knowledge and skills.

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Curriculum and teaching Expected standard

Staff use effective questioning to check what apprentices know and can do. This helps apprentices revisit prior knowledge and close any gaps in knowledge. The feedback that staff provide helps apprentices to improve the technical aspects of their work.

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Participation and development Expected standard

Staff have created a welcoming environment and get to know apprentices quickly. They make sure that apprentices have a deep understanding of how to work safely in workshops. Apprentices are professional and respectful because of the high standards that leaders and staff set. They attend well and are punctual, demonstrating the characteristics that employers expect.

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Participation and development Expected standard

Leaders provide apprentices with a curriculum that includes age-appropriate content on physical and mental health and healthy relationships. Staff and apprentices discuss topics such as alcohol and substance misuse and the potential impact on their personal and professional lives. They explore issues of equality, which helps apprentices to appreciate the diverse nature of people working in the engineering sector.

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Participation and development Expected standard

In response to the previous inspection, leaders have improved the information that apprentices receive to help them to stay safe from the risks of radicalisation and extremism, including online. This includes talks from guest speakers from the police who discuss local risks. In general, apprentices have a sound recall of this information.

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Participation and development Expected standard

In general, apprentices receive coherent careers guidance that helps them to make informed decisions about their next steps. Leaders have a clear aim to develop further the careers advice that apprentices receive, so that it is skilfully embedded throughout their training.

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

Learners and apprentices are confident and well motivated. They enjoy their learning and training. They are supported effectively, including those with barriers to learning, by staff who care about their progress and wellbeing. Apprentices value their block release training, which is interesting and gives them opportunities to collaborate with their peers and hear about others' work. Adult learners appreciate the support and encouragement that staff provide, which builds their confidence and skills so that they are ready for employment, a change of career or progression in their current role.

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

Learners and apprentices are trained by highly skilled staff to use up-to-date equipment and practices in industry-standard facilities. This helps learners and apprentices to develop the competencies they need for their jobs. Apprentices working in the aerospace industry learn precision engineering techniques, such as knurling and eccentric turning. Adult learners in social care balance the right to refuse care with keeping dementia clients safe from harm. Employers value highly the training that learners and apprentices receive, which enables them to make a positive contribution at work.

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

Apprentices are proud of their work and leaders celebrate apprentices achievements. Apprentices showcase their work to their families and employers. Leaders recognise apprentices' achievements annually with awards for rising stars, projects of the year and contributions to the workplace. The small number of apprentices who study English or mathematics qualifications are skilfully taught. Staff use carefully planned activities to build apprentices' knowledge and confidence in these subjects well.

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

Learners and apprentices have valuable opportunities to explore their wider interests and contribute to their communities. Apprentices have opportunities to take part in team-building activities and hear from members of parliament about the how governments work. They support local fundraising activities in aid of charities such as Cancer Research.

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Next steps

Leaders should develop their use of data further to extend the strategies that they use to support disadvantaged learners. Leaders should tailor the professional development that staff receive, so the standard of their teaching and quality of feedback is consistently high. Leaders should continue to take action to improve the achievement outcomes of learners and apprentices so they are consistently high, including, where appropriate, the proportion who secure distinction grades. Leaders and staff should continue to develop the careers advice and guidance that learners and apprentices receive, so that it is skilfully embedded throughout the curriculum. Leaders should develop further the rich and tailored opportunities for adult learners to explore their interests.

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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, staff, apprentices and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

IPS International Limited is an independent learning provider based in Rochester, Kent. It provides apprenticeship at levels 2 to 5 and adult learning programmes at levels 3 to 5. Engineering apprenticeships are the largest provision, with most training on the level 3 maintenance and operations engineering technician standard. Adult learning programmes are in the early years and health social care disciplines. Leaders subcontract the installation and maintenance electrician apprenticeship to Electrical Academy Limited.

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Team inspectors:

Fadia Clarke, Ofsted Inspector Christine Blowman, Ofsted Inspector Alex Warner, Ofsted Inspector Sam Hanmer, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 21 July 2026

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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

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 .

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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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