Skills Fix LimitedOfsted report card, 29 Sept 2026

Skills Fix Limited

Address: Unit 11, Clawthorpe Hall Business Centre, Burton In Kendal, LA6 1NU Unique reference number (URN): 2748202

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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 tutors have created a positive and inclusive culture. Leaders quickly identify learners’ support needs when they apply for Skills Bootcamps. They regularly review and adapt support plans to help learners overcome barriers to attendance and participation. For example, blended learning enables learners with autism to attend frequently, while height adjustable desks help those with physical health problems participate fully. Flexible arrangements enable learners with caring responsibilities to manage their commitments alongside learning. As a result, learners remain engaged, make good progress and successfully complete their courses.

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Inclusion Expected standard

Tutors know how to adapt their teaching strategies for learners with autism, dyslexia and mental health needs. Most staff have completed training on wider topics, including executive functioning, sensory processing and rejection sensitivity dysphoria. They use informative guidance materials to broaden their understanding of strategies that support learners’ needs. Leaders have imminent plans to provide further training to all tutors on inclusive practice.

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Inclusion Expected standard

Leaders secure appropriate examination arrangements in extenuating circumstances for learners who do not have a formal diagnosis of dyslexia or who are experiencing severe ill health.

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Leadership and governance Expected standard

Leaders have a clear rationale for the Skills Bootcamps they offer. They maintain effective partnerships with employers and stakeholders. Leaders have responded to regional skills gaps in health and safety, project, and strategic management. In response to employers’ needs for qualified staff in the agricultural sector, leaders are developing a land and nature Skills Bootcamp.

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Leadership and governance Expected standard

Leader understand their strengths and priority areas for improvement. They have remedied the areas for improvement identified at the new provider monitoring visit. Leaders use effective quality assurance processes to monitor tutors' teaching and assessment. External partners undertake in-depth observations of teaching and learning to ensure that tutors meet leaders' professional standards.

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Leadership and governance Expected standard

Recently appointed governors have significant experience in the education sector. They have swiftly reviewed and strengthened the provider's policies and onboarding processes. Governors now receive informative reports from leaders, enabling them to provide effective scrutiny and challenge in relation to learners' progress, retention, achievement, and tutors' continuing professional development. Governors have imminent plans to undertake formal governance training.

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Leadership and governance Expected standard

Leaders appoint highly qualified and experienced associate tutors. Tutors routinely complete extensive industry-related professional development to maintain up-to-date vocational knowledge. Leaders rightly recognise the need to place greater emphasis on developing tutors' teaching skills. Leaders prioritise the workload and wellbeing of their tutors. They offer flexible working arrangements that accommodate childcare and personal commitments. Tutors feel valued and are proud to be part of the Skills Fix team.

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Achievement Strong standard

Learners, including those with barriers to learning, make swift and substantial progress. Learners complete their Skills Bootcamp training and, where appropriate, achieve industry- recognised qualifications. Learners studying strategic management develop a secure understanding of business planning, finance and sustainable pricing. They apply this knowledge confidently when developing business start-up plans.

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Achievement Strong standard

Learners develop extensive new knowledge and skills and produce work of a very high standard. They apply their learning effectively in the workplace, making a valuable contribution to their employers. For example, learners carry out comprehensive risk assessments, identify ergonomic hazards that contribute to musculoskeletal problems and implement appropriate solutions. Their increased expertise enables employers to improve health and safety practices and organisational culture.

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Achievement Strong standard

Learners develop their English and mathematical skills. They write and publish news articles to promote their business, calculate sales forecasts and analyse profit and loss accounts to support business planning.

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Achievement Strong standard

Learners secure employment, take on additional roles and responsibilities at work, and develop innovative business concepts.

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Curriculum, teaching and training Expected standard

Leaders have an incisive understanding of the quality of their provision. They continually review curriculums and make improvements where necessary. Learners undertaking the National Examination Board in Occupational Safety and Health qualification now benefit from a pre-course, scenario-based assessment. This prepares them effectively for both the course and the final examination.

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Curriculum, teaching and training Expected standard

Leaders and tutors plan the curriculums in a logical sequence. Tutors skilfully tailor curriculum content to reflect learners’ personal and business goals. Learners develop the knowledge and skills they need to be successful. Those studying strategic management analyse business growth plans and interpret profit and loss accounts. This enables them to improve their business knowledge and decision-making in their own businesses.

