Axia Solutions Limited

Further education and skills inspection report

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Overall effectiveness Outstanding

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

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Information about this provider

Axia Solutions Limited is an independent learning provider located in Stoke-on-Trent, Staffordshire. At the time of the inspection, there were 134 apprentices in training. Of these, 117 were taught directly by the provider, and the remaining 17 by a subcontractor.

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Information about this provider

Of those taught by the provider, 44 were studying the level 7 senior leader apprenticeship, 21 were on the level 3 team leader/supervisor and 9 were on the level 3 facilities supervisor apprenticeship. The remaining apprentices were studying across a range of apprenticeships in administration, manufacturing and management. Of the apprentices taught by the subcontractor, most were studying the level 3 print technician apprenticeship and fewer than five were on the level 2 print operative apprenticeship. A small number of apprentices were studying functional skills qualifications in English or mathematics. 7 to 10 July 2025

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

Apprentices of all ages, backgrounds and abilities thrive in calm, purposeful and productive environments, which are conducive to learning. Apprentices returning to learning after extended periods are supported exceptionally well by trainers, helping them to get back into studying and build their confidence.

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

Trainers support apprentices to develop their character and confidence exceptionally well. Level 3 team leader/supervisor apprentices develop high levels of emotional intelligence, equipping them with the skills to manage and support individuals in their teams more effectively. They contribute to a mentoring programme for younger apprentices in their organisations, ensuring they feel supported and have opportunities to raise any concerns or seek guidance.

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

Apprentices demonstrate very high levels of professionalism and model the standards expected in the workplace. Level 3 facilities management apprentices articulate how they must demonstrate patience in dealing with customers’ or residents’ complaints. They maintain positive relationships with customers and residents, which benefits their wider business.

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

Apprentices have a highly developed understanding of equality, diversity and inclusion. Level 7 senior leader apprentices use their learning about neurodiversity to develop their workplace practice and create more inclusive working environments.

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

Apprentices’ attendance at learning sessions is very high. If they are absent, trainers provide focused individual support. Those apprentices who need extra support receive it and quickly get back on track.

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

Leaders and tutors expertly foster a culture, where apprentices feel highly valued, supported and well cared for. Trainers are highly attentive to the needs of apprentices. Apprentices feel safe and confident in approaching tutors, workplace mentors and managers should they have any concerns.

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better?

Since the previous inspection, leaders have successfully improved the quality of education that apprentices receive. Leaders have worked closely with workplace mentors to strengthen the links between centre-based and workplace learning and to improve the quality of teaching. Consequently, almost all apprentices who reach their end-point assessments achieve their qualifications, and the large majority achieve distinction grades. Functional skills achievement is high and a high proportion of apprentices pass their tests on their first attempt.

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better?

Apprentices benefit from expertly sequenced curriculums that allow them to develop more complex skills over time. Lean management operations apprentices learn key topics, such as health and safety, before moving on to specific workplace-related problem-solving. Apprentices examine the challenges of excessive waste from the 7 to 10 July 2025

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nibbling machine, identifying and resolving problems with tooling that cause the waste and damage to printed circuit boards.

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Trainers have specialist knowledge of the subjects they teach. They are industry experts and use this experience skilfully to contextualise learning to the working environment, helping apprentices to quickly apply their learning in the workplace.

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Trainers carefully structure learning and establish apprentices’ understanding of key concepts before moving on. They employ a range of effective teaching strategies, including professional discussions, which help apprentices to consolidate their knowledge so they can apply it to the workplace.

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Apprentices with learning difficulties, such as autism and attention deficit hyperactivity disorder, are supported effectively to achieve their goals. They receive high levels of well-coordinated support from trainers and workplace mentors. Consequently, they excel in their learning and make effective contributions to their workplace.

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Trainers plan apprentices’ assessments extremely well to check how apprentices apply their learning in the context of their job role and workplace. Apprentices identify improvements to processes and practices. They develop business cases for new systems and initiatives that improve efficiency in the workplace.

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Trainers provide apprentices with thorough feedback that identifies what they have done well and what they need to do to improve their work. Apprentices use this feedback to enhance the quality of work they produce rapidly.

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Through frequent reviews, staff check apprentices’ progress and set them challenging targets. Consequently, apprentices and workplace mentors have an in- depth understanding of what apprentices will do next. Mentors make necessary adaptations in the workplace to support specific skills development. For example, they increase exposure to accountancy and finance tasks for level 3 business administrator apprentices.

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Most trainers support apprentices to develop the English and mathematics skills they need to be successful in their work. Trainers for level 3 facility management services apprentices provide thorough commentary on written assessments. They require apprentices to amend incorrect spelling, reflect on their use of grammar and construct sentences more coherently. They encourage apprentices to cite external sources to reinforce their work, which prepares them well for higher-level studies.

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Trainers plan the curriculums effectively to ensure that what apprentices learn builds towards their end-point assessments. Apprentices close to their assessments are confident that they possess the knowledge, skills and behaviours they need to succeed. Level 3 team leading trainers use presentations and professional discussions to ensure apprentices can fully demonstrate their understanding of the portfolio evidence they have collated and support the development of presentation skills ahead of the end-point assessment. 7 to 10 July 2025

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Leaders use a range of useful processes that provide them with a forensic understanding of the quality of education trainers provide. They gather feedback from apprentices and employers, teaching observations and progress review meetings. Leaders skilfully use this information to identify areas for improvement.

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Achievement rates for apprentices taught by the provider and by the subcontractor are high. Leaders have a proactive approach to the quality assurance of subcontracting arrangements. They mirror their quality assurance activity in the subcontractor, carefully tracking the progress of apprentices.

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Governors are highly skilled and have extensive experience in the further education sector. They use this experience effectively to support leaders and provide challenge that leaders use to improve the quality of education that apprentices receive. Governors have high expectations of apprentices and are committed to improving the life chances of apprentices, working diligently to ensure training is accessible to all.

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Trainers consistently encourage apprentices to take part in career discussions. In several cases, they create learning opportunities for apprentices to deepen their knowledge in preparation to meet their career aspirations. For example, trainers provide level 3 business administrator apprentices with additional team leading training to support a potential promotion.

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Safeguarding

The arrangements for safeguarding are effective. 7 to 10 July 2025

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Provider details

Address Unit 1, Riverside 2 Campbell Road Stoke-On-Trent ST4 4RJ

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Provider details

Principal, CEO or equivalent Victoria Harte

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection 7 to 10 February 2023

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Provider details

Main subcontractors Learn 2 Print 7 to 10 July 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

Sharon Dowling, lead inspector His Majesty’s Inspector Jack Bullock Ofsted Inspector Bob Busby Ofsted Inspector Claire Beaman Ofsted Inspector Joel Dalhouse His Majesty’s Inspector 7 to 10 July 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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