London College of Apprenticeship Training

Further education and skills inspection report

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Inspection of The Apprenticeship College Ltd

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Overall effectiveness Good

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

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Information about this provider

The Apprenticeship College Limited is an apprenticeship provider located in Nottinghamshire. They offer apprenticeships nationally and work with several large employers as well as smaller businesses. Most apprentices work in London and the East Midlands.

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Information about this provider

At the time of the inspection, there were 609 apprentices in learning, sixteen of the apprentices are aged 16 to 18. The provider offers apprenticeships from level 2 to level 7. The largest numbers of apprentices are studying the level 5 operations/departmental manager or level 3 team leader/supervisor standard. Smaller numbers of apprentices are enrolled on apprenticeships in areas such as passenger transport operations manager, data analysis, business administration and business improvement. 17 to 20 June 2025

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

Apprentices are positive about their learning experience. They are highly motivated and attend exceptionally well. They value the relevance of the training and the support they receive from trainers and coaches. For example, apprentices on the passenger transport operative apprenticeship benefit from training that reflects the real-world demands of their roles. Operations manager apprentices appreciate the high-quality coaching from staff that supports their progress.

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

Most apprentices acquire substantial new knowledge, skills and behaviours which they use to complete complex projects. Passenger operative apprentices lead projects to reduce ticket evasion and make substantial savings. Supply chain practitioner apprentices lead warehouse optimising projects to improve storage efficiency. Apprentices are well prepared for their next steps, and many take on additional responsibilities or gain promotions quickly.

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

Leaders collaborate effectively with a wide range of employers to align apprenticeship content with workforce skills gaps and prepares apprentices for specific job roles. Apprentices work for employers that are actively involved in shaping their training. The passenger transport operative curriculum was co- designed with employers to tackle sector-specific workforce needs in the rail industry.

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

Leaders provide strong, personalised support for apprentices with special educational needs and/or disabilities (SEND). Staff identify apprentices’ needs early and implement effective strategies to support them. For example, they break down tasks into smaller steps and provide them with individual coaching. This helps apprentices with SEND make good progress.

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

Apprentices develop their confidence and resilience well. Team leader apprentices gain the skills they need to lead meetings and communicate with colleagues at all levels. Those on the supply chain practitioner apprenticeship learn to work collaboratively and respond well to constructive challenge.

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

Apprentices feel safe because of the support that they get from staff and their employers.

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better?

Leaders carefully consider the needs and career aspirations of apprentices when designing their apprenticeships. The operations manager curriculum supports both experienced staff seeking leadership development and graduates preparing for complex management roles. Content is planned skilfully to enable progression into senior roles or further education. Leaders review training frequently to ensure it aligns with industry standards and current practice. 17 to 20 June 2025

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Trainers and coaches have high levels of subject knowledge and bring comprehensive industry expertise to their roles. Leaders make sure that staff are appropriately qualified. Coaches undertake additional training with employers and participate in scoping activities to ensure they adapt training and coaching to meet employers’ needs. As a result, most apprentices are taught useful information that they can apply to their job roles effectively.

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Trainers and coaches mostly plan lessons and activities effectively. Apprentices benefit from well-structured training and purposeful coaching sessions. Team leader coaches use video recordings effectively to introduce different models for providing feedback to staff. Apprentices can recall previous learning and decide which model is more appropriate for their own situation.

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Teaching is generally effective. Most trainers use varied and purposeful activities, such as research projects, and peer presentations, to embed key concepts. For example, operations manager apprentices research product management models and present their findings. Where apprentices have already applied these models in the workplace, they share worked examples, helping their peers understand the theory in a real-world context.

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Most trainers and skills coaches use assessment well in lessons. They use quizzes and realistic scenarios to check what apprentices know and can do. Activities are well aligned to workplace practice and support apprentices in making meaningful connections between theory and their day-to-day roles. However, in progress reviews, skills coaches do not routinely help apprentices to reflect and make clear links between their new learning and their job roles.

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Trainers and coaches do not use information about what apprentices know and can do at the start of the apprenticeship effectively enough to plan training. Although the majority begin with little or no prior experience, such as those studying leadership, operations, or project management, these apprentices often make swift progress. However, those with more work-based experience, such as supply chain apprentices, are not sufficiently challenged to make rapid progress from their starting points.

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Most apprentices receive helpful feedback from skills coaches and trainers. However, in a small number of cases, feedback lacks clear developmental guidance. While leaders have identified this as an area for improvement, it is too early to judge the impact of their actions.

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Trainers and coaches monitor apprentices’ progress effectively. However, reviews focus too heavily on assessment and task completion, rather than the full development of knowledge, skills, and behaviours. Employers do not attend review meetings often enough, particularly on apprenticeships with large employers. Leaders recognise this and have taken action to improve the quality of reviews and employer participation. However, it is too early to judge the impact. 17 to 20 June 2025

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Staff provide apprentices with suitable information to help them plan their next steps. Leaders have recently strengthened careers guidance through initiatives such as the ‘Future You’ workbook, which supports career planning and introduces options for studying additional certificates. Most apprentices make informed decisions about their next steps.

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Most apprentices who stay on their apprenticeship are well prepared for their final assessments. Apprentices perform well in their assessments and many achieve distinction grades. Leaders recognise that in the past apprentices did not always stay on their apprenticeship, often due to factors beyond their control, such as job changes or personal challenges. Leaders have introduced measures such as better pre-enrolment information, increased support, and closer employer involvement. While it is too early to gauge the full impact, early signs are positive, and achievement rates continue to improve.

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Governance arrangements are still developing. Leaders previously benefited from two advisory boards but, due to business growth and changes in membership, have decided to form a new board. The first meeting is planned. Leaders recognise the importance of effective governance for their next phase.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure trainers and coaches use information from initial assessments effectively to make sure the curriculum is challenging enough.  Make sure progress reviews are purposeful and improve the frequency of employer attendance to these.  Establish and embed the new advisory board to provide effective challenge, support, and oversight of the provision. 17 to 20 June 2025

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Provider details

Address Unit 10 Halifax Court Fernwood Business Park Newark NG24 3JP

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Provider details

Website www.apprenticeship-college.co.uk

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Provider details

Principal, CEO or equivalent Graham Howe

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 8–10 January 2020

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Provider details

Main subcontractors None 17 to 20 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

Sarah Biddulph, lead inspector His Majesty's Inspector Nikki Brady His Majesty's Inspector Rebecca Jennings His Majesty's Inspector Emma Hemmings Ofsted Inspector Michael Worgs His Majesty's Inspector Ann Minton Ofsted Inspector 17 to 20 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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