QA Limited

Further education and skills inspection report

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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 Good

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Information about this provider

QA Limited is a large specialist organisation that provides commercial training and apprenticeships to a wide range of employers, including those in the technology sector. It provides digital and data technology-related apprenticeships to support small- to medium-size companies and very large national public and private organisations.

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Information about this provider

QA Limited teaches apprentices from level 3 to level 7 in all English regions. The largest numbers of apprentices study on level 3 data technician, level 3 information communications technician (ICT), level 4 data analyst, level 6 digital and technology solutions professional and level 7 digital and technology solutions specialist apprenticeships. Around two-thirds of apprentices are on level 3 to 5 apprenticeships.

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Information about this provider

At the time of the inspection, there were 6,482 apprentices on 23 standards. Nearly all apprentices are aged 18 and over. A small number of apprentices are aged 16 and 17. All training is online. 23 to 26 June 2025

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

Apprentices receive effective support from staff throughout their training. Coaches respond very promptly when apprentices request additional help. Higher-level apprentices, often returning to learning after a break, are provided with the academic support that they need. This helps them quickly develop their critical analysis, academic writing skills and use of academic referencing.

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

Apprentices benefit from coaches and tutors who are experienced technical experts in their fields. Tutors use their industry experience and knowledge well to teach apprentices. They use real-world examples as case studies and draw on apprentices’ own experiences to make their teaching relevant. This helps apprentices relate to what they learn, apply it in their workplace and develop well the knowledge and skills they need for their jobs.

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

Apprentices have access to a good range of online workshops and resources that they use to maintain their well-being and mental health. They use podcasts on stress to help them adopt strategies to manage any anxieties they have. Staff keep a close eye on the progress that apprentices make and refer them to specialist support where needed. Coaches check on apprentices’ well-being frequently during progress reviews.

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

Apprentices aged under 18 benefit from frequent checks on their well-being and progress. Apprentices feel safe in training and at work. They know how to raise any concerns, and they are confident that if they did so, staff and managers would treat these seriously.

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

Apprentices develop very positive attitudes to learning and are motivated to achieve. They show respect for each other and staff when learning online and work effectively together in, for example, online breakout rooms. Staff encourage apprentices to cooperate and work together in sessions to solve problems. For example, level 5 data engineering apprentices discuss and correct coding errors, helping them to develop essential workplace behaviours and skills. Apprentices take pride in their work.

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

Apprentices participate in a variety of well-planned opportunities to promote their personal and professional development very well. For example, leaders have invested in a national apprenticeship body where apprentices develop external networks, access additional learning and resources, and gain insights into how to develop their careers. They take additional online modules beyond the standard they study, which support their wider development well.

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

Apprentices access a varied programme of careers development that broadens their knowledge of opportunities within their own industry and beyond. For example, industry experts on artificial intelligence (AI) give talks to project management and digital marketing apprentices. Coaches frequently discuss apprentices’ careers and options in progress reviews. As a result, apprentices are well prepared for their next steps. 23 to 26 June 2025

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better?

Leaders and managers have chosen apprenticeships to meet the needs of businesses for skilled technology professionals. For example, they teach AI programmes to meet the digital skills shortage across industries. Leaders make sure the programmes they offer provide clear progression routes to higher-level training, including a suite of degree apprenticeships.

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better?

Most apprentices complete their training. However, there is some variation across programmes. For example, leaders and managers have decided to cease delivery of a few higher-level apprenticeships where there has not been the expected demand and the retention and achievement of apprentices have been too low. Leaders and managers have taken effective action to improve retention and achievement across the apprentice provision, and current apprentices make good progress.

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better?

Coaches complete thorough assessments of what apprentices know and can do at the start of their training. These include assessments of apprentices’ technical skills and knowledge and use of English and mathematics. Tutors use this information well to adapt the curriculum and the individual support that apprentices receive. For example, where apprentices need to develop further their English and mathematics, they take online courses that are in addition to the expectations of their training.

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better?

