North & Western Lancashire Chamber of Commerce

Commerce

Address: Unit 9-10, Eastway Business Village, Olivers Place, Fulwood, Preston, PR2 9WT Unique reference number (URN): 2814702

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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 established an accessible learning environment in which learners feel welcomed, respected and valued. Leaders identify accurately learners’ individual learning needs and/or barriers to their learning prior to the start of the Skills Bootcamp.

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Inclusion Expected standard

Leaders work individually with learners who have learning support needs and/or barriers to learning to ensure that their needs are met. Leaders use a range of strategies and adaptations, including frequent check-ins and additional teaching to ensure that learners make progress and complete their courses. Leaders offer flexible learning and more one-to- one sessions to learners who have caring responsibilities so that they do not fall behind in their studies. These learners achieve their qualifications in line with their peers.

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Inclusion Expected standard

Leaders and tutors have access to specialist staff, within the chamber of commerce, who provide guidance on how to support learners with additional learning needs and/or barriers to learning. Specialist staff support tutors to adapt their training, such as the use of strategies and resources for learners who are neurodiverse.

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Inclusion Expected standard

Learners who are new to working in international trade are identified quickly and offered extra training and one-to-one sessions to help them navigate the complexities of international trade administration.

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Leadership and governance Expected standard

Leaders work closely with employers to plan and implement the curriculum. In response to learner and employer feedback, leaders have changed the content and order of the course to ensure that learners have an in-depth understanding of international trade. Employers are often guest speakers and talk to learners about topics such as contracts and agency agreements.

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Leadership and governance Expected standard

Staff benefit from a comprehensive staff development programme. Tutors complete train- the-trainer courses to develop their teaching skills. Tutors maintain their subject specialism through their work with British chambers of commerce and train in new regulations, such as the carbon border adjustment mechanism. Staff are supported to complete apprenticeships and degrees.

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Leadership and governance Expected standard

Leaders frequently evaluate the quality of the provision using position statements that they use as a tool for self-assessment. Leaders mostly identify accurately key strengths and areas for development. They discuss actions for improvement with staff, but do not formally document these discussions. Leaders recognise that they do not always remedy actions for improvement as quickly as they should.

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Leadership and governance Expected standard

Board members are knowledgeable and experienced in their roles. They have in-depth expertise of the functions of international trade and its relationship to the local skills improvement plan. Board members challenge leaders to improve the quality of the provision, including the need to formalise quality assurance processes.

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Leadership and governance Expected standard

Leaders feel comfortable discussing manageable workloads with board members. Board members support flexible working following busy work periods. Staff benefit from a healthcare service and annual bonuses.

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Achievement Expected standard

Most learners, including those with additional learning needs and/or barriers to their learning, complete and achieve their course. Two thirds of learners achieve the highest grades available in their module assessments.

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Achievement Expected standard

Learners acquire the substantial new knowledge and skills that they need for roles working in international trade. Learners identify and classify goods correctly. They interpret invoicing, commodity codes and stock costings accurately. Learners’ practical work is professional and precise. They check information on certificates of origin thoroughly.

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Achievement Expected standard

Learners build the English, mathematical and digital skills that they need to be proficient in the workplace. They use subject-specific terminology accurately. Learners use equations confidently to calculate tariffs. They forecast payments and calculate product values for United Kingdom (UK) and non-UK products to determine product classifications. Learners use key international trade websites adeptly.

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Achievement Expected standard

Most employed learners take on additional responsibilities or move into roles in international trade. A few learners gain promotions.

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Curriculum and teaching Expected standard

Leaders generally have an accurate understanding of the quality of the curriculum, teaching and training. They use informal observation during sessions to identify tutors’ strengths and areas for improvement. However, leaders do not formally document actions for improvement to ensure that they are achieved quickly. Leaders liaise closely with stakeholders to inform the content of the curriculum. The curriculum includes key topics identified by employers, including international commercial terms, rules of origin and commodity codes.

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Curriculum and teaching Expected standard

Leaders and tutors use their expertise in international trade to sequence the curriculum carefully. Tutors first teach learners how to interpret documentation for importation and exportation procedures. Learners build on their learning when they study trade agreements and classification of custom codes. Tutors then teach wider concepts such as agents, distributors and business culture to equip learners with the knowledge and skills required to grow their businesses.

