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Ofsted Judgements - Where do we currently sit?

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Ofsted Judgements - Where do we currently sit?

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Leep Group - Overall 'Good' provider.

Back to Work - Strong Standard

Leep Talent - Expected Standard

Leep Trade - Good

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Support & Training - what will this look like? 

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Support & Training - what will this look like? 

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Assessing Quality & Performance - Let's take a look...

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Assessing Quality & Performance - Let's take a look...

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Planning & Professional Practice - Let's explore...

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Planning & Professional Practice - Let's explore...

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The Leep Group consists of 3 main areas listed below:

1: Back to Work

2: Leep Talent

3: Leep Trade

Apprenticeships / Skills Bootcamps / CPD & Short Courses / Pre-Employment / Trade Certifications / Higher Level & Professional Courses

https://leepgroup.com/

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Back to Work provides fully funded pre-employment training and short Level 2 and 3 courses to help local residents move into sustainable employment across the UK.

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Leep Talent specialises in providing IT, digital and HR training, with apprenticeships, skills bootcamps and short courses. Key qualifications include recognised CIPD, CompTIA and Microsoft certification.

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Leep Trade helps skilled professionals access industry qualifications to upskill their gas, electric, plumbing or renewables career, as well as supporting new entrants with managed learning programmes, skills bootcamps and apprenticeships.

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Group Director of Quality & People

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Group Associate Director of Quality

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Group Quality Manager - Teaching, Learning & Assessment

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Group Quality Adult Skills Lead

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Group Quality Apprenticeships Lead

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TLA Lead

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TLA Lead

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TLA Lead

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Leep Group is graded against the 'Further Education and Skills Inspection Toolkit'.

The group are in scope for inspection from November 2025 onwards...

Further education and skills inspection toolkit

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Education & Training Foundation 20 Professional Standards

Professional Standards for Teachers and Trainers

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The Mentoring for Success Scheme (MfS) 

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The Mentoring for Success Scheme (MfS) 

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The objective of this scheme is to improve tutors, trainers and skills coaches' pedagogical practice to ensure 100% of staff meet Leep's expectations.

Throughout the academic year, assigned TLA Leads provide tailored support sessions. New staff will receive at least two supportive observations through the MfS scheme to prepare for formal OTLA.

Sessions aim to improve teaching, learning, and assessment while identifying and sharing best practice across Leep. Support may include help with systems, planning, pedagogy, feedback, questioning, interactive tools, and behaviour management.

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Examples include -

•Assessment & feedback

•Digital tools training

•Questioning techniques

•Group profile utilisation for learner support

•The Leep SPaG policy

•Classroom management techniques

•Adaptive teaching techniques

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The Observation of Teaching and Learning

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The Observation of Teaching and Learning

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The aim of this is to ensure that Leep Group are employing high quality teaching, learning and assessment strategies effectively to develop learners’ knowledge, skills and behaviours, Leep Group will provide an ambitious and holistic curriculum.

As a result:

Learners achieve well on courses

Learners progress successfully into the next stage of education, employment or training which meets their ambitions and interests

Learners achieve well in national tests and examinations (where appropriate)

All teaching and learning staff can expect to receive feedback from at least one OTLA per academic year, or as part of their signing off, of their probationary period.

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A group profile is a summary document or overview that captures key information about a specific group of learners. It helps to tailor teaching to the group’s needs and monitor progress effectively.

Common elements of a group profile include:

Learning Needs: Special educational needs (SEN), English as an Additional Language (EAL), support required.

Learning Preferences: Visual, auditory, kinesthetic, etc. (if applicable).

Barriers to learning: Attendance issues, low confidence, personal challenges.

Additional support/interventions in place: E.g., 1:1 support, mentoring, use of assistive tech.

Strengths and Interests: Helps personalise teaching and engage learners.

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To inform lesson planning and adaptive teaching.

To help ensure inclusive, personalised teaching.

To support review and progress monitoring.

To help new or cover staff quickly understand the group.

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You are required to complete Group Profiles and Marking Matrixes for each cohort you deliver or assess, ensuring an accurate reflection of the learner journey.