Tutors plan and teach the curriculum in a logical order. For example, project manager integrated degree apprentices first learn the core knowledge they need such as methods of procurement and contract management before learning how to develop, implement and review strategy. Consequently, apprentices develop their skills and knowledge incrementally.

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better?

Experienced specialist staff provide very effective support to apprentices who have special educational needs and/or disabilities (SEND). Apprentices who need additional help benefit from well-tailored individual packages of support. For example, they are given extra time to consider tasks and complete their coursework, use assistive technologies and AI to make notes, and take frequent breaks to aid concentration. Consequently, apprentices with SEND achieve as well as their peers.

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better?

Tutors use a range of good strategies to make learning interesting and ensure that apprentices remember what they are taught. For example, digital product tutors use games well to introduce new topics and demonstrate the effectiveness of the agile model. Tutors present information clearly using whiteboards and videos. They revisit prior content using quizzes to check that apprentices remember key topics. In most cases, tutors use questioning and the chat facility well to check apprentices’ understanding and identify any gaps in knowledge. Consequently, apprentices develop and retain the knowledge they are taught. In a few instances, tutors do not check effectively that apprentices fully understand topics. Tutors move on to new topics too quickly without thoroughly checking apprentices’ understanding. 23 to 26 June 2025

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Leaders and managers work effectively with employers and stakeholders to plan and teach the curriculum. They closely review the progress that apprentices make. They make sure that on- and off-the-job training is coordinated so that apprentices can practise and consolidate their knowledge and skills at work. Consequently, apprentices quickly develop new knowledge, skills and behaviours. For example, data analysis apprentices swiftly develop their skills in using software to collect and present information effectively. Project management apprentices work well with stakeholders and manage project budgets to ensure that they are within their planned tolerances. Apprentices become confident in their roles, and many take on additional responsibility at work. Employers value the contribution apprentices make.

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Tutors and coaches provide apprentices with effective support to complete their assignments. They give thorough guidance to apprentices on what they need to do to achieve a distinction. They give detailed feedback on the content and structure of submitted work to help apprentices improve it such as using more technical language and structuring their assignments. As a result, apprentices produce good- quality work that improves as they progress through their studies. On degree apprenticeships, tutors do not consistently provide helpful enough feedback so apprentices can improve their work. As a result, these apprentices are not always clear on what they need to do to make improvements.

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Tutors and coaches prepare apprentices well for their final assessments. Coaches use progress reviews effectively to make sure that apprentices understand the content and methods of assessments. Early on in their training, coaches inform apprentices about what they need to do to achieve a merit or distinction. Coaches provide additional support to apprentices as they approach their final assessments, which most apprentices pass at the first attempt. However, the proportion of apprentices achieving a merit or distinction is high on some programmes and low on a few others.

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Leaders and managers maintain close oversight of the quality of the provision. They have created a culture of continuous improvement. They understand the strengths and areas for improvement of the provision very well. Through frequent reviews of the content, experiences of apprentices and outcomes of the training, leaders and managers make timely adaptations to improve the curriculum. On underperforming programmes, they review and update the curriculum and strengthen the recruitment of apprentices to make sure apprentices are in the right job roles. Consequently, the outcomes that apprentices achieve show improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Increase the proportion of apprentices who complete their training on the few programmes where it is low. 23 to 26 June 2025

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5

 Provide higher-level apprentices with the feedback they need to improve the quality of their work.  Consistently check that apprentices fully understand what they are taught before moving on to new topics. 23 to 26 June 2025

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Provider details

Address International House St Katherine’s Way Tower Bridge Road London E1W 1UN

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Provider details

Principal, CEO or equivalent Jo Bishenden

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 28 to 31 January 2020

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Provider details

Main subcontractors None 23 to 26 June 2025

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Information about this inspection

The inspection team was assisted by the quality 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

Jon Bowman, lead inspector His Majesty’s Inspector Joanna Walters His Majesty’s Inspector Paul Manning His Majesty’s Inspector Steve Kelly His Majesty’s Inspector Liz Greenhalgh Ofsted Inspector Julia Stevens Ofsted Inspector Dr Agathine-Louise Ofsted Inspector 23 to 26 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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