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Curriculum and teaching Expected standard

Tutors use a range of appropriate teaching strategies effectively. They use presentations, group discussions and practical exercises to enable learners to apply theory to practical applications. Learners practise classification of commodity coding on sample products. Tutors provide learners with clear examples, such as completed import and customs declaration documents, so that learners can identify expected practices.

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Curriculum and teaching Expected standard

Tutors mostly use appropriate assessment strategies. They use multiple-choice questions to recap and consolidate key points in lessons. Tutor feedback is largely constructive and identifies strengths and detailed action points. In a few instances, action points are unclear. In these instances, tutors do not identify specifically how learners can improve their work further.

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Participation and development Expected standard

Leaders ensure that learners study in safe and respectful environments where bullying and harassment are never tolerated. Leaders share their high expectations with learners at the start of the course. Learners are expected to be punctual and respectful and to participate and collaborate. Learners adhere to these expectations. They take notes during sessions, remain attentive and listen to their tutor and peers.

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Participation and development Expected standard

Learners have high attendance to their training. They agree dates for catch-up sessions with their tutors in instances where they know they will be unable to attend.

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Participation and development Expected standard

Leaders organise specialist guest speakers to extend learners’ knowledge of key topics. Where learners work in export sanctions and licenses, leaders organise guest speakers in this specific subject. Where learners work in growing exports, leaders arrange guest speakers to discuss tax and value added tax in Europe. Guest speakers from the North West Cyber Resilience Centre teach learners how to remain safe when working online.

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Participation and development Expected standard

Leaders use informal group discussion to discuss potential career pathways with learners. They provide learners with a calendar of international trade events. Learners value that staff encourage them to maintain contact with the provider after the Skills Bootcamp to receive ongoing guidance.

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

Learners report that their courses are extremely well organised, professionally delivered and provide a welcoming and inclusive learning environment. Tutors use their in-depth subject knowledge to explain complex areas of international trade clearly and practically. They encourage learners to actively participate in all activities and make sure that learners feel comfortable asking questions and contributing to discussions.

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

Learners value the accessibility of the Skills Bootcamps. Whether learners are completely new to the subject or have significant industry experience, the course enables all learners to gain valuable knowledge and confidence in international trade processes.

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

Learners appreciate that tutors are approachable, supportive and genuinely committed to helping learners succeed. Real-world examples and practical guidance bring topics to life and help learners to apply their learning in the workplace. Learners are treated with respect by tutors and their peers. Tutors encourage learners to openly share their views and perceptions, which creates a collaborative and positive learning atmosphere.

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

Learners develop confidence to contact clients directly. As a result of their training, they know the questions that they should ask and how to manage discussions with customers effectively.

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

Learners value sessions from guest speakers to expand their knowledge of wider topics related to international trade, such as holding zones for goods in France rather than open circulation, and changes since Brexit.

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

Learners are introduced to fundamental British values at the start of the Skills Bootcamp. They are taught the importance of respecting different cultures in the context of working in international trade and how to avoid unintentional disrespect when interacting with others from different nations.

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Next steps

Leaders should provide tutors with training to ensure that tutors provide consistently high- quality assessment and feedback so that all learners can aspire to achieve the highest grades available in their qualifications. Leaders should formalise quality assurance processes so that they identify and respond to areas for improvement swiftly. Leaders should tailor careers guidance to ensure that learners are informed about career opportunities available to them that are specific to international trade.

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Lead inspector:

Anita Pyrkotsch-Jones, His Majesty's 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 15 September 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 leaders, tutors, learners, board members 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

North and Western Chambers of Commerce (N&WCC) is an independent learning provider based in Preston, Lancashire. Teaching and training are delivered face to face. N&WCC work in partnership with East Lancashire Chamber of Commerce (ELCC) to deliver Skills Bootcamps one day per week for 10 weeks at N&WCC and ELCC premises.

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About this inspection

At the time of the inspection, there were 10 learners enrolled on the Skills Bootcamp in international trade. Learners study the level 2 award in international trade and a level 3 certificate in international trade. All learners were over 19 years of age.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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