Semester Learning and Development Limited

Semester Learning and Development Limited Reinspection monitoring visit report

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Name of lead inspector: Stuart Collett, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: 2-3 Allerton Road Rugby Warwickshire CV23 0PA Monitoring visit: Semester Learning and Development, 9 and 10 April 2025

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Context and focus of visit

This is the first reinspection monitoring visit to Semester Learning and Development Limited following publication of the inspection report on 27 February 2025 which found the provider to be inadequate overall.

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Context and focus of visit

At the previous inspection, current leaders had recently acquired the provider and had begun to take steps to improve the quality of education apprentices receive. However, it was too soon for the impact of these improvements to be seen.

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Context and focus of visit

At the time of this visit, there were 69 apprentices, 33 of whom were under 19 years of age. Apprentices were enrolled across 13 engineering and safety-related apprenticeships at levels 2 to 4. The courses with the most apprentices were the level 3 compressed air and vacuum technician with 17 apprentices and the level 3 fire emergency and security systems with 11 apprentices.

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Reasonable progress

Since the previous inspection, leaders have acted swiftly to ensure that they have in place a suitably qualified designated safeguarding lead (DSL) and deputy. The DSL has revised existing processes and policies to make them more rigorous and has developed a suitable safer recruitment policy for the recruitment of staff. All staff have received training on safeguarding. The DSL has increased the visibility of safeguarding arrangements both to staff and apprentices. Apprentices know they can use a dedicated safeguarding email address and a reporting form on the website. Apprentices articulate their understanding of these arrangements well. They discuss these with trainers during review meetings.

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Reasonable progress

Since the previous inspection, leaders have taken clear and decisive actions to design and develop quality assurance processes that provide them with a clear picture of the quality of their apprenticeships. These processes are designed to give leaders an acute understanding of the areas for development and an indication of how these have improved. Monitoring visit: Semester Learning and Development, 9 and 10 April 2025 Leaders promptly developed a post-inspection action plan, which they aligned with their existing quality improvement plans, setting clear and measurable actions to improve the quality of education apprentices receive. Leaders have overseen the redevelopment of apprentices’ reviews, which now focus more precisely on measuring the knowledge, skills and behaviours that apprentices are developing. During reviews, apprenticeship coordinators now consider wider aspects of the apprenticeships, including developing apprentices’ understanding of

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Reasonable progress

career opportunities available to them and broadening their understanding of topics associated with life in modern Britain. Apprenticeship coordinators conduct these newly developed reviews to improve the consistency of apprentices’ experience. Leaders now receive useful information on the quality of teaching apprentices receive, following the implementation of quality assurance processes that include observations of teaching and learning and work scrutiny. Leaders have been swift to provide support and training to tutors to improve their teaching. However, leaders recognise that there is still work to do to ensure that apprentices receive consistently high-quality teaching. Leaders have revised their internal systems to track and report on apprentices’ progress more precisely. They use this information well during frequent staff meetings to review the progress of apprentices and provide support and challenge to

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Reasonable progress

tutors where apprentices’ progress is slow. Where apprentices are behind with their learning, leaders and tutors have put in place clear and decisive action plans. These plans outline clearly what apprentices need to do to catch up, and, alongside apprenticeship coordinators, tutors provide additional support to help them meet the revised targets and make progress.

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Reasonable progress

Since the previous inspection, leaders have revised apprenticeship curriculums. They have put in place a well-ordered sequence which supports apprentices in building on their knowledge and skills over time. Apprentices study topics that have clear links to those previously studied and those to come. As a result, apprentices are able to build on topics and concepts and relate them to what they do at work. Tutors now use the information from apprentices’ starting points and reviews to plan and adapt teaching to the needs of individual apprentices. For example, apprentices from a company which mainly deals with security systems participate in additional, relevant scenarios to build their knowledge of BS5839 fire detection and alarm systems, which they would not normally use in their daily role. As a result, apprentices benefit from tailored learning which caters for the different starting points and the varied roles in the industry.

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Reasonable progress

Apprentices now make better progress over time. They use reflective practice in learning journals using Kolb’s cycle effectively to reflect on work-based activities and Monitoring visit: Semester Learning and Development, 9 and 10 April 2025 skills development, such as demonstrations by work colleagues. This helps apprentices to take responsibility for their learning and consider their next steps to help further their knowledge. Tutors receive effective support from leaders and managers. Leaders have improved communication and provided useful training to help tutors be more effective in supporting apprentices to make good progress. Tutors are well qualified and experienced in their industries. They are supported by leaders in maintaining their skills and knowledge by attending a wide range of specialist industry events. As a result, apprentices are taught by staff with recently updated sector knowledge,

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Reasonable progress

experience and practice. Leaders and managers have put in place a risk-based approach to reviews. For those apprentices who make slow progress or need extra support, reviews are more frequent. Apprentices report that there is improved communication and support from tutors. They articulate that they know their progress and next steps. Apprentices feel that there is ambition and aspiration for them to be successful from their tutors and apprenticeship coordinators.

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Reasonable progress

Leaders and managers have put in place an effective process to ensure that apprentices develop their knowledge about wider topics that may affect their personal and professional lives. For example, apprenticeship coordinators use the revised review process to have meaningful conversations with apprentices about subjects such as physical health, mental health and life in modern Britain. Apprentices understand the importance of these topics and feel that they are being prepared well, both as employees and citizens. Leaders and managers have developed new resources to support apprentices’ personal development. Apprentices now receive a bi-monthly newsletter introducing topics that apprenticeship coordinators explore in greater depth during reviews. Apprenticeship coordinators use these topics skilfully, promoting meaningful discussions about healthy relationships, toxic behaviours and misogyny. Apprentices,

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Reasonable progress

including young apprentices, report that they value these conversations and how they develop their understanding of these topics. Tutors and apprenticeship coordinators set topics for apprentices to reflect on in their learning journals for further discussion during sessions and reviews. For example, apprentices added their reflections about the dangers of social media around the world and how to take precautions by not sharing personal details. Monitoring visit: Semester Learning and Development, 9 and 10 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

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Reasonable progress

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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Reasonable progress

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