These include:

•Enrolled Learners

•Register

•Workbook Tracker

•Group Profile

•Venue Checklist (F2F delivery)

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For both face-to-face and online sessions, notification of observation will be given 48 hours prior to observation. The observation window will be 1 working week.

Graded observations can take place in all learning situations including classroom based, work-based, tutorials, one-to-ones, progress reviews, coaching visits, workshops and recordings.

The observer may attend any session during the planned week of observation. It is the responsibility of the staff member to provide the observer with a classroom link or location within 24 hours of receiving their formal notification.

Time: Graded observations will be a minimum of 40 minutes in duration. The observer may return the same day to monitor progress made.

Learner/ Employer Voice: The observer will also request to speak to the learners at an appropriate time within the session, in which the staff member will be requested to leave the session during this period.

Employer voice may be collated as part of a Deep Dive or stakeholder activity, feedback collated in these instances will be shared separately to an OTLA report.

Standardised learner voice questions will be chosen, but on occasions the observer may choose to ask further questions, to support quality improvement.

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Feedback and feedforward (formative and summative) are of a high standard, detailed and individualised to support and challenge learners based on starting points and development throughout the programme.

It is evident that the learners’ knowledge and skills have developed over time and learners have progressed sufficiently based on their individual capabilities and potential.

SPaG is consistently identified, and feedback provided with actions set for improvement and there is evidence that learners’ English skills have improved.

There is strong evidence of feedback that develops and promotes wider learning skills (soft skills, personal development) and British Values/E&D/Prevent/Safeguarding where relevant.

Learners use and/or are encouraged to use technical terminology where relevant.

There is strong evidence of feedback that provides suitable careers IAG where relevant.

Communication between the assessor and tutor is good (where relevant).

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1. Initial assessment

2. Formative assessment

3. Summative assessment

Summative feedback example:

This unit has been completed to an excellent level, showing good understanding with detailed answers throughout. I really liked your awareness of the importance of knowing when goods are due and you correctly identified that they need to be stored in a secure area.

You might want to do some further research on obtaining a FLT licence as you talked about this being an area you would like to consider. Here is a guide to the difference licences and requirements:

http://forkliftlicenseguide.com/forklift-licence-uk

What Went Well’ (WWW) and ‘Even Better If’ (EBI) is a method of giving feedback to learners. It can be an effective way to get learners to see their strengths and where they need to improve

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Effective planning and professional practice are essential for delivering high-quality, learner-centred training that meets both awarding body standards and employer expectations.

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Know Your Learners: Use group profiles and initial assessments to identify learner needs, strengths, and barriers.

Plan with Purpose: Set clear learning outcomes linked to curriculum requirements and real-world application.

Adaptive teaching Methods: Adapt content, tasks, and support to meet individual learner needs and progress levels.

Include Employers: Where possible, align learning activities with workplace tasks or job roles.

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Use Session Plans and Schemes of Work to map out structured delivery.

Incorporate formative assessment (questioning, quizzes, peer reviews) into every session.

Keep resources accessible: include diverse materials and interactive tools.

Embed English, maths, digital skills, and behavioural expectations throughout.

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Reflective Practice: Regularly evaluate your own teaching—what worked? What could improve?

CPD (Continuous Professional Development): Engage in regular upskilling to stay current with sector trends and compliance.

Collaboration: Share best practice with colleagues and engage in peer observations or communities of practice.

Compliance & Quality: Follow internal and external quality processes, including timely marking, learner tracking, and documentation.

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Quality Improvement Policy - Group - Leep

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Observation of Teaching Learning and Assessment Procedure - Group

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We’re ambitious about what we can achieve and the impact our services can have on people. We empower both our colleagues and customers with the tools and support to reach their full potential, positively challenging each other to grow and develop.

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We take the wellbeing of our colleagues, customers, and partners seriously. We value diversity, always showing respect towards other people and approaching our work and responsibilities from a position of care and compassion towards others.

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We believe continuous improvement is the key to long term success both for individuals and collectively for us as a group.  We strive for excellence in the quality of our services, and we operate in an ongoing cycle of review, reflect, and improve.

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We take personal ownership for delivering excellence to both our internal and external customers. We hold ourselves accountable to high standards and we are proud of what we do both as an organisation and as individuals.

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Group Quality Coordinator