TLG Business Services LimitedOfsted report card, 15 Sept 2026

TLG Business Services Limited

Address: Derwent Point, Clasper Way, Swalwell, Newcastle Upon Tyne, NE16 3BE Unique reference number (URN): 2791026

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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 an effective strategy to identify learners’ needs and potential barriers to learning. They collect relevant information, such as special educational needs and/or disabilities (SEND), disadvantage, mental health and wellbeing issues and experience within the justice system. Leaders have recently begun to collect information on learners who are care experienced. They do not analyse the information they gather about specific groups of learners with barriers to learning to improve further the experience of learners.

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Inclusion Expected standard

Staff provide effective support to learners so that they can access training and make progress. For example, they provide learners who have anxiety and autism spectrum disorder with additional one-to-one tuition and opportunities to take time out of learning for self-regulation. Learners complete their training and often gain employment in sectors such as contact centre operations, aviation and security. Staff review the support that learners receive frequently and adjust it accordingly, depending on learners’ needs and the length of the course they are on. Learners speak highly of staff and the support that they receive.

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Inclusion Expected standard

Managers who are responsible for inclusion have significant SEND experience. They share their knowledge and experience with staff and provide helpful training and coaching, such as how to accurately identify and support learners’ needs.

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Leadership and governance Expected standard

Leaders and governors have an accurate understanding of the strengths and areas of development in their provision. They implement appropriate actions to drive improvements. For example, they appointed an inclusion lead to enhance further the assessment of learners with barriers to learning and to provide more effective support. Governors have relevant expertise and experience, which enable them to support leaders to further improve the provision and to provide effective challenge.

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Leadership and governance Expected standard

Leaders value their staff and are mindful of their workload and wellbeing. They have implemented a range of measures, such as an employer assistance programme, access to a wellbeing application and team-building days, to support staff's wellbeing. Leaders support tutors to use artificial intelligence carefully. This has improved the personalised feedback they provide to learners and reduced some of tutors' workload.

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Leadership and governance Expected standard

Leaders provide staff with effective training to develop their teaching skills. For example, tutors shadow more experienced tutors to observe good practice and learn how to use digital tools to enhance online training.

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Leadership and governance Expected standard

Leaders develop strong and effective relationships with a range of stakeholders that impacts learners’ experiences positively. They work closely with the Department for Work and Pensions to offer useful training to unemployed learners, many of whom have a range of barriers to learning. Leaders raise learners' aspirations to pursue careers they previously thought to be unobtainable, such as in aviation. They work very well with employers to understand their needs and the latest changes in the industries and use this to inform their curriculums.

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Participation and development Strong standard

Tutors set high standards for behaviour and participation. Attendance is consistently very high on all courses. Tutors provide training in calm and highly respectful learning environments. Learners understand the value of this training and participate enthusiastically.

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Participation and development Strong standard

Learners receive very helpful support and careers guidance to prepare them for their next steps, particularly when getting ready for interviews and assessments. Tutors conduct realistic mock assessments and online interviews that prepare learners well for employment opportunities. Employers visit training sessions frequently and talk to learners about the roles and realities of working in the sector.

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Participation and development Strong standard

Leaders plan the curriculum very well to include the risks in the industries that learners are training for and how to keep themselves safe. They prepare learners well to deal with challenging customers in contact centres. In aviation, learners understand the potential risks of terrorism and security threats in airports. Tutors use real-world examples to explain concepts such as radicalisation and extremism.

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Participation and development Strong standard

Leaders provide comprehensive support for learners’ health and wellbeing, including mental fitness. Learners develop resilience, maintain positive mental health and recognise how life events can affect this.

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Achievement Expected standard

Learners produce work to high standards. They rapidly develop the knowledge, skills and professional behaviours they need that prepare them well to gain sustained employment.

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Achievement Expected standard

Learners swiftly develop relevant English, mathematics and digital skills. For example, learners on aviation courses use the 24-hour clock to calculate flight turnaround times needed to safely load baggage onto aircraft.

