Aspire Training Solutions (UK) Limited

Further education and skills inspection report

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Inspection of Aspire Training Solutions (UK) Limited

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Overall effectiveness Requires improvement

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

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Information about this provider

Aspire Training Solutions (UK) Limited (Aspire) is an independent learning provider located in Birmingham. It provides sport, leisure and recreation related apprenticeships for schools and the leisure industry. Apprentices are taught online, at regional skills workshops (festivals), and skills coaching sessions in the workplace. At the time of the inspection, there were 120 apprentices, of whom six were under the age of 18. Thirteen apprentices were on the level 2 community activator coach apprenticeship, 89 were on the level 4 sports coach apprenticeship, six were on the level 3 community sport and health officer apprenticeship, and 12 were on the level 2 leisure team member apprenticeship. 18 to 21 March 2025

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

Apprentices are motivated to work in the sports industry. They are committed to supporting children and schools to become more involved in sports. They are diligent in the work they do in practical sessions and act as role models for children in primary education settings.

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

Apprentices develop their confidence through their studies. Level 4 sports coach apprentices become increasingly independent in leading coaching sessions and working with large groups of children with a range of learning needs. They value the support that trainers and skills coaches give them to improve their skills.

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

Apprentices enjoy their learning, particularly at regional skills festivals. Apprentices are enthusiastic about the practical skills they develop through the festivals and the networks they create among themselves. They feel part of a wider team. However, a few apprentices do not attend skills festivals. Where apprentices are not able to attend, they have resources that enable them to catch up but miss valuable opportunities for teamwork and skills development.

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

Too many apprentices, particularly on level 2 leisure team member and level 2 community activator coach apprenticeships, fail to attend online taught sessions. When apprentices do attend, they do not all comply with requests to keep their cameras on or respond to questions when asked by trainers. Too many apprentices are not engaged with learning online and fail to develop the knowledge needed for their apprenticeship.

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

Most apprentices have a strong understanding of how to keep themselves and their customers or the children they work with safe. However, too few apprentices understand the risks posed by extremism and radicalisation or the risks local to their homes and work.

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better?

Leaders have selected curriculums that meet local and national skills needs. They recognise the need to support schools and leisure centres to improve the activity levels of children. Leaders work with employers and sector bodies, such as the Chartered Institute for the Management of Sport and Physical Activity, to understand the needs of the industry and specific requirements for apprentices. As a result, they have incorporated elements such as gymnastics, outdoor activities and supporting neurodiversity into apprenticeships to meet current industry skills gaps.

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better?

Leaders have not accurately assessed the quality of their provision. Leaders have processes in place for self-assessment and to produce quality improvement plans. They review apprentices’ and employers’ feedback and use observations of teaching, learning and assessment to identify areas of improvement. However, leaders have not prioritised areas for improvement, nor measured the impact of improvement strategies. As a result, improvements have not been made rapidly enough. 18 to 21 March 2025

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Apprentices learn the knowledge, skills and behaviours that enable them to be successful in the workplace. For example, level 4 sports coach apprentices learn how to plan inclusive coaching sessions for children and how to manage challenging behaviours. Level 2 leisure team member apprentices complete their swimming teachers award and learn how to lead swimming classes. Employers value the skills apprentices bring to their organisation.

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Staff assess the starting points of apprentices at the start of their studies, but do not use this information to plan and individualise their teaching. As a result, too many apprentices with prior learning do not extend their existing knowledge and are not challenged to learn more complex topics. In the level 4 sports coach apprenticeship, for example, learners who have previous coaching experience follow the same curriculum as those with no coaching experience. They do not make the progress in their learning of which they are capable.

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In a small number of cases, leaders do not ensure that apprentices with additional learning needs receive the support or equipment they need to be successful. These apprentices struggle with the demands of their studies. In most cases, staff and employers work together to ensure that apprentices have access to suitable spaces in which they can study, free from distractions.

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Trainers do not consistently use effective teaching strategies in online sessions. In the level 4 sport coach apprenticeship, trainers link complex theories of cognitive development to practical coaching techniques and check apprentices can apply the theory they have been taught in their own practice. However, in level 2 apprenticeships, trainers do not check apprentices’ understanding of new ideas. A few apprentices do not remember what they have learned.

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Too few trainers give feedback to apprentices that helps them improve the quality of their work. In many instances, feedback does not identify errors in spelling and grammar or provide apprentices with guidance on how to improve the depth of their response. As a result, too many apprentices repeat the same mistakes in later work.

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Trainers help apprentices to use English and mathematics in their work with children. Apprentices learn how to plan games using shape and number and how to use the terminology relevant to the age range of the children they are working with. However, trainers do not ensure that apprentices develop their own knowledge of English and mathematics beyond their starting points. While apprentices have access to online learning resources, too few use them to develop their knowledge and skills.

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Leaders have recently improved their enrolment processes to ensure that apprentices are studying the right apprenticeship. They work with employers to understand opportunities in their workplace and have detailed discussions with apprentices to understand their previous experience and career ambitions. In most cases, employers support apprentices well with their learning. Most apprentices achieve their apprenticeship. 18 to 21 March 2025

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Leaders provide apprentices with access to resources that help them develop their knowledge and skills, beyond those required of their apprenticeship. Apprentices have access to online resources and are sent newsletters that include topics such as personal safety, professional behaviours and links to careers resources. Apprentices benefit from career discussions that outline roles and careers to which they could progress. However, not all apprentices use the resources available to them. Too many do not know what steps they must take to reach their career goal, such as the route into teaching from their apprenticeship.

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Leaders ensure that governance board members have appropriate information to help them understand the provision. Governors offer challenge on areas such as teaching quality, data and attendance. However, leaders are not accurate enough in their assessment of areas of weakness or in measuring the impact of changes made. As a result, the quality of teaching has not improved since the previous inspection.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve trainers’ use of apprentices’ starting points to plan a sufficiently ambitious curriculum.  Provide helpful feedback to apprentices, so they know how to improve the quality of their work.  Improve the quality of teaching in online sessions.  Ensure that apprentices continue to develop their knowledge of English and mathematics.  Accurately self-assess the strengths and weaknesses of the provision and act on areas for improvement. 18 to 21 March 2025

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Provider details

Address Unit 6 Holly Park Industrial Estate Birmingham B24 9PB

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Provider details

Principal, CEO or equivalent James Trowman

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 22 to 24 November 2022

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Provider details

Main subcontractors None 18 to 21 March 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

Helen Morgan, lead inspector His Majesty’s Inspector Jack Bullock Ofsted Inspector Claire Poole Ofsted Inspector Rachel Clark His Majesty’s Inspector Steve Kelly His Majesty’s Inspector 18 to 21 March 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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