The main purpose of the inspection was to evaluate sufficiently whether NLTG remained an Ofsted Good provider after their full inspection back in 2015. In particular they were looking whether the quality of education/training is good, whether safeguarding arrangements are effective, whether careers education and guidance are of a good quality and whether leaders, managers and governors have the capacity to drive continued improvement and manage change well.

The inspection was carried out over two days from the 26th – 27th November by four inspectors, Suzanne Wainwright (lead inspector), Robert Busby, Ken Fisher and Sarah McGrath.

The inspectors selected three areas of NLTG’s provision to look at in detail – Study Programme, Business Administration and Furniture. The lead inspector also looked at their Hospitality provision on day two of the inspection. In addition, the inspectors also looked at Leadership and Management, Safeguarding and Careers Advice and Guidance.

Over the areas looked at and the two days spent with staff and learners, the inspectors felt that North Lancs Training Group continues to be a good provider.

Some points from the official Ofsted inspection report you may wish to include:

• Learners and apprentices are very positive about their learning and training experiences. The vast majority would recommend NLTG to a friend. They find their teachers and tutors helpful and knowledgeable.
• Apprentices said that they benefit considerably from tutors’ regular visits to their workplace.
• Apprentices recognise particularly how the new knowledge and skills they develop improve their effectiveness at work.
• Most young people with previously poor experiences of education flourish. They develop high expectations of themselves and become increasingly proud of their progress and achievements.
• Learners and apprentices feel safe. They tell us that they know what to do and who to speak to if they have a concern.
• Leaders and staff have established a clear and shared understanding of the purpose of their curriculum. They focus relentlessly on social justice and inclusion for all. Their expectations of what all learners and apprentices can achieve in their futures are high.
• Leaders base their curriculum development on local and regional skills needs and the strengths of the organisation. They consult widely with employers and work closely with their extensive and well-developed employer networks.
• Most teachers and tutors carefully plan what learners and apprentices need to know and the skills they need to develop over time. They deliver learning and training in a logical order.
• Teachers make good links to employers’ expectations to prepare learners for future careers. They plan training meticulously with employers so that it meets their business needs and expectations.
• Teachers and tutors are experts in their subjects. They hold appropriate teaching qualifications. Tutors use their industry knowledge effectively to promote learning. Teachers and tutors take part in regular staff development activities that improve their teaching practices.
• Apprentices have regular opportunities to take part in additional learning that broadens their knowledge and skills further.
• Most learners and apprentices tell us that their course prepares them well for what they want to do next.
• Leaders and teachers ensure that learners and apprentices with special educational needs and/or disabilities receive the specialist support they need to be successful.
• Careers information advice and guidance (CIAG) are of a good quality. CIAG staff are well qualified. They use well-thought-out and effective processes for the engagement and recruitment of learners and apprentices.
• Tutors work closely with employers and prospective apprentices to ensure that the apprenticeship is the right programme for their needs and future careers.
• Almost all staff tell us that NLTG is well led and managed. Leaders and managers are considerate of staff’s workload and well-being.
• Leaders review the quality of the provision continually and put actions in place when improvements are needed.
• Leaders have comprehensive safeguarding arrangements. The information they provide to learners, apprentices and employers helps to keep learners and apprentices safe. Staff provide a broad range of highly effective pastoral support to learners and apprentices. As a result of this support, many learners and apprentices who, for personal reasons, find learning difficult, complete their programmes and progress to suitable next steps in their lives and/or careers.