Group Horizon Limited

Further education and skills inspection report

p.1

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 Good

p.1

Information about this provider

Group Horizon Limited is based in Gateshead. It provides apprenticeship training for over 100 employers across England. At the time of the inspection, there were 385 apprentices. Around two thirds of apprentices were studying the level 4 building energy management systems (BEMS) controls engineer standard. The remaining apprentices were studying at levels 2 and 3, including data technician, urban driving, energy management and highways electrical maintenance and installation. Eighty apprentices were 16 to 18 years old. Tutors deliver most training online, with some face-to-face delivery in apprentices’ workplaces. 8 to 11 July 2025

p.1

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

Most apprentices enjoy their apprenticeships. They value their tutors’ specialist technical knowledge and their use of relevant, up-to-date examples. For example, level 4 BEMS tutors teach about contemporary heat pumps, while data technician tutors cover the latest information management systems.

p.2

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

Most apprentices complete their programme successfully and gain promotions or additional responsibilities at work. However, apprentices on the urban driving apprenticeship take too long to complete their training. They do not receive the encouragement they need to make prompt progress once they have gained the driving qualifications that form part of their apprenticeships.

p.2

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

Apprentices benefit from leaders’ strong links with stakeholders and employers. For instance, through the provider’s membership of the British Controls Industry Association (BCIA), energy management apprentices access useful careers advice. This helps to prepare these apprentices for their next steps.

p.2

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

Tutors help apprentices develop teamwork and communication skills. Apprentices learn to write reports, present ideas confidently and contribute effectively in the workplace. Some apprentices take part in external competitions, which helps build their confidence and skills.

p.2

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

Apprentices behave well and engage positively in training. Tutors set clear expectations for online learning. Most apprentices arrive punctually, prepared and ready to contribute. They listen attentively to peers and take part thoughtfully in discussions.

p.2

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

Apprentices feel safe. Staff support them well and do not tolerate bullying or discrimination. Apprentices treat peers and staff with respect.

p.2

better?

Leaders and managers provide high-quality curriculums that meet the needs of a wide range of employers in energy management, data analytics, logistics and highways electrical maintenance and installation. They work effectively with stakeholders, such as BCIA and Skills England, to ensure that programmes align with current industry needs. For example, leaders provide specialised additional content on energy management systems on data technician apprenticeships. The provider enjoys a strong reputation with employers for training BEMS engineers and data technicians in response to national skills shortages.

p.2

better?

Tutors have relevant industrial expertise. Leaders provide appropriate support to develop tutors’ teaching skills, including in remote and hybrid training. Tutors mostly use a range of online strategies effectively. They use interactive platforms, simulations and recorded sessions successfully to help apprentices understand, recall 8 to 11 July 2025

p.2

3

and apply technical concepts. For example, BEMS apprentices learn from simulations how to regulate temperature and energy use in buildings.

p.3

3

Tutors mostly provide effective support for apprentices with special educational needs and/or disabilities (SEND). They offer helpful individual coaching and time management strategies to support apprentices who have dyslexia. Apprentices with SEND progress well and achieve in line with their peers.

p.3

3

Tutors use helpful diagrams and worked examples in presentations that help apprentices grasp complex systems and calculations, such as the coefficient of performance in heat pumps.

p.3

3

Functional skills tutors identify gaps in apprentices’ English and mathematics knowledge and give clear instructions to help close them. Most apprentices pass their functional skills qualifications at the first attempt. Tutors also embed English and mathematics effectively in technical training. However, in a few cases, tutors do not correct errors in written English, so apprentices repeat these mistakes.

p.3

3

Tutors check apprentices’ understanding effectively through questioning, tests and assignments. They use information from assessments well to adapt teaching where needed. Tutors mostly provide clear verbal feedback during training and reviews. However, feedback on written work is sometimes too limited. A few apprentices are, therefore, unclear how to improve their written work or achieve higher grades.

p.3

3

Apprentices develop the level of technical competence expected for their programme, and some exceed it. For example, highways electrical maintenance apprentices use technical terms fluently when describing underground utility detection equipment. Data technician apprentices learn to extract and analyse data to regulate building systems remotely.

p.3

3

Leaders and managers understand the main strengths and areas for improvement in the provision. The capable board of directors provides leaders with effective support to improve the quality of provision. For example, they ask searching, well-informed questions to prompt improvements in teaching, personal development and safeguarding.

p.3

3

Skills coaches promote apprentices’ personal development effectively. Most apprentices understand fundamental British values and know how to apply them at work and in wider life. They know how to stay safe from risks, such as online grooming and incel culture. Tutors and employers give apprentices helpful careers advice. However, a few apprentices, including some who are aged 16 to 18, do not receive independent careers guidance.

p.3

Safeguarding

The arrangements for safeguarding are effective. 8 to 11 July 2025

p.3

What does the provider need to do to improve?

 Support apprentices who have been on programmes too long to complete without further delay.  Give helpful feedback on written work to help apprentices improve their grades and written English.  Provide all apprentices, especially those aged 16 to 18, with independent careers advice and guidance. 8 to 11 July 2025

p.4

Provider details

Address G24 The Avenues Eleventh Avenue North Team Valley Gateshead NE11 0NJ

p.5

Provider details

Principal, CEO or equivalent Karen Nichols

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 10 to 13 December 2019

p.5

Provider details

Main subcontractors None 8 to 11 July 2025

p.5

Information about this inspection

The inspection team was assisted by the quality and compliance 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.

p.6

Inspection team

Rebecca Clare, lead inspector His Majesty’s Inspector Debra Forsythe-Conroy Ofsted Inspector Sarah Reynolds-Golding Ofsted Inspector Hayley Lomas His Majesty’s Inspector Jacquie Brown His Majesty’s Inspector 8 to 11 July 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7