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Curriculum, teaching and training Expected standard

Tutors use a range of teaching strategies, including knowledge checks, targeted questioning, and business case studies, to deepen learners’ understanding of course content. This enables learners to develop a secure understanding of theoretical concepts, such as the ‘Lead, Choose, Do, Move and Review cycle’ which they use to plan their businesses. Leaders have imminent plans to further develop the teaching skills of staff.

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Curriculum, teaching and training Expected standard

Tutors use assessment effectively. They provide constructive and developmental feedback that helps learners understand what they have done well and what they need to do to improve. Learners enhance their ability to market their businesses, increase sales and support sustainable business growth.

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Curriculum, teaching and training Expected standard

Leaders and tutors make sure that the curriculums are accessible to all learners including those who face barriers to learning. Tutors provide flexible and responsive support that meets learners' individual needs. Learners with caring responsibilities benefit from adapted timetables and can respond to calls from carers.

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Participation and development Expected standard

Leaders and tutors create a welcoming and respectful learning environment. Learners feel safe and report that they have not experienced any bullying, harassment or discrimination. They understand how to report concerns about their own welfare or that of others.

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Participation and development Expected standard

Leaders and tutors set high expectations for learners’ behaviour. Learners attend well and arrive punctually to training sessions. They value the opportunity to participate in the Skills Bootcamps and take responsibility for their own learning. Learners demonstrate positive workplace behaviours by listening respectfully to others, communicating confidently and contributing constructively to discussions sharing how they apply their learning in the workplace.

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Participation and development Expected standard

Learners benefit from a range of wider learning opportunities. Despite the short duration of their courses, learners participate in sessions covering topics such as, wellbeing, mindset, reflective practice and self-awareness. Leaders have appropriate plans to extend these opportunities further. Tutors provide learners with useful careers information, advice and guidance. Employed learners understand the opportunities available for progression in their current roles, while self-employed learners develop the knowledge and skills needed to produce strategic business plans and grow their businesses.

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

Learners make swift progress on their Skills Bootcamp. They develop the knowledge and skills they need to be successful. Learners benefit from high-quality learning resources that support their development. They gain practical skills in areas such as securing new business contracts and developing customer relationship management systems.

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

Learners are motivated, enthusiastic and committed to their learning. They benefit from well- organised teaching and purposeful discussions. Learners value open discussions with their tutor and peers on topics such as positive mindfulness, wellbeing and imposter syndrome. These discussions help learners to develop the self-awareness and reflective skills needed to become leaders.

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

Learners feel supported and valued in a caring and welcoming environment. They receive consistent, tailored support from their tutors, which helps them to reduce or overcome barriers to learning, including physical and mental health challenges and to continue working towards their goals. Learners on the health and safety Skills Bootcamp value the guidance and reassurance they receive to help them prepare for their external assessments.

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

Tutors ensure that learners gain a secure understanding of fundamental British values. Learners know the importance of democracy and apply this understanding in the workplace by ensuring that all colleagues have the opportunity to contribute their views. During lessons, learners demonstrate respect for their tutor and peers and listen attentively to the views of others.

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

Learners develop confidence in applying their new knowledge and skills at work. They conduct health and safety investigations, lead disciplinary meetings, and improve workplace compliance. Tutors have high expectations of learners and instil confidence in their ability to succeed. This supports learners to feel well prepared to take on new challenges and increased responsibilities in the workplace.

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Next steps

Leaders should further develop the high-quality teaching and training skills of teachers through consistent and highly tailored programmes of professional development. Leaders should widen their training for tutors on inclusive practice to further develop tutors' understanding of learners' support needs.

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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 29 September 2026

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Adult learning programmes

Leaders should plan additional opportunities for learners so that they further develop their personal and business skills.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with leaders, managers, employers, stakeholders and learners during the inspection.

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About this inspection

Skills Fix Limited is an independent learning provider based in Cumbria. It offers Skills Bootcamps to meet the region's skills needs in health and safety, strategic management, leadership and development, and project management.

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About this inspection

At the time of the inspection, 12 learners were studying the strategic management for sole traders and micro-businesses Skills Bootcamp.

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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