Med Learn Training Limited

Further education and skills inspection report

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Inspection of Med Learn Training Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Med Learn Training Limited (Med Learn) is an independent training provider located in Gainsborough. Med Learn specialises in pre-hospital education for ambulance providers across the East Midlands. Med Learn trains apprentices on the ambulance support worker apprenticeship at level 3.

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Information about this provider

Apprentices attend face-to-face training sessions at a designated centre through a block release schedule, where they complete intensive study periods away from work before returning to their roles. At the time of the inspection, there were 15 apprentices aged 18 or above. The provider does not work with any subcontractors. 4 to 6 June 2025

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

Apprentices value the time they spend in the classroom to develop and practise their skills, such as performing cardiopulmonary resuscitation (CPR), checking patients’ vital signs, assessing medical conditions and making quick clinical decisions. However, too many apprentices do not practise their new knowledge and skills effectively enough in the workplace.

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

Most apprentices develop their confidence and character as they progress through their apprenticeship. They engage in scenario-based training, where they practise responding to emergencies in simulated environments, helping them develop confidence and competence before heading into real-life situations. They confidently use ambulance tools such as oxygen masks, stretchers and monitoring devices.

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

Apprentices do not benefit from sufficient helpful guidance to support them to stay mentally and physically healthy. For example, they are not taught about the importance of essential self-care strategies such as stress management and getting enough sleep between shifts.

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

Apprentices feel safe and trust that staff are available to provide safeguarding and welfare support when needed. They have a strong understanding of workplace health and safety, including the correct use of personal protective equipment, sanitisation to prevent infection and proper hand hygiene. Additionally, they are well trained in safe patient handling techniques, ensuring they can lift and move individuals without risking injury to themselves or the patient.

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better?

Leaders do not have robust quality assurance processes in place that identify areas for improvement accurately or quickly enough. Leaders rely heavily on external quality assurance activities, but information from these activities is not actioned quickly enough to drive improvements in the curriculum.

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better?

Leaders have not developed effective links between apprentices’ on- and off-the-job training. Tutors do not routinely work well with apprentices’ managers to plan specific activities for apprentices to complete at work and develop their knowledge and skills. Apprentices do not get enough meaningful opportunities at work to practise what they learn.

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better?

Tutors organise the topics they are going to teach in a logical order, ensuring apprentices build a strong foundation before progressing to more complex topics. For example, the curriculum first covers basic life support techniques, such as CPR and defibrillator use, before advancing to detailed studies of the respiratory and cardiac systems. This approach helps apprentices understand the medical reasoning behind practical procedures, improving their ability to apply skills effectively in real- world situations. 4 to 6 June 2025

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Tutors have suitable knowledge, skills and experience to teach their subjects. In most cases, they use their expertise to teach effectively using demonstrations to help apprentices understand key concepts. For example, when teaching patient assessment, tutors demonstrate how to check vital signs, such as pulse, breathing rate and blood pressure, allowing apprentices to practise and refine their technique.

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Tutors use a variety of assessment strategies effectively to check apprentices’ understanding and recall of knowledge. They use sufficient questioning skills and revisit topics with apprentices throughout their course. Most apprentices successfully recall the skills they have developed.

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The quality of feedback on apprentices’ work is too variable. Apprentices do not always receive clear and accurate written feedback such as specific guidance on correcting spelling and grammatical errors. Conversely, before earning their emergency ambulance driving certificate, apprentices complete a pre-test assessment where they must manoeuvre the vehicle through a cone-marked course under test conditions. They receive high-quality feedback on their performance, allowing them to refine their driving skills and improve their confidence in handling emergency vehicles.

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Tutors do not complete progress reviews well enough. They do not set clear and meaningful targets or thoroughly explore the knowledge, skills and behaviours apprentices develop in sufficient depth. However, where reviews are done well, tutors include useful discussions on relevant topics such as equality, diversity and fundamental British values. Apprentices have a good understanding of how these topics apply at work and in their everyday lives.

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Most apprentices achieve well and develop suitable knowledge and skills from the curriculum they study. Most apprentices progress to positive destinations.

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Leaders set high expectations for apprentices’ attendance and punctuality, aligning these standards with the professional demands of emergency healthcare. Apprentices understand that ambulance workers must be consistently reliable and ready to respond to urgent situations. They are encouraged to develop these habits that reflect the discipline required in the role. Apprentices maintain consistently high attendance.

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Apprentices receive sufficient high-quality, impartial careers advice and guidance. Apprentices understand the full range of opportunities available to them such as ambulance technician or paramedic roles. Apprentices are fully prepared to plan their next steps in training or employment effectively.

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Leaders understand that some key areas in the curriculum need improvement but have not yet taken enough action to resolve them. They have not yet developed a clear and effective strategy to drive rapid progress. Although they have suitable plans to develop internal quality audits and a more thorough self-assessment of the curriculum, these plans are in the early stages of being formalised. It is too early to judge the impact of leaders’ actions. 4 to 6 June 2025

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Governors are suitably qualified and experienced but are not involved enough in detailed discussions about the areas of improvement in the curriculum to provide sufficient support and challenge to leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Implement effective quality assurance processes that identify areas for improvement accurately and lead to rapid improvement of the weaknesses identified.  Work collaboratively with apprentices’ managers to plan on- and off-the-job training activities so that apprentices can practise what they learn when they are at work.  Provide high-quality written feedback to apprentices on their assessments which supports them to improve.  Set meaningful targets on progress reviews that help apprentices make rapid progress. 4 to 6 June 2025

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Provider details

Address Gibson House Gibson Road Caenby Corner Estate Hemswell Cliff Gainsborough DN21 5TL

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 4 to 6 June 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

Michael Worgs, lead inspector His Majesty’s Inspector Karen Green Ofsted Inspector 4 to 6 June 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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