Smart Dental Academy Limited

Further education and skills inspection report

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Inspection of Smart Dental Academy Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Smart Dental Academy Limited is an independent learning provider based in Blackburn, Lancashire. Leaders offer dental nurse apprenticeships. Apprentices are employed in dental practices across the north west of England. They attend off-the- job training at Blackburn, Liverpool, Manchester or Preston.

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Information about this provider

At the time of the inspection, there were 77 apprentices on the level 3 dental nurse apprenticeship. Nearly all apprentices were aged 18 or over. 29 to 31 July 2025

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

Apprentices demonstrate high levels of respect for their tutors, assessors and peers. They are articulate and polite when contributing to discussions in class. Apprentices are motivated to achieve their apprenticeship. Attendance is high and apprentices are punctual for classes.

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

Apprentices develop their confidence. They confidently respond to dentists’ instructions for equipment while in surgery, such as dental explorers and periodontal probes. Apprentices discuss treatments with patients and help them understand technical terminology.

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

Apprentices complete additional training in first aid, cross infection and health and safety. Apprentices keep themselves and others safe during dental procedures.

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

Apprentices value the support they receive from tutors, assessors and workplace mentors. This helps apprentices to develop their knowledge, skills and behaviours to enable them to move on to their next steps. A dedicated special educational needs coordinator devises a ‘passport’ for apprentices with special educational needs and/or disabilities that details the specific support that they need.

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

Apprentices feel safe and know how to keep safe online. They know not to share passwords and personal information with others. They complete useful training on fundamental British values and the ‘Prevent’ duty. Tutors and assessors routinely check apprentices’ understanding of these topics at progress reviews.

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better?

Leaders do not monitor apprentices’ progress effectively. Too many apprentices make slow progress, and a few do not complete their apprenticeship on time. In too many cases, tutors do not mark and return work to apprentices in a timely manner. Most apprentices do not use the feedback they receive from tutors effectively to improve their work and have to resubmit their work multiple times. When apprentices fall behind, interventions are not put in place swiftly enough to ensure that they catch up quickly.

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better?

Tutors do not set effective targets for apprentices in progress reviews. Targets are not incisive and do not help apprentices to develop the knowledge, skills and behaviours they need quickly enough. This results in too many apprentices making slow progress.

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better?

Leaders have planned a logical curriculum to meet the needs of the local and regional dental sector. Their aim is to provide a pipeline of skilled dental nurses to fill the General Dental Council’s skills shortage of registered dental professionals. Apprentices firstly learn about professional practice, health and safety and cross infection. They then study periodontal treatment, radiography, extractions and 29 to 31 July 2025

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endodontics. This ensures that apprentices build their knowledge, skills and behaviours over time.

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Tutors identify what apprentices know and can do at the start of their apprenticeship. However, tutors do not use this information to inform their teaching. Consequently, all apprentices follow the same curriculum irrespective of their prior learning or experience.

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Tutors and assessors have the appropriate experience and qualifications to teach their subjects. They maintain their professional registration with the General Dental Council and participate in industry training, such as radiography, medical emergencies and oral cancer to make sure that their sector knowledge remains current. Tutors continue to develop their teaching skills by completing training in autism awareness, assessment techniques, artificial intelligence, and instructional planning for successful teaching.

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Tutors use a variety of teaching strategies to help apprentices remember key concepts. They use videos, quizzes, mock assessments and written tests. Tutors’ questioning techniques are effective in assessing apprentices understanding of topics, such as oral hygiene and the identification of abnormalities in gums that need investigating.

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Apprentices develop their English and mathematical skills. In English, apprentices learn a wide range of technical terminology relating to surgical instruments and procedures. In mathematics, apprentices have individualised learning plans to support them to improve their weakest mathematical topics. Of the apprentices who complete functional skills English and mathematics, most pass their examinations at their first attempt.

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Employers and tutors coordinate apprentices on- and off-the-job training well. They make sure that apprentices have the opportunities they need to swiftly apply what they are learning at work. Apprentices shadow dentists to gain knowledge about different treatments, such as cleaning teeth and filling cavities.

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Apprentices receive frequent careers and progression advice during their apprenticeship. They know the options available to them if they want to progress to further study, such as an implantology course to become surgical nurses, and higher education to train as dental hygienists or therapists.

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Leaders have recently appointed experienced external governors. The external governors are yet to attend any board meetings, so it is too early to judge the impact of these new appointments.

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Safeguarding

The arrangements for safeguarding are effective. 29 to 31 July 2025

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What does the provider need to do to improve?

 Improve the processes that monitor apprentices’ progress to quickly identify and support those apprentices who are making slow progress.  Use apprentices’ starting points to plan individualised curriculums for apprentices.  Mark and return apprentices’ work in a timely manner and ensure that apprentices act upon this feedback to improve their work.  Set clear and measurable targets that support apprentices to swiftly develop their knowledge, skills and behaviours. 29 to 31 July 2025

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Provider details

Address 21 Richmond Terrace Blackburn Lancashire BB1 7BL

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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 29 to 31 July 2025

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Information about this inspection

The inspection team was assisted by the academy programme 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

Suzanne Horner, lead inspector His Majesty’s Inspector Kim Bleasdale His Majesty’s Inspector Emma King Ofsted Inspector 29 to 31 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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