2 Start 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

2 Start Limited (2 Start) is an independent learning provider. The head office is in Portsmouth and there are six training centres across the south east region. 2 Start specialises in logistics and transport apprenticeships. At the time of inspection, there were 19 apprentices in learning of which seven were studying level 2 large goods vehicle (LGV) driver and seven on level 2 urban driver. The remaining apprentices were studying level 3 transport and warehouse operations supervisor and level 3 traffic operator. All apprentices were aged over 19 years old. Staff teach sessions both online and in monthly face-to-face masterclasses. Leaders work with one subcontractor, Karen Evans, who provides functional skills training in English and mathematics. 9 to 11 July 2025

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

Apprentices enjoy the positive learning environments staff create where they learn the knowledge and skills they need to become competent drivers. Apprentices also learn how to safely use mobile-elevated work platforms needed for their roles.

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

Apprentices develop substantial new knowledge, skills and behaviours throughout their course. They first learn fundamental logistics topics and progress to real-world, on-the-job application. For example, on the level 2 urban driver, apprentices first learn about health and safety aspects of driving and then about driving hours compliance. This helps apprentices to be successful in their roles.

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

Most apprentices achieve their final assessment well. A small minority of apprentices gain distinction grades. Most apprentices take on additional responsibilities or gain promotion after successfully completing their apprenticeship.

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

Apprentices have positive attitudes to their learning. They adhere to the high expectations set by staff for professional and courteous behaviour at work and learning sessions. They attend well.

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

Apprentices benefit from high-quality resources, such as videos and online courses to help them understand their role in creating an inclusive community. They learn about social responsibility, British values, and how they can contribute positively to society in their personal and professional lives.

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

Apprentices feel safe. They know how to stay safe online. Apprentices know how and who to report any concerns they may have. Apprentices understand the importance of health and safety and put this knowledge to good use when driving and unloading goods.

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better?

Leaders have designed a well-planned curriculum to support the logistics sector skill shortages. Leaders provide opportunities for apprentices to complete additional qualifications, which most do, that enhance their career prospects. For example, apprentices complete fire safety in the workplace and general data protection regulations so that they can progress in their roles.

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better?

The quality of education is good. Staff plan training carefully and consider learners’ individual starting points well. They explain concepts, such as the transportation of hazardous goods by road, clearly and use appropriate terminology. This helps apprentices learn and remember key concepts quickly and successfully.

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better?

Leaders provide apprentices with high-quality resources to help them learn. Heavy goods vehicles (HGVs) are fitted with on-board camera systems in place of wing 9 to 11 July 2025

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mirrors. This helps apprentices use the technology required in the logistics industry confidently.

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Trainers use assessment well to assess apprentices’ practical skills and theory knowledge. For example, they use multiple choice questions, direct observation and mock tests to measure progress and provide helpful feedback to help apprentices improve.

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Apprentices value the positive relationships leaders have developed with employers. They work closely together to monitor progress and identify next steps in learning so that apprentices practise and apply their skills in the workplace well.

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Leaders continue to offer qualifications in English and mathematics to develop apprentices’ literacy and numeracy skills needed for their careers. However, staff do not routinely support the level 2 urban driver apprentices or those that do not need to study functional skills to further improve their writing skills in the work they produce.

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Leaders have a comprehensive overview of the progress apprentices make. When apprentices fall behind, leaders use effective individual action plans and work closely with employers to provide additional training for apprentices so they catch-up quickly.

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Leaders rightly recognise that too many apprentices leave their programme early before successful completion. They have put in place measures to make sure employers and apprentices fully understand the requirements of an apprenticeship before they join. These actions are starting to reduce the number of apprentices leaving early but it is too soon to assess the full impact.

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Leaders provide apprentices with resources to inform them about important topics, such as healthy lifestyles that link to the industry they work in. For example, driver fatigue and the effects of alcohol and drugs. Leaders are acutely aware that there is a high prevalence of mental health issues for drivers. They provide apprentices with helpful information on how to deal with stress, anxiety and depression, and provide useful links to services and information on how to improve mental well-being.

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Most apprentices benefit from helpful advice and guidance on their next steps. However, this is not effectively planned throughout the programme so that apprentices are able to make well-informed decisions about the career opportunities available to them.

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Leaders monitor the quality of the subcontracted provision well. They meet frequently to monitor the progress of apprentices in their functional skills qualifications and support subcontracting staff to ensure apprentices attend. Subcontracting staff link teaching to the industry apprentices work in. This makes the sessions more relevant and subsequently apprentices value and enjoy their learning. 9 to 11 July 2025

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Governors have a clear understanding of the strengths and weaknesses of the provision. They use their extensive knowledge to support and challenge leaders to improve the quality of training and experiences of apprentices. For instance, they supported leaders to develop apprentice and employer engagement in the early stages of enrolment, so that they fully understand the expectations and commitment required from them.

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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 all apprentices benefit from consistent, high-quality careers advice and guidance.  Provide level 2 urban driver apprentices with effective feedback, in order to improve their literacy skills.  Increase further the proportion of apprentices who complete and achieve their qualification. 9 to 11 July 2025

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Provider details

Address 2 Start Ltd, Unit 2 Four Dells farm Poles lane Otterbourne Hampshire SO21 2DY

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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 Karen Evans 9 to 11 July 2025

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Information about this inspection

The inspection team was assisted by the apprenticeship manager, 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

Jo-Ann Henderson, lead inspector His Majesty’s Inspector Errol Ince Ofsted Inspector 9 to 11 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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