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Achievement Expected standard

Learners are prepared very well for job interviews. They gain confidence to apply for and obtain aspirational jobs. Employers speak highly of candidates from this provider.

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Achievement Expected standard

Most learners achieve their qualifications and around half progress into employment. Leaders and staff continue to support learners after their courses. They provide access to further online training and further one-to-one help and advice where needed. Leaders recognise rightly the need to continue to develop ways to further increase the proportion of learners who gain employment.

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Curriculum and teaching Expected standard

Leaders have a comprehensive understanding of the curriculum. They recognise the need for staff in the sectors in which they operate, such as ground crew and front-of-house staff in airports. Leaders work closely with employers to design the curriculum to meet the exact needs of the jobs they prepare learners for. They include updates on industry practice in the curriculum.

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Curriculum and teaching Expected standard

Leaders plan the curriculum extremely well. They plan expertly so that learners can rapidly acquire substantial new knowledge, skills and behaviours on their short courses. For example, aviation learners learn about airport signifiers and time zones. They use this knowledge to plan domestic and international flights and consider the different roles of ground staff and cabin crew. Leaders plan additional content beyond required learning so that learners are well-prepared, confident candidates for employment.

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Curriculum and teaching Expected standard

Tutors support learners with additional needs to grow in confidence. They teach learners how to share their support needs with new colleagues in employment, so they get the support they need to perform well.

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Curriculum and teaching Expected standard

Skilled tutors use their experience to enhance their teaching and bring learning to life with pertinent, real-world examples. They explain new concepts clearly and develop learners’ technical language effectively. Learners apply their learning to relevant scenarios and understand how it is useful for their future employment. Tutors use a range of useful assessment methods to check learners’ understanding. They provide helpful and swift feedback that helps learners to improve the quality of their work.

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

Learners speak very highly of the courses they attend. They recognise how the training they receive reduces the barriers to obtaining employment in specialist sectors, such as aviation and contact centre operations. They are very appreciative of the employment opportunities that the training gives them.

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

Learners value the comprehensive support that tutors provide to prepare them for their next steps into employment. They appreciate opportunities to visit employers where they gain valuable insight into what they can expect in the workplace. Learners also use high-quality virtual reality equipment to experience work scenarios in an airport setting.

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

Learners are prepared thoroughly for interviews and assessments, including preparation for behavioural and psychometric online assessments. This enables them to improve in confidence and to feel ready to complete the recruitment process in their chosen sector.

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

Learners speak very highly of tutors and their care and support of learners. They feel that tutors go ‘above and beyond' for them. For example, learners who show higher potential during their course receive additional tuition to apply for higher-level jobs and tailored support to help them to apply for these roles.

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

Learners value the guidance provided by tutors, which enables them to develop the skills and behaviours they need for the workplace. Learners on contact centre courses understand the importance of keeping vulnerable people safe and to be alert to issues such as financial abuse. Aviation learners develop a sound understanding of working with colleagues and customers from a range of nationalities, religious backgrounds and belief systems. Learners understand the importance of treating customers fairly and respectfully.

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Next steps

Leaders should analyse data about specific groups of learners with barriers to learning to inform further improvements to their inclusion strategy. Leaders should continue to increase the proportion of learners who secure employment.

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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 learners, leaders, staff, employers, governors and external stakeholders during the inspection.

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About this inspection

TLG Business Services Limited is an independent learning provider that has delivered pre- employment programmes since 2013.

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About this inspection

Leaders provide short pre-employment courses to increase learners’ opportunities of gaining employment. They provide courses in a range of sectors, including aviation and contact centre operations. Leaders provide courses across the country, predominantly in the north east and the London area. At the time of the inspection, there were 19 learners enrolled on a contact centre operations course. Courses are delivered predominantly online with some face-to-face delivery.

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Team inspectors:

Jonny Wright, His Majesty's Inspector Karen Anderson, His Majesty's Inspector Lynda Brown, 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 15 September 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

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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