Academy of Play and Child Psychotherapy Limited

Further education and skills inspection report

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Inspection of Academy of Play and Child Psychotherapy Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding 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

The Academy of Play and Child Psychotherapy Ltd (APAC) is an independent training provider with its head office in Uckfield, East Sussex. Leaders offer the level 7 play therapist standard and are the only provider in the UK to do so. Trainers teach apprentices in face-to-face sessions and online. At the time of inspection, there were 64 apprentices, all of whom were over the age of 18. Apprentices are based in Manchester, Cambridge, London and the south-east of England. 8 to 11 July 2025

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

Apprentices enjoy their learning greatly and find their work challenging and highly rewarding. They are very proud of how they help children to reconcile their trauma and are resilient to these challenging situations. Apprentices are highly committed to their training and the children they work with.

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

Apprentices’ professional behaviours are exemplary and reflect those of the expert staff at APAC. Apprentices are curious, objective and reflective. They embody the values of respect, empathy and integrity, fulfilling the ethical principles of play therapy with excellence. Apprentices develop the qualities they need for their jobs.

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

Apprentices successfully acquire new knowledge and skills, which they apply confidently at work. They recognise how trauma, such as bereavement, can affect child development. Apprentices use techniques they have learned well to raise children’s self-esteem and reduce developmental gaps. They adjust their behaviours during sessions to respond to the needs of the child. Employers value highly the contribution apprentices make at work.

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

Apprentices feel safe and know how to keep themselves and the children in their care safe. They know the importance of maintaining clear professional boundaries with children during therapeutic interventions. Apprentices understand the benefits of taking up personal therapy to support their own well-being.

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better?

Leaders have a clear purpose to provide high-quality training in play therapy to meet the increased demand for specialist help for trauma affected children. They offer the level 7 apprenticeship as an alternative to commercial training, which widens opportunities for people to become play therapists.

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better?

Leaders plan the curriculum logically, so that apprentices develop essential understanding of ethical principles of play therapy. Apprentices are then able to assess the severity of children’s trauma and adapt play therapy sessions competently to meet children’s complex needs and circumstances. Apprentices build new knowledge and skills securely.

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better?

In some modules of study, leaders have not planned sufficiently well to enable all apprentices to complete the clinical experience they need for their assignments. This delays their progress. Leaders have put in place sensible actions to resolve this issue, but it is too early to see the impact.

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better?

Course directors are knowledgeable clinicians, who use their expertise well to link theory and practice in training sessions. They use practical exercises and rehearsals effectively to help apprentices develop their clinical skills and professional behaviours. Course directors teach apprentices to use questioning that helps 8 to 11 July 2025

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children explore their work and their feelings. Apprentices become fluent in the skills and behaviours they learn.

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Staff design individual training plans for apprentices based on careful assessment of their prior knowledge, experience and needs. They ensure apprentices including those with additional needs have the appropriate support in place to support their learning. Apprentices including those with additional needs make appropriate progress based on their starting points.

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Staff use assessment well to provide apprentices with high-quality feedback, so they improve their work. This contributes to apprentices’ ability to produce work of a high standard, with just over half working at distinction level.

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Course directors make sure apprentices understand the format of final assessments for their apprenticeship. However, they do not provide early enough opportunities for apprentices to practise all aspects of the final assessment. As such, apprentices do not feel fully prepared for their final assessment.

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Coaches and course directors promote apprentices’ personal development well. They relate the ethical principles of play therapy to values important for life and work in modern Britain. Staff help apprentices manage their health and well-being effectively. They provide apprentices with useful and relevant advice about their careers and next steps, such as how to become self-employed. Apprentices have the information they need to make decisions about their work and lives.

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Leaders have worked hard to improve the quality of training and experience of learners and employers. They have responded positively to the areas for development identified at the previous monitoring visit. Together with experienced governors, leaders have supported staff to improve the quality of feedback that apprentices receive about their work.

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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 apprentices’ clinical hours are planned so they receive the experience needed to complete their assignments as planned.  Ensure apprentices know about and practise the elements of final assessment early enough in their studies. 8 to 11 July 2025

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Provider details

Address The Coach House Belmont Road Uckfield TN22 1BP

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Provider details

Principal, CEO or equivalent Maria Bayne

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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 8 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

Mark Hillman, lead inspector His Majesty’s Inspector Viki Faulkner His Majesty’s Inspector Andrew Thompson Ofsted Inspector Emma Barrett-Peel Ofsted Inspector 8 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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