Thermal Insulation Contractors Association (TICA)

(TICA)

Address: Tica House, Allington Way, Yarm Road Business Park, DL1 4QB Unique reference number (URN): 54958

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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 and staff quickly identify apprentices’ needs, including those of younger apprentices and those with special educational needs and/or disabilities (SEND), many of whom are staying away from home for the first time for block-release training. Leaders work closely with hoteliers to make sure apprentices’ needs are met. They help apprentices to keep in daily contact with family members via video calls and support those who are lonely or anxious to plan activities, such as sports and outings to local landmarks, in the evenings. This support helps vulnerable apprentices to thrive and enjoy their training.

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Inclusion Expected standard

Staff provide apprentices with SEND with appropriate support, such as extra time, individual support sessions and useful techniques to help them remember the information they learn. Most apprentices who have support needs make at least as much progress as their peers.

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Inclusion Expected standard

Staff typically ensure that employers are aware of apprentices’ support needs. Most employers provide appropriate support for apprentices at work. However, in a few cases, employers who do not attend apprentices’ reviews delay putting support in place. This slows the progress of a few apprentices.

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Leadership and governance Expected standard

Leaders understand the key strengths of their provision. They make the most of their position as the trade association and key skills pipeline for the thermal insulation industry. This enables them to gain expert industrial knowledge that informs the curriculum, networking opportunities and well-informed careers advice for apprentices. Leaders champion the industry on a national stage, influencing national strategy and stakeholders. Leaders promptly identify and prioritise actions for improvement. For example, they improved apprentices’ access to learning when they are not attending block-release lessons, to help apprentices consolidate their knowledge and skills between block-release training sessions.

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Leadership and governance Expected standard

Governors have relevant expertise that enables them to challenge, support and hold leaders to account. They understand most strengths and areas for improvement in relation to achievement, curriculum, participation and development, safeguarding and support for apprentices. They have a reasonable understanding of what constitutes high-quality teaching.

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Leadership and governance Expected standard

Leaders provide effective support for staff wellbeing. They allow flexible working to promote a positive work-life balance. Staff feel valued and say that, although they could earn more in industry, their working conditions at their employer mean that they are not tempted to leave for higher salaries.

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Leadership and governance Expected standard

Leaders provide staff with appropriate training. Staff benefit from industry updates from key employers, visits to industry and further training in thermal insulation. Staff without teaching qualifications undertake helpful teacher training courses. They also complete further short courses to improve their teaching skills. This is generally well planned but occasionally lacks focus and efficacy.

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Achievement Expected standard

Most apprentices, including those with special educational needs and/or disabilities, make appropriate progress. They largely achieve their qualifications within the planned timescale.

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Achievement Expected standard

Apprentices develop new occupational knowledge, skills and behaviours and produce work of a high standard. For example, level 2 apprentices install insulation and pre-formed cladding to pipework, ductwork and equipment. Level 3 apprentices develop advanced technical skills including pattern development and installation of complex insulation systems.

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Achievement Expected standard

Apprentices develop good English and mathematical skills, and all achieve the qualifications in these subjects they need for their futures, although first-time pass rates are low at level 2. Apprentices who start out with rudimentary digital skills quickly develop the skills they need to access digital platforms and complete detailed work logs independently.

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Achievement Expected standard

Apprentices are well prepared for their next steps. Many apprentices progress into increasingly responsible and well-remunerated roles within the thermal insulation industry. Some progress into positions such as supervisors, surveyors and site managers.

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Curriculum and teaching Expected standard

Leaders provide a well-designed curriculum offer that reflects the training needs of the contemporary thermal insulation industry. Apprentices learn the appropriate knowledge, skills and behaviours to be successful in the industry and are well prepared for future roles. The curriculums are planned well to enable apprentices to apply at work the skills they learn during block-release training.

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Curriculum and teaching Expected standard

Tutors have appropriate industrial experience and expertise, which they use effectively to help apprentices understand how their knowledge and skills transfer across a range of commercial and industrial environments, including technically demanding insulation systems where precision and compliance with industry standards are critical.

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Curriculum and teaching Expected standard

Teachers use appropriate teaching strategies. They expertly demonstrate the skills apprentices need, such as how to stagger insulation for corner pipes. Teachers repeat key terms frequently and provide apprentices with plenty of time to master key concepts. Apprentices practise their skills in well-equipped workshops.

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Curriculum and teaching Expected standard

Teachers use observation effectively to identify any gaps in apprentices’ skills. They reteach aspects of the curriculum apprentices find particularly difficult. Teachers provide helpful video-recorded feedback so that apprentices know precisely how to improve their work.

