AJ's Training

AJ’s Training Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Jon Bowman, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Unit 12 The Barn Coldharbour Farm Whitesmith Lane Chiddingly Lewes BN8 6HP Monitoring visit: AJ’s Training, 3 and 4 April 2025

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Context and focus of visit

AJ’s Training was inspected in August 2025. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

AJ’s Training provides level 2 apprenticeship training nationally in the fencing installer and highways maintenance standards. At the time of the visit, there were 17 apprentices in training, of which 14 were training in fencing installation and three in highway maintenance. Instructors train apprentices on site. A few apprentices work night shifts only. Apprentices work in a range of companies and install fencing and vehicle safety barriers in a wide range of settings such as in the rail industry, road networks and private dwellings.

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Reasonable progress

At the time of the previous inspection, arrangements for governance and quality assurance were in their infancy. A newly appointed apprenticeship and training manager was in place. Since then, leaders have embedded their governance and quality assurance activities, which now positively impact the quality of apprentices’ training.

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Reasonable progress

Leaders have established a governing board with members who have extensive industry and training experience. Expert board members provide effective oversight and scrutiny of the apprenticeship. Board members have a thorough understanding of the strengths and weaknesses of the training apprentices receive. They act as an important critical friend for the head of apprenticeships and training and chief executive officer. Leaders foster a culture of openness and have a strong desire to continuously improve the apprenticeship across the organisation.

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Reasonable progress

Leaders and managers take well-considered and effective actions to improve the apprenticeship. They work closely with employers so that employers are clear about their roles and responsibilities in the apprenticeship. As such, employers attend reviews well and make sure apprentices receive their off-the-job entitlement. Leaders and managers effectively monitor apprentices’ progress using an improved online recording platform. Leaders have taken successful action to improve the quality of Monitoring visit: AJ’s Training, 3 and 4 April 2025 feedback that instructors give apprentices. This helps apprentices understand where they make mistakes and how to rectify them. However, some of the developments that leaders and managers have made are new and yet to have a significant impact on apprentices.

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Reasonable progress

Since the previous inspection, leaders and managers make sure they give apprentices helpful advice and guidance about their next steps and career options. Apprentices complete a useful personal development and career plan. Apprentices identify their career goals such as achieving higher-level industry site cards so they can take on supervisory roles and, for example, gain plant tickets to operate excavators and dump trucks. However, it is not always clear from these plans what apprentices need to do to achieve their goals. Leaders and managers recognise they have more to do to broaden apprentices’ understanding of the wider career pathways.

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Reasonable progress

Instructors support apprentices well to develop the professional behaviours they need to be successful in their current and future job roles. Apprentices set personal goals, including managing stress, gaining confidence in their communication with others and the importance of getting enough sleep so they are fit and ready for work. Instructors and employers plan activities at work such as shadowing colleagues to help apprentices develop the skills and behaviours they need to be successful in their next steps.

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Reasonable progress

Since the previous inspection, leaders and managers have provided useful training to help instructors understand a range of special educational needs and/or disabilities (SEND). For example, staff have completed courses about autism, attention deficit hyperactivity disorder and dyslexia. Instructors value the training they have received, which has increased their knowledge and confidence to provide effective support to apprentices with SEND.

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Reasonable progress

At the start of apprentices’ training, leaders and managers assess effectively what apprentices know and can do, as well as identify any additional learning needs. Instructors use this information well to put in place helpful support for apprentices with SEND. For example, instructors repeat explanations and demonstrations. They provide apprentices with SEND additional time to complete tasks and assessments. Staff work closely with employers to put in place reasonable adjustments so that Monitoring visit: AJ’s Training, 3 and 4 April 2025 they can complete their training and work. As a result, apprentices with SEND make the same good progress as their peers.

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Reasonable progress

Since the previous inspection, leaders and managers have provided effective individual support to those apprentices who need to improve their English and mathematics skills. As a result, apprentices who need to gain qualifications in these subjects to help them successfully complete their apprenticeship do so.

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Reasonable progress

Leaders have reviewed their strategy to develop apprentices’ English and mathematics with a focus on vocational activities relevant to apprentices’ job roles. They now better identify specifically apprentices’ strengths and weaknesses in these subjects at the start of the training. For example, they assess whether apprentices understand measurements, how to calculate area and estimate the materials they need for a job. Instructors use these assessments effectively to inform the training apprentices receive. However, staff do not ensure that training plans routinely reflect the specific needs of apprentices.

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Reasonable progress

Instructors provide apprentices with suitable support to develop their English and mathematics. For example, they introduce more complex calculations once apprentices understand the basics such as measurements. Consequently, apprentices recognise the importance of developing these skills for work. They grow in confidence and become more proficient in using calculations to plan and complete installations. Monitoring visit: AJ’s Training, 3 and 4 April 2025 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

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Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

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