M2HSE Training Limited

Monitoring inspection report: M2HSE Training Limited 9 and 10 September 2026 M2HSE Training Limited CEME Business Campus, Commercial, 1 Marsh Way, Rainham RM13 8EU

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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 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

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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. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders use their substantial experience and knowledge of the skills shortages in the construction sector to develop relevant Skills Bootcamps. They support self-employed adult learners to upskill and/or advance from entry-level roles into better-paid positions, such as construction site supervisors and managers.

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Leadership and governance

Leaders recruit experienced and appropriately qualified tutors and assessors. They provide them with a range of useful continual professional development opportunities. Tutors and Monitoring inspection report: M2HSE Training Limited 9 and 10 September 2026

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assessors complete training on how to assess learners online effectively. Leaders provide helpful vocational upskilling opportunities, including qualifications in health and safety leadership in the construction industry.

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Leaders use a range of appropriate quality assurance activities to identify most of their strengths and areas for improvement. They use lesson observations, sampling of learners’ work and learner feedback effectively to create a culture of continual improvement.

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Leaders are in the initial stages of setting up governance arrangements. Leaders are knowledgeable in business, quality assurance and training. They meet regularly to review learner experience and progress. However, they recognise that external expertise in adult learning and safeguarding would strengthen their oversight of provision.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders create an inclusive learning environment in which learners, including those with barriers to learning, participate fully in their training. Through suitable initial and ongoing assessment, leaders and staff identify learners’ barriers to learning accurately. In most cases, they implement appropriate support strategies to help learners overcome their barriers.

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Inclusion

Tutors know their learners well. They adapt their teaching and assessment practices effectively to meet a range of learners’ individual needs. For example, tutors adapt assessment methods for learners with dyslexia. They use clear explanations and clarify technical terminology to support learners who have English as a second language. These learners become more confident in their understanding of management and technical terminology, which they apply successfully in training and workplace contexts.

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Inclusion

Leaders and tutors are generally responsive to learners’ changing circumstances. They review learners’ progress and adjust support strategies frequently. This helps learners to remain focused and make progress towards achievement. However, leaders do not ensure that tutors review the effectiveness of support arrangements in a timely manner.

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Inclusion

Leaders do not routinely analyse the progress and achievement of different learner groups to evaluate the effectiveness of support strategies.

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Monitoring inspection report: M2HSE Training Limited 9 and 10 September 2026

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Tutors plan the content and order of training effectively. Level 3 Skills Bootcamps tutors plan activities to support learners to understand equality and ethics in construction settings. They then move on to professional responsibilities and environmental management principles.

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Tutors are experienced industry experts. They use their knowledge to link theory to construction site practices. For example, they use real-life examples to help learners to carry out quality control checks, manage people and take responsibility for legal requirements as a site supervisor.

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Tutors plan a range of mostly effective assessment techniques. In lessons, they use quizzes and practice tests well to identify gaps in learners’ knowledge. However, in a few instances, tutors do not use questioning effectively to check learners’ understanding and then fill gaps in their knowledge.

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Tutors discuss and agree clear targets with learners at the start of courses. However, they do not consistently record individual targets or measure progress against these precisely. Consequently, a few learners are unclear about the progress that they make.

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Almost all learners, including those that are disadvantaged or face barriers to learning, complete their training and secure better paid contracts and/or increased responsibilities.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders have suitable policies and procedures in place to make sure that learners are safe. They recruit and train staff appropriately and assure themselves that staff are suitable to work with learners. The designated safeguarding lead and deputy complete relevant training.

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Safeguarding arrangements

Leaders have appropriate processes in place for the reporting and recording of safeguarding concerns. They understand their responsibilities under the ‘Prevent’ duty. However, they are not sufficiently informed about local risks. Leaders are aware that they need to develop this further, in order to share accurate and timely information with learners.

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Safeguarding arrangements

Learners know how to report safeguarding concerns. They discuss safeguarding responsibilities, safety and wellbeing at induction and throughout their training due to the highly regulated industry in which they work. Learners feel safe, including when online.

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Safeguarding arrangements

Most learners understand the risks associated with radicalisation. They know how to identify potential signs that someone has been influenced by those who hold extremist Monitoring inspection report: M2HSE Training Limited 9 and 10 September 2026

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views. A few learners, particularly learners whose first language is not English, do not fully understand the risks in the areas where they live and work.

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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

M2HSE Training Limited (M2HSE) is an independent learning provider based in the London borough of Havering. Leaders began offering commercial training in 2020 and specialise in construction, health and safety, and construction management. In September 2025, they started teaching Greater London Authority-funded Skills Bootcamps.

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About this inspection

MSHSE offers 2 Skills Bootcamps pathways: level 3 construction site supervision and level 5 construction site management. Training is a blend of online and face-to-face.

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About this inspection

At the time of the monitoring inspection, 26 learners were completing the level 3 construction site supervision Skills Bootcamp. Leaders have previously taught 60 learners on the level 3 construction site supervision Skills Bootcamp and 60 learners on the level 5 construction site management Skills Bootcamp.

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Team inspector

Saher Nijabat His Majesty’s Inspector Monitoring inspection report: M2HSE Training Limited 9 and 10 September 2026

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funding at time of inspection

Monitoring inspection report: M2HSE Training Limited 9 and 10 September 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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