Stanfords Training Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement 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

Stanfords Training Limited is an independent training provider operating from two training centres in Birmingham and Maidenhead. It offers apprenticeships predominantly to adults, with fewer than five apprentices under 18 years old. At the time of inspection, there were 120 apprentices in training across seven apprenticeships. The largest group of these were level 2 construction plant operatives, with 90 apprentices. The next largest was level 3 early years educator with 12 apprentices and the level 3 assistant accountant with six apprentices. 15 to 18 July 2025

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

Too many apprentices do not complete their studies on time. Staffing shortages have slowed down the rate at which apprentices progress in their studies. However, leaders have recently remedied staffing problems and are working productively to help apprentices catch up in their studies.

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

Apprentices are prepared well for life in modern Britain. Most apprentices have a secure understanding of the risks of radicalisation and the importance of fundamental British values. In the early years educator apprenticeship, teachers carefully embed fundamental British values into the curriculum and link these to workplace practices and expectations, such as how to develop play activities with children to foster tolerance and respect.

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

Apprentices make well-informed career choices because staff provide them with valuable information about the pathways available to them after completing their apprenticeship. Construction plant operative apprentices develop a detailed understanding of the different categories of plant equipment they can qualify to operate and how this will influence their prospects.

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

Apprentices do not attend on-the-job training frequently enough. Leaders do not monitor apprentices’ attendance effectively, and they do not follow up absences promptly. Early years educator apprentices have particularly low attendance, which affects the progress they make in their studies.

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

Apprentices feel safe. They know how to report potential concerns such as bullying and harassment and are confident that staff will respond swiftly and appropriately.

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better?

Leaders design curriculums that meet the needs of employers, as well as regional and national skills requirements. In the level 2 construction plant operative apprenticeship, they use labour market data, along with connections to the sector skills council and employers, to design a curriculum that aligns with the national goal of training 250,000 construction workers by 2028.

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better?

Leaders carefully plan curriculums to help apprentices learn key topics quickly and become valuable in the workplace. The early years educator apprenticeship curriculum plan is comprehensive, allowing for in-depth exploration of theoretical concepts. It covers a wide range of development and attachment theories, along with various approaches to supporting children with special educational needs and disabilities. Safeguarding is taught at the beginning of the course, alongside the role of an early years educator and their duty of care, ensuring that apprentices have a thorough understanding from the outset of their new roles. 15 to 18 July 2025

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Leaders make sure that teachers are experienced professionals in their fields. Teachers draw on their industry experience to prepare apprentices well for their future careers. Level 2 construction plant operative teachers demonstrate how winter weather can affect the tipping performance of dumper trucks, providing apprentices with valuable real-world insight that enhances their understanding and readiness for the industry.

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Teachers skilfully use a variety of teaching strategies that equip apprentices with the necessary knowledge and skills for success. They provide clear explanations and reinforce key learning points during lesson plenaries. When needed, they break down learning into manageable chunks and offer alternative explanations for those apprentices who struggle to understand. In the level 3 assistant accountant apprenticeship, teachers use their knowledge to relate to apprentices’ workplaces and contextualise learning.

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Leaders do not ensure apprentices have progress reviews frequently enough. Where reviews are completed, there are inconsistencies in clarity, depth, and the targets set. In the early years practitioner apprenticeship, progress reviews occur infrequently and do not sufficiently tackle the slow progress apprentices make. This contributes to most early years practitioner apprentices falling behind in their studies.

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Teachers do not use information about what apprentices know and can do at the start of their apprenticeship sufficiently well to adapt teaching. In too many cases, the information collected is incomplete and does not accurately reflect apprentices’ current skills and abilities. In the level 3 assistant accountant apprenticeship, the skills scan that apprentices complete does not match the apprenticeship standard, with essential aspects being overlooked. Consequently, in a minority of cases, apprentices are taught things they already know.

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Teachers do not routinely develop apprentices’ English and mathematical skills. Although all apprentices take initial assessments in these subjects, teachers do not use this information to support their learning. Occasionally, teachers identify errors with spelling and grammar in apprentices’ written work, but this is not consistent, and apprentices do not sufficiently improve their English and mathematical skills to prepare them for their next steps in employment and education.

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Recently appointed quality leaders are focusing on understanding their curriculums. They have prioritised the poorest performing ones and implemented measures that are already improving the quality of education apprentices receive. However, in subjects where these new quality assurance processes have not yet been put in place, such as the assistant accountant apprenticeship, quality leaders still lack a clear understanding of what needs to be improved.

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Leaders are attentive to staff workload and well-being. They support construction plant operatives in managing personal responsibilities by arranging time off or providing other assistance. Leaders also help with workload challenges by sharing tasks across the team and checking staff allocations and caseloads. As a result, staff 15 to 18 July 2025

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feel comfortable approaching leaders with concerns and trust they will receive support to resolve them.

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Leaders have recently appointed governors with a range of expertise, which should benefit the organisation. Previously, the board had a clear understanding of the organisation’s strengths and weaknesses. However, when significant staffing problems and a build-up of apprentices passing their planned end date arose, those responsible for governance were not quick enough to hold leaders to account for the quality of education they provided. The new board have introduced measures to resolve this, and initial signs show improvement, but it is too early to see the full impact.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

During the inspection, leaders updated the safeguarding policy.

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What does the provider need to do to improve?

 Make sure apprentices complete their studies on time.  Make sure apprentices attend off-the-job training.  Provide apprentices with frequent and helpful progress reviews.  Improve apprentices’ English and mathematics skills throughout their studies.  Improve the accuracy of initial assessment and use this to inform teaching. 15 to 18 July 2025

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Provider details

Address 2nd Floor, Wolverley House 18 Digbeth High Street Birmingham B5 6BJ

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Provider details

Principal, CEO or equivalent Mohamed Sowe

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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 N/a 15 to 18 July 2025

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Information about this inspection

The inspection team was assisted by the head of quality and curriculum, 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

Joel Dalhouse, lead inspector His Majesty’s Inspector Ian Goodwin Ofsted Inspector Jo Brodrick Ofsted Inspector Jaswant Mann Ofsted Inspector Bev Ramsell His Majesty’s Inspector 15 to 18 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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