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Curriculum and teaching Expected standard

Tutors provide targeted one-to-one support and extra time for apprentices who need it. They break information down into manageable topics and use helpful strategies to support apprentices who have cognitive challenges to remember what they learn.

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Curriculum and teaching Expected standard

Insulation tutors integrate English and mathematics well into vocational sessions, building on the helpful functional skills classes that many apprentices take.

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Participation and development Expected standard

Leaders provide a helpful curriculum to support apprentices’ wider development. Apprentices study topics that support their wellbeing and safety, including risks to their careers and wider lives posed by drug and alcohol misuse.

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Participation and development Expected standard

Tutors set high expectations for apprentices' attendance and behaviour. When behaviour falls below expectations, tutors consistently challenge apprentices to improve their conduct. Although most apprentices respond positively, in a few wider curriculum sessions, tutors have to challenge low-level disruption several times.

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Participation and development Expected standard

Apprentices take part in many activities that develop their teamworking and leadership skills. They take part in competitions, raise funds for charities and support local businesses. For instance, apprentices carried out thermal heat mapping at a local swimming pool and provided free advice about how to reduce heat loss.

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Participation and development Expected standard

Leaders and staff provide specialist careers advice to apprentices, informed by analysis of future skills shortages. Apprentices know, for example, about the increasing number of jobs working with small modular reactors to serve the growing need for data centres. Guest speakers, including employers, inform apprentices about opportunities throughout the construction industry. Apprentices are well prepared for careers in the UK and beyond.

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Participation and development Expected standard

Apprentices typically experience a calm and respectful culture, including the very few female apprentices in a male-dominated environment.

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

Most apprentices make positive progress, develop new knowledge and skills and achieve their qualifications, including in mathematics and English. They also gain valuable construction skills certification cards. Most move on to further study or promoted positions in the thermal insulation industry.

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

Apprentices form new friendships and quickly develop independent living skills and a sense of belonging when attending block-release training in Darlington. They enjoy meeting peers from other parts of the UK and quickly become part of a professional, national community of thermal insulation workers.

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

Apprentices overcome any barriers to learning because of the well-planned support that their tutors provide. Any apprentices who need to improve their mathematics and English skills receive the support that they need to persevere, even when learning is difficult. They gain functional skills qualifications before the end of their apprenticeships and develop resilience, confidence and belief in their ability 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 helpful wider curriculum that develops their understanding of wellbeing, staying safe online and from the risks of radicalisation and extremism, drug and alcohol misuse and other risks in modern society. Tutors relate these topics effectively to apprentices’ industries and future careers. Apprentices also contribute to their communities through fundraising and voluntary work. Level 3 apprentices develop leadership skills by supporting level 2 apprentices.

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

Apprentices enjoy their training. They are ambitious, motivated to succeed and take pride in demonstrating their new knowledge and skills. They readily participate in competitions such as Apprentice of the Year and the Rising Star award for younger apprentices who have overcome adversity.

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

Apprentices apply their learning confidently at work and take on increasing responsibilities over time. They secure well-paid employment, often in promoted positions, in the thermal insulation industry where there is a growing demand for skilled workers.

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Next steps

Leaders should further develop tutors' understanding of the characteristics of high-quality teaching so that tutors provide consistently high-quality training across both apprenticeships. Leaders should identify and implement actions to secure consistently high levels of achievement on both apprenticeships. Leaders should further emphasise the importance of high standards of professional behaviour at all times, including in wider development sessions. Leaders should further reinforce the importance of inclusive practice, so that all employers provide prompt support for apprentices who need it at work.

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Team inspectors:

Sharron Mansell, Ofsted Inspector Errol Ince, Ofsted Inspector Hayley Lomas, His Majesty's Inspector Alison Gray, 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 18 August 2026

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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 apprentices, leaders, teachers, governors and employers during the inspection.

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About this inspection

The Thermal Insulation Contractors’ Association is the trade member organisation representing the thermal insulation sector, for which they provide apprenticeships. Leaders work with around 70 employers, including high-profile companies in construction, nuclear power and defence. Apprentices are based with employers nationally and attend residential training on block release at the provider's Darlington site.

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About this inspection

TICA is the sole provider for the level 2 commercial thermal insulation operative apprenticeship and the level 3 industrial thermal insulation technician apprenticeship. At the time of the inspection, there were 140 apprentices studying at level 2 and 60 at level 3.

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About this inspection

Chief executive officer: Marion Marsland

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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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