Aspirations Academies Trust

Further education and skills inspection report

p.1

Inspection of Aspirations Academies Trust

p.1

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 Not previously inspected

p.1

Information about this provider

Aspirations Academies Trust is a multi-academy trust with 16 academies in the south of England educating more than 9,500 young people from the age of 2 to 18. The central office for the Trust is in the London Borough of Hounslow. The focus of this inspection was the apprenticeship provision only. At the time of inspection, there were 27 apprentices. Most apprentices were studying the level 3 teaching assistant or the level 5 specialist teaching assistant. Fewer than five apprentices were on the level 5 coaching professional apprenticeship. All apprentices are employed by the Trust. Apprentices are taught through a combination of online and face-to-face sessions. 24 to 26 June 2025

p.1

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

Apprentices are well supported by their tutors and mentors. They very much appreciate being able to learn new skills for their future career progression within the Trust. Apprentices are polite and respectful towards their peers and staff. They demonstrate professional behaviours at work and in training. They communicate confidently with parents and carers in their schools. They share their ideas and contribute confidently to discussions during lessons. They respectfully give each other opportunities to ask and answer questions.

p.2

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

Apprentices develop a wide range of new skills, knowledge and behaviours that they put into action in their work at the Trust. For example, level 3 teaching assistant apprentices implement effective behaviour management strategies to support pupils in class. As apprentices gain new skills and knowledge, they take on new responsibilities at work. Line managers greatly appreciate the positive impact that apprentices have at their workplaces.

p.2

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

Apprentices have access to a broad range of progression opportunities because leaders collaborate effectively with universities. For example, leaders design the level 5 specialist teaching assistant curriculum to enable apprentices to continue their education and achieve a teaching qualification.

p.2

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

Apprentices feel safe and do not experience bullying, harassment or discrimination at work or in training. They know how to report a concern and are confident that leaders will take suitable actions if they do.

p.2

better?

Trustees and leaders make very effective use of their apprenticeships to upskill their existing workforce, and to bring more people in the areas they serve into jobs in education. As they develop their provision, they have identified well their successes and areas where they need to improve. The latter includes retention of apprentices, such as on level 5 coaching professional and level 3 teaching assistant, where too many apprentices leave early and do not complete their apprenticeship. Leaders and managers have put suitable actions in place, such as improving how apprentices are recruited. Early indications show that these actions are having a positive impact on retention and achievement rates. Current apprentices make good progress.

p.2

better?

Tutors are subject experts. They have higher level qualifications and many years of experience working in the education sector. They share their valuable experiences of education with apprentices. For example, tutors on the teaching assistant apprenticeship tailor content to different school settings and the variety of key stages apprentices work within. As a result, apprentices design suitable resources and put relevant interventions in place to support different groups of pupils.

p.2

better?

Teachers use a range of teaching methods skilfully to develop apprentices’ understanding of key concepts. On the level 3 teaching assistant apprenticeship, 24 to 26 June 2025

p.2

3

tutors clearly explain different forms of assessment using a range of high-quality resources. They then outline best practice in assessment before checking that apprentices understand and can recall what they have learned. Tutors subsequently discuss with apprentices how children are assessed at their school and ask apprentices to work in small groups to consolidate their learning. Sessions are recorded to enable apprentices to revisit and remember key points when needed. This deepens apprentices’ knowledge of key concepts and how these relate to their workplace.

p.3

3

Staff carefully assess what apprentices know and can do, and any barriers they have to learning, at the start of their apprenticeship. Staff use this information effectively to plan and teach training. For example, apprentices with special educational needs and/or disabilities (SEND) receive a good range of additional support based on their individual needs. This includes staff scribing, proof reading and using specialist software when they are teaching. Teachers break down tasks to help these apprentices concentrate and understand topics. These strategies enable apprentices with SEND to make good progress.

p.3

3

Staff support apprentices well to improve their confidence. Apprentices confidently participate and contribute to staff team meetings. Apprentices on the level 5 coaching professional, can competently deliver training sessions to staff across their schools. Those on the level 3 teaching assistant, conduct intervention sessions with individual children and plan sessions for a small group of pupils to help them progress. This increased confidence helps apprentices to perform better in their roles and contribute positively to their schools.

p.3

3

The board of trustees provide effective support and challenge to senior leaders. For example, through their challenge, senior leaders successfully improved the recruitment process for new apprentices. Leaders provide useful information to trustees, who have a good understanding of the strengths and areas for development of the provision.

p.3

3

Leaders provide staff with a wide range of useful professional development opportunities. These include training in teaching hybrid lessons, subject-specific training and training to support apprentices with SEND. These professional development activities help staff to improve the quality of the teaching and support that they provide to apprentices.

p.3

3

Tutors support apprentices well to develop their English skills. Tutors make sure that apprentices use relevant academic and technical terminologies. They give apprentices developmental feedback, so they know how to improve their academic writing and research skills in assignments. Apprentices also demonstrate effective speaking and listening skills when communicating with children, parents and staff.

p.3

3

Staff hold useful meetings with apprentices and their line managers frequently to review their progress. During these meetings, staff check on the well-being of apprentices and discuss their progress and completion of work. They also set apprentices suitable tasks and targets. As a result, apprentices and their line 24 to 26 June 2025

p.3

4

managers are very clear about the progress they make on the apprenticeship. Staff make sure line managers are clear about any support apprentices need to develop their knowledge and skills.

p.4

4

Most apprentices produce work of a high standard and demonstrate development of essential knowledge and skills. For example, most coaching professional apprentices produce written work that is at an appropriate standard for level 5. They analyse arguments effectively and use a range of academic sources critically to back up their points.

p.4

4

Tutors provide most apprentices with effective careers advice and guidance. Apprentices welcome the opportunity to discuss their career goals and plans for their next steps. However, in a minority of cases, apprentices are not well informed about their career options and are not clear what they need to do to succeed in their chosen career.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Ensure apprentices produce work which is of a consistently high standard and a high proportion complete their apprenticeship.  Provide apprentices with effective careers information and guidance, so they are clear about the options available to them when they finish their course. 24 to 26 June 2025

p.4

Provider details

Address 3 World Business Centre Newall Road London Heathrow Airport Hounslow TW6 2TA

p.5

Provider details

Principal, CEO or equivalent Steve Kenning

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors N/A 24 to 26 June 2025

p.5

Information about this inspection

The inspection team was assisted by the director of education and quality, 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.

p.6

Inspection team

Ramin Narimani, lead inspector His Majesty’s Inspector Kanwaljit Dhillon Ofsted Inspector Lyn Bourne Ofsted Inspector 24 to 26 June 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7