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/

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

Further education and skills inspection toolkit

• Back to Work - Strong Standard

• Leep Talent - Expected Standard

• Leep Trade - Good

Professional Standards for Teachers and Trainers

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.

•Assessment & feedback 

•Digital tools training

•Questioning techniques 

•Group profile utilisation for learner support 

•The Leep SPaG policy 

•Classroom management techniques

•Adaptive teaching techniques

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.

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.

These include:

•Enrolled Learners

•Register 

•Workbook Tracker

•Group Profile

•Venue Checklist (F2F delivery)

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

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.