Basegreen Academy 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

Basegreen Academy Limited is an independent training provider in Holmfirth, West Yorkshire. It provides apprenticeships from levels 2 to 5 in health and social care, public services, child development and well-being, and business management.

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Information about this provider

At the time of the inspection, there were 115 apprentices training on eight standards. The majority were on the level 4 associate ambulance practitioner standard (AAP) and the level 4 children, young people and families practitioner standard (CYPFP). The remainder were on apprenticeship levels 2 to 5 in care and business-related apprenticeships.

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Information about this provider

Apprentices are located across the country and are supported by tutors in online individual sessions. All apprentices are aged 19 or over. 7 to 10 July 2025

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

Apprentices train in inclusive and supportive learning environments where they develop the confidence and resilience to sustain their often-demanding job roles. They appreciate the dedicated one-to-one support from their tutors. They are ambitious for their future careers and receive helpful information and guidance to plan their future goals.

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

Apprentices develop substantial new knowledge and skills and are well equipped for the demands of practical training. AAP apprentices develop their skills securely in basic care and ‘blue light’ driving before working on ambulances. CYPFP apprentices progress from shadowing senior colleagues to taking on their own caseloads independently.

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

Apprentices attend well and are motivated to achieve. Tutors intervene swiftly when apprentices’ commitment falls below expected standards. They work closely with employers to understand any barriers that apprentices may face in the workplace. Apprentices respond positively to these interventions and modify their behaviours accordingly.

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

Apprentices understand well the roles they play in upholding ethical standards of care, equality, diversity and inclusion. They have a secure understanding of fundamental British values and embody them in their interactions with those in their care. For example, apprentices are alert to patients’ religious beliefs and cultural practices when administering care and understand how tolerance and mutual respect can shape positive interactions with children.

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

Apprentices feel safe. They understand the risks they may be exposed to in their job roles, including those posed by radicalisation and extremism. They appreciate the routine welfare calls from staff to check on their well-being and debriefing sessions to reflect on any challenges they experience at work such as responding to a critical incident.

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better?

Leaders have realised their ambition to provide high-quality, specialist training to meet the increased demand for a skilled workforce in pre-hospital care and adult and children’s social care. They work closely with employers to plan training that meets business needs and secures apprentices’ competence and confidence, ready for work in high-pressure environments.

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better?

Leaders identified accurately why too many apprentices previously left their programmes early. They have strengthened relations with employers so that employers understand the commitment they need to make. They monitor apprentices’ progress well and now identify earlier those most at risk of falling behind. As a result, most apprentices remain on their programmes, make good progress and achieve within the planned timescale. However, a few apprentices on 7 to 10 July 2025

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CYPFP and adult care apprenticeships have made slower progress due to staffing changes or workplace challenges. Leaders have taken appropriate action and are supporting these apprentices well towards completion.

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Staff accurately identify the needs of apprentices with special educational needs and/or disabilities (SEND). Tutors use the training they receive in SEND, such as understanding dyslexia, dyspraxia, autism and sight problems, to plan and use appropriate strategies. Apprentices with SEND engage well with their learning and achieve in line with their peers.

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Tutors use their expert knowledge and sector expertise to build apprentices’ knowledge and skills. They explain concepts clearly and reinforce accurate use of technical vocabulary. They use helpful work-based scenarios and insights from specialist organisations to demonstrate how the theory underpinning practice is applied. For example, CYPFP tutors clearly explain the science of resilience in children and how this can be further strengthened.

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Tutors mostly use effective assessment strategies to check what apprentices know and can do. They use questioning to check accurately apprentices’ understanding of the legislation that governs their work. They provide helpful feedback that extends apprentices’ understanding. For example, CYPFP apprentices use the feedback they receive to deepen their understanding of the coordination of care between health services. However, for the small number of apprentices who are behind in their training, the feedback that they receive is not specific enough to help them improve their work.

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Tutors successfully develop apprentices’ skills in English and mathematics. They provide helpful guidance on academic writing techniques and teach apprentices the skills to measure medication accurately. Apprentices working towards functional skills qualifications develop their skills early in their programme. A significant proportion of those who have taken their examinations pass first time.

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Leaders and staff promote a range of opportunities to support apprentices’ wider personal development such as the value of social action when offering their clinical services at community fundraising events. Apprentices can access podcasts, webinars and training to support their continued development. Leaders have recently introduced quarterly newsletters to outline this offer. However, too many apprentices are unaware of how to engage purposefully with these opportunities.

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Apprentices who complete their apprenticeships are well prepared for their next steps. Many take on additional responsibility at work throughout their training. Most secure employment on completion of their programmes or progress to related higher-level study.

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Leaders provide ongoing training to make sure tutors’ vocational knowledge and sector expertise are current. Tutors attend sector exhibitions and specialist training events. However, leaders have not ensured that tutors receive sufficient training to develop and strengthen their teaching and assessment skills. 7 to 10 July 2025

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Leaders have in place a board of knowledgeable and experienced governors who provide helpful support and challenge to leaders. Governors have been influential in shaping leaders’ decisions to cease recruitment to adult care apprenticeships and to strengthen internal quality assurance arrangements. Members receive helpful information to understand the quality of provision and supplement this with visits to the training centre and contact with apprentices.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Take effective action to provide support to apprentices who fall behind so that they stay on their programme and achieve.  Encourage apprentices to take part in wider opportunities to support their personal development.  Provide training to develop further tutors’ teaching and assessment skills. 7 to 10 July 2025

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Provider details

Address Unit 1 Haggwood Quarry Woodhead Road Holmfirth West Yorkshire HD9 6PW

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Provider details

Principal, CEO or equivalent Mathew Woodhead

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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 7 to 10 July 2025

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Information about this inspection

The inspection team was assisted by the 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

Alison Dennis, lead inspector His Majesty’s Inspector Sarah Lonsdale His Majesty’s Inspector Pauline Hughes Ofsted 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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