Always Consult LTD

Further education and skills inspection report

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Inspection dates: 25 to 28 February 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Always Consult LTD, trading as AC Training, is an independent training provider based near Shrewsbury, in Shropshire. It provides apprenticeships across England. At the time of the visit, there were 322 apprentices, fewer than 5 were aged under 19. Apprentices work in health and social care, education settings and local government. Most apprentices study subjects relating to business administration and law, with the most popular apprenticeships being level 5 operations manager, level 3 team leader and level 6 career development professional. It has more recently started to provide apprenticeships relating to leisure, travel and tourism. 25 to 28 February 2025

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What is it like to be a learner with this provider?

Apprentices are very satisfied with the education and training they receive. Most apprentices attend well and are punctual to their lessons. They value highly the support that skills coaches provide and the safe learning environments they create. Many apprentices are busy clinical professionals working in the healthcare sector, they appreciate the ability to access learning online to fit their studies in with their work schedules.

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What is it like to be a learner with this provider?

Apprentices learn how to take care of their mental and physical health. Well-being is discussed frequently so that apprentices understand the relationship between mental well-being and physical health and are supported to achieve a healthy work- life balance. Apprentices value the mental health portal that they can access for further guidance.

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What is it like to be a learner with this provider?

Apprentices develop their working character. Through their studies, they become more resilient to setbacks and more confident in their approaches to their daily work. Level 3 team leader apprentices learn how to manage their time effectively, to resolve conflict at work and develop ways to improve their professional communications. They become more fluent in their communications and competent as team leaders.

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better?

Leaders, managers and staff have high expectations and are ambitious for apprentices. They have developed curriculums that provide a clear progression route for apprentices with aspirations to move into coaching, team leading and leadership roles.

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better?

Through their sports curriculums, leaders provide opportunities for apprentices with learning difficulties and/or disabilities, or for those who may be at risk of not being in employment, education or training. On the level 2 community activator coach, apprentices develop skills relevant to the sports coaching industry, such as planning and running safe coaching sessions for people with disabilities. This helps apprentices to improve their future employment prospects.

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better?

Leaders have invested time and resources to identify apprentices with additional learning needs. Staff ensure that apprentices are supported to overcome any barriers to learning that they may have. They provide learning technology, such as video transcripts and British Sign Language integration to support apprentices with hearing impairments. Apprentices with dyslexia are issued electronic tablets to help them with writing and presentation tasks. As a result, apprentices with additional learning needs achieve in line with their peers.

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better?

Leaders and managers ensure that their curriculums are well planned and sequenced, so that apprentices increase their knowledge and skills over time. On level 5 operations manager, the curriculum is designed so that the apprentices 25 to 28 February 2025

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progressively develop their leadership skills in their roles as clinical professionals. Apprentices start by learning about their personal and professional development, focusing on essential skills, such as leadership, self-awareness, coaching, and resilience to handle complex operational challenges. Next, they learn team management strategies, including cross-team collaboration, negotiation and developing high-performing teams. Finally, they learn the importance of organisational governance, stakeholder management, and organisational planning, including project and change management. This structured approach allows apprentices to build their knowledge and skills swiftly, so they become more effective leaders.

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Skills coaches use a variety of effective teaching strategies. On level 6 career development professional, they use group discussions to contextualise learning and provide examples from a broad range of workplace settings and sectors. This helps apprentices to see how new knowledge can be applied to different scenarios. Apprentices then use and apply these different ways of working in their own workplaces.

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In most instances, skills coaches give apprentices helpful feedback that tells them how they can improve their work. However, in a few instances, feedback is overly positive and does not tell apprentices what they need to do to improve their work to the standard that they are capable of.

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Leaders and managers have robust systems in place to monitor the quality of education that apprentices receive. They self-assess their organisation accurately and have an accurate view of their areas for development. They plan appropriate interventions to make improvements, such as improving the use of assessment methods to increase the number of first-time pass achievements for level 6 career development professional apprentices.

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Leaders and managers closely monitor apprentices’ progress. They scrutinise information on apprentices’ progress to identify those who are at risk of falling behind or withdrawing. Where required, managers and staff take appropriate and swift action to support apprentices. Most apprentices successfully complete their studies.

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Skills coaches ensure that apprentices understand the career options available to them. Long-term career aspirations are discussed during useful tripartite progress reviews. Most apprentices are clear about their further study opportunities and the sector roles available to them on completion of their apprenticeship.

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Leaders prioritise the workload and well-being of staff. Managers regularly check well-being and monitor skills coaches’ workloads to ensure they are manageable. Staff feel highly valued and well supported.

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Governors are experienced and well qualified. They provide confident strategic leadership and hold leaders to account for the quality of education that apprentices receive. Governors have a clear understanding of the strengths and weaknesses and 25 to 28 February 2025

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help leaders to prioritise their attentions to drive improvement. For example, following the previous inspection, governors have continuously challenged leaders on employer engagement and the scrutiny of apprentice progress to improve the proportion of apprentices who complete their apprenticeship successfully and on time.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that skills coaches consistently give feedback that helps apprentices to improve their work. 25 to 28 February 2025

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Provider details

Address Lunesdale C Upton Magna Business Park Shrewsbury SY4 4TT

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Provider details

Principal, CEO or equivalent Roddy Christie

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 9 to 12 August 2022

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Provider details

Main subcontractors Not applicable 25 to 28 February 2025

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Information about this inspection

The inspection team was assisted by the managing director, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Rachel Clark, lead inspector His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector Mark Parton His Majesty’s Inspector Kay Hedges Ofsted Inspector Graham Heath Ofsted Inspector Ramita Tejpal Ofsted Inspector 25 to 28 February 2025

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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