LI Europe 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 Not previously inspected

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Information about this provider

LI Europe Limited offers business improvement apprenticeships to the engineering and manufacturing sector. At the time of the inspection, there were 17 apprentices, of whom 14 were on the level 4 improvement practitioner standard and 3 were on the level 5 improvement specialist standard. Apprentices work for one of seven employers, most of which operate in the fast-moving consumer goods manufacturing sector. Employers are based in Yorkshire and the Humber, the east midlands and the north east. 24 to 26 June 2025

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

Most apprentices enjoy their apprenticeships and value the high-quality teaching that they receive. Tutors use relevant examples and effective strategies to help apprentices learn very useful business improvement approaches.

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

Apprentices apply what they learn to make valuable contributions at work, such as solving complex problems on production lines. They share their learning with colleagues, building a more knowledgeable and productive workforce. Most apprentices quickly gain promotions and additional responsibilities. However, a small number then find it difficult to manage the demands of work alongside their apprenticeship.

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

Apprentices improve their English, mathematics and digital skills and knowledge as well as their technical business improvement expertise. They become proficient in the advanced use of spreadsheets, and they develop good professional writing and presentation skills.

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

Apprentices grow in confidence as they succeed at work. Leaders and tutors work with employers to ensure that apprentices experience success early in their programmes. This motivates apprentices to keep learning and gives many the confidence to suggest innovative, successful solutions to senior leaders at work.

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

Leaders have created an inclusive culture characterised by high expectations and high standards of behaviour. Leaders and staff firmly believe that apprentices can go on to successful careers in senior positions. Apprentices feel inspired, valued and safe.

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better?

Leaders use their substantial expertise in business improvement to design a curriculum that is specific enough to meet employers’ needs and broad enough to equip apprentices for thriving careers. Apprentices become confident, skilled professionals, who contribute meaningfully to workplace improvement. Their expertise has a very positive impact on business productivity.

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better?

Leaders have designed the curriculum effectively to help most apprentices make good progress. Apprentices learn core principles, such as constraint theory, before applying tools like process mapping to solve real production issues. They also learn valuable coaching skills so they can share their learning with colleagues. Apprentices develop substantial expertise and rapidly become workplace experts. In a few cases, however, their new skills are in such demand at work that they temporarily fall behind with their apprenticeship programme. Leaders recognise this and are working with employers to ensure that apprentices get the support they need.

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better?

Tutors use effective teaching strategies, including demonstrations, repetition and simulations, to help apprentices remember and apply what they learn. For example, 24 to 26 June 2025

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they provide simulated production line activities that help apprentices solve emerging problems and reduce waste.

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Tutors use feedback after assessment effectively to help apprentices to hone their analytic skills and identify more precisely where they can make improvements to business processes. Tutors also provide feedback that helps apprentices understand what they need to do to achieve distinctions in their assessments. Apprentices respond positively to feedback and readily improve their work. For example, they update graphs in their work to ensure accurate labelling and improve the presentation of their data by using consistent formats.

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Too many apprentices in the first cohort lacked the English skills needed to make progress and complete their apprenticeships. Achievement rates were low last year. Leaders now conduct more thorough assessments to ensure applicants are well suited to the apprenticeships and provide more support to those who need to improve their English. Later cohorts make good progress, and all those who have completed have achieved merits or distinctions.

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Leaders and governors are reflective and act swiftly to improve the quality of provision. Governors bring substantial expertise and provide effective scrutiny and support. For example, they challenged leaders successfully to rectify weaknesses in the provision for the first cohort, and they continue to monitor progress closely.

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Tutors promote apprentices’ personal development well. In progress reviews with apprentices, they include time for reflection on values and workplace behaviour. Apprentices understand and apply fundamental British values well at work. For example, female apprentices use their knowledge of British values to challenge sexist stereotypes. Apprentices often take part in wider workplace activities, such as inclusion initiatives. They feel proud to contribute to a positive workplace for all.

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Apprentices are prepared well for their future careers through studying an ambitious curriculum. Employers provide them with helpful development opportunities, such as shadowing colleagues in different departments. However, a few apprentices are unsure about further progression routes in work or education.

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Apprentices understand how to keep themselves and others safe. They are aware of specific risks in their sector, such as modern-day slavery and instances where extremists have threatened to contaminate food.

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Safeguarding

The arrangements for safeguarding are effective. 24 to 26 June 2025

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What does the provider need to do to improve?

 Strengthen careers information, advice and guidance so that apprentices are more aware of progression routes in work and education.  Work with employers to reduce the risk of apprentices falling behind, when increased workplace responsibilities affect their study time. 24 to 26 June 2025

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Provider details

Address Unit 4 The Stables Newby Hall Ripon North Yorkshire HG4 5AE

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Provider details

Principal, CEO or equivalent Jeremy Praud

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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 24 to 26 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 new provider monitoring visit 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

Rebecca Clare, lead inspector His Majesty’s Inspector Sarah Lonsdale His Majesty’s Inspector 24 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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