Floorskills Limited

Floorskills Limited

Address: Unit 2, Lyndons Farm Poolhead Lane, Earlswood, Solihull, B94 5ES Unique reference number (URN): 2654214

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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 trainers have developed a culture of inclusion where apprentices feel welcome and at ease in their new training environment.

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Inclusion Expected standard

Leaders and trainers meet with apprentices at the start of training to understand their individual needs. They discuss apprentices' personal circumstances and past education and training experiences. Managers have recently introduced diagnostic assessments to identify early the potential barriers to learning that apprentices may experience. Staff use this information well to develop individual learning plans to support apprentices in their training and in the workplace. When circumstances change or when apprentices no longer need support, tutors gradually withdraw support to build apprentices’ independence.

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Inclusion Expected standard

Trainers mostly provide appropriate support to those apprentices who face barriers to learning. They offer additional time, support and flexibility in training sessions. Apprentices who find English and mathematics difficult receive one-to-one coaching sessions to build their skills and confidence. However, in a few instances, trainers do not use precise enough strategies to support those apprentices with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders understand the strengths and areas for development in their apprenticeships. Since the previous inspection, they have taken action that has led to considerable improvements, including increasing the number of apprentices who finish and achieve their programmes. Leaders have started to review and update quality improvement plans to sharpen their focus on the ongoing actions they need to take to further strengthen their training.

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Leadership and governance Expected standard

Governors understand leaders’ vision and support them to manage resources effectively for the benefit of apprentices. Leaders provide useful information that governors use to inform the support and guidance that they provide. However, this does not focus sufficiently on the quality of teaching. Leaders recognise they need to develop governance further to give members a deeper understanding of the quality of the education and training that they offer.

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Leadership and governance Expected standard

Leaders create a positive work environment where staff feel supported. Managers promote and model professional standards and practice. Leaders and staff frequently discuss the curriculum, emerging industry developments and apprentices' progress. Leaders have recently developed specific training to strengthen trainers' teaching skills. They have encouraged those without teaching qualifications to work towards these.

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Achievement Expected standard

Leaders have made considerable progress in ensuring that more apprentices complete their apprenticeship. Previously, some apprentices left their apprenticeship early. Leaders have developed strategies to resolve this and, as a result, achievement rates have improved over the past two years. Apprentices who complete their programme, including those facing barriers to learning, achieve well, with many gaining distinction grades. Staff support apprentices with additional needs to make appropriate progress from their starting points.

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Achievement Expected standard

Apprentices develop the occupational knowledge, skills and behaviours that they need and apply these confidently at work. Employers report improvements in apprentices’ technical understanding and competence.

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Achievement Expected standard

Tutors contextualise English and mathematics to the workplace and practical activities effectively. Most apprentices develop their English and mathematical skills. Leaders acknowledge that the achievement of younger learners working towards qualifications in these subjects remains an area of improvement.

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Achievement Expected standard

Apprentices who complete their programme are well prepared for their future job roles. They learn how to pursue promotions, participate in further specialist training and, where appropriate, consider self-employment.

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Curriculum and teaching Expected standard

Leaders have designed a relevant curriculum to meet employers' training needs in the floor- laying sector. They have an appropriate understanding of the quality of the curriculums they teach.

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Curriculum and teaching Expected standard

Leaders and trainers use their industry expertise to carefully plan and develop the content of their apprenticeships. Apprentices start by learning the basics of floor covering, before progressing to advanced carpeting skills and laying luxury vinyl tiles. Trainers embed customer service skills and develop apprentices' understanding about the importance of customer aftercare in maintaining their professional reputation and long-term employment.

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Curriculum and teaching Expected standard

Trainers generally use effective teaching strategies to develop apprentices' knowledge and skills. They provide well-considered demonstrations and set practical tasks to develop apprentices’ confidence in safe working practices. They use real workplace scenarios to test and consolidate apprentices' skills. Apprentices complete detailed risk assessments, create accurate financial quotes and work safely. Trainers ensure that apprentices learn from any poor or faulty installations that they see on the job. Leaders and staff work closely with employers to give apprentices opportunities to practise and consolidate their new skills in the workplace.

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Curriculum and teaching Expected standard

Staff monitor apprentices' progress over time and identify what they need to do to improve their work. Tutors provide extensive feedback on apprentices’ work to help them understand how to improve their practice.

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Participation and development Expected standard

Leaders and tutors establish a safe, respectful and professional learning environment where apprentices understand the standards expected of them. They set high expectations for apprentices' attendance, punctuality, behaviour and professional conduct. Staff follow up absences promptly and take time to understand the reasons why apprentices do not attend. They support apprentices’ welfare and help them to return to training following any periods of absence.

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Participation and development Expected standard

Leaders have developed a personal development programme to meet apprentices’ needs. They cover key topics, including mental health, wellbeing, personal safety and positive relationships. Trainers adapt the programme to meet apprentices' individual circumstances based on apprentices' experience, age and current job role.

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Participation and development Expected standard

Leaders provide well-planned careers education and guidance that is tailored to apprentices’ stage of training. Trainers encourage apprentices to enter industry skills competitions and to learn from their peers. Trainers with current practical experience in the sector help apprentices to develop financial awareness and understand how to run a successful business. Although this is in its infancy, apprentices use the information that they receive to make informed decisions about their professional and personal lives.

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

Apprentices who complete their training develop their skills and knowledge and achieve well, with many gaining distinction grades. Trainers demonstrate new techniques in well- planned training sessions and give apprentices time to practise both in the training centre and at work. As apprentices progress through their studies, trainers set them increasingly challenging tasks that help apprentices to build confidence and resilience. Apprentices feel motivated to learn new techniques and demonstrate them in the workplace.

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

Apprentices train in a professional, purpose-built training centre supported by manufacturers who supply the floor skills sector. They benefit from the professional experience and insights of industry experts and installers. This enables apprentices to gain experience using a wide range of products and equipment. Apprentices often use new products that have recently come to market and test them on behalf of manufacturers.

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

Apprentices enjoy their training and feel safe. Staff have developed a supportive, professional environment and take time to get to know each apprentice and their personal circumstances. Trainers plan training based on apprentices' backgrounds and experiences. Trainers have a general understanding of how to support apprentices with special education

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Team inspectors:

Paul James, His Majesty's Inspector Helen Morgan, His Majesty's Inspector needs and/or disabilities. However, leaders recognise the need to provide further training so that trainers meet apprentices' learning needs effectively.

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Team inspectors:

Apprentices benefit from a series of a well-planned personal development sessions that broaden their knowledge of personal safety, health and wellbeing, living in modern Britain and future career options. Many apprentices who complete their training continue in the industry and gain recognition as accomplished, experienced floor layers.

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Next steps

Leaders should further develop trainers' teaching practice, in particular their knowledge and skills to support apprentices with special education needs and/or disabilities. Leaders should strengthen governance arrangements to ensure that members have a comprehensive understanding of the quality of the education and training that leaders provide. Leaders should further embed their actions to support more apprentices to remain on their apprenticeship and achieve, including supporting those studying functional skills qualifications. Leaders should continue to develop the careers, advice and guidance that apprentices receive.

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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, tutors, trainers, apprentices, training centre staff and employers during the inspection.

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About this inspection

Floorskills Limited is an independent learning provider specialising in flooring trade apprenticeships and commercial training. At the time of the visit, there were 47 apprentices in training. Of these, 26 were under the age of 19. All apprentices were on the level 2 floor laying apprenticeship, with some studying functional skills in English and mathematics.

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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 25 August 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

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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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