Rentokil Initial (1896) Limited

Further education and skills inspection report

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Inspection of Rentokil Initial (1896) 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 Good

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Information about this provider

Rentokil Initial (1896) Limited is part of a global organisation. The UK business is based in Sussex and has apprentices in its regional offices across England. Apprentices attend the training centre at the Sussex head office for block periods as part of their off-the-job training.

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Information about this provider

At the time of the inspection, there were 153 apprentices in learning. Almost all apprentices study the level 2 customer service practitioner apprenticeship with a small number studying the level 3 team leader apprenticeship. Most apprentices are adults with fewer than 5 aged 16 to 18. There are currently 14 apprentices studying towards functional skills English and/or mathematics qualifications. 5 to 8 August 2025

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

Apprentices receive exceptional levels of care and support from their trainers and assessors. They feel highly valued and gain significant new skills from an early stage of their apprenticeship. Apprentices speak with pride about their enhanced levels of confidence and the many professional behaviours they have developed. They recount how this learning has had a significant impact in their personal lives too.

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

Apprentices have an extremely positive attitude to their learning. Apprentices’ attendance is excellent. Apprentices are highly motivated and keen to succeed. They are persistent and resilient. They make good use of the wide range of support available to them. Trainers and assessors identify apprentices’ learning needs or any gaps in learning promptly. They put in place effective actions to support apprentices. For example, staff use different coloured paper or font size to meet a range of learning needs. They arrange workplace shadowing opportunities so that apprentices gain exposure to less familiar aspects of the business. This enables apprentices to gain a better understanding of the products and services available to customers.

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

Apprentices benefit from the consistently strong focus on the ‘promote from within’ culture. Staff make sure that apprentices understand and appreciate the career opportunities available to them. Apprentices are ambitious and many move into more responsible roles, different jobs across the organisation or on to the level 3 team leader apprenticeship.

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

Apprentices feel safe. Trainers and assessors work seamlessly together so that apprentices learn quickly and securely about safe working practices. For example, apprentices understand the importance of appropriate protective clothing and specialist breathing apparatus when spraying pesticides.

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

Most apprentices develop their understanding of radicalisation and extremism, but a few cannot recall their learning and what this means for them in their work or their lives.

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better?

Leaders and managers have designed and implemented a successful apprenticeship programme, which helps to meet one of their core business priorities of excellent customer service. They offer apprenticeships to new and existing staff members, mainly pest control technicians, alongside substantial technical training. They are passionate advocates of apprenticeships to provide continued learning opportunities and improved life chances.

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better?

Trainers and assessors use their extensive industry expertise and training skills to provide apprentices with interesting, relevant and stimulating learning activities. Staff benefit from useful professional development, including assessing and 5 to 8 August 2025

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verification qualifications. They appreciate the many helpful training opportunities available, which are personalised to their individual development needs.

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Trainers, assessors and apprentices’ line managers plan and review learning thoroughly. This contributes to apprentices gaining the skills they need to work with a wide range of customers. For example, apprentices initially learn about their different customer types and their diverse needs or contexts. They then learn about communication techniques and strategies to handle different and difficult situations. As their confidence and skills grow, apprentices are introduced to more challenging work situations and more complex customer requirements. As a result, they quickly become trusted and valued members of their teams.

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Trainers and assessors check apprentices’ understanding of what they have learned carefully and frequently. Trainers ask pertinent questions, encourage apprentices to recall previous learning and use demonstrations to highlight accurate and safe working practices. Assessors then build on this learning through effective follow-up sessions in which apprentices reflect on their on- and off-the-job learning and achievements to date. This helps apprentices to identify or refine their own targets for improvements.

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Leaders and managers are acutely aware of the proportion of apprentices who do not complete their studies. They have rightly identified that this is because apprentices leave the organisation. They have implemented actions to reduce the number of apprentices who leave the apprenticeship early, and these actions are starting to have a positive impact.

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Apprentices develop a strong understanding of equality and diversity. They can explain their understanding of fundamental British values and what this means in their industry. For example, apprentices are thoughtful about the importance of respect and adapting their communication to meet the needs of different customers, such as those with a disability or those for whom English is an additional language.

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Trainers and assessors teach apprentices to develop their literacy and numeracy skills and to understand the importance of these skills. They help team leader apprentices develop the accuracy of their writing when completing a range of internal reports or drafting an important external communication. Apprentices understand the importance of accuracy when calculating pesticide volumes for specific areas. They can explain how this prevents the risk of pest resistance, pest tolerance or damage to the environment.

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Apprentices produce work which is of a high standard from an early stage of their apprenticeship. Assessors use assessments that become increasingly challenging over time, and they provide very helpful feedback. This helps apprentices understand and hone the skills they need to achieve at the highest level. A very high proportion of apprentices who complete their apprenticeship achieve at distinction level. 5 to 8 August 2025

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Apprentices have access to a well considered and appropriate range of additional learning opportunities. This includes resources to support their physical and mental well-being. However, the take up of these opportunities is low. Leaders and managers recognise the importance of continuing to promote this wider learning.

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Leaders and managers, including an internal governance team, use a range of information to monitor and enhance the quality of their apprenticeship provision. They have been very successful in sustaining the high proportion of apprentices who achieve distinction grades.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Successfully implement planned action to reduce the proportion of apprentices who leave the apprenticeship early.  Revisit learning on radicalisation and extremism during the apprenticeship so that apprentices are more secure in their understanding.  Increase the proportion of apprentices who access and use the wider learning curriculum. 5 to 8 August 2025

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Provider details

Address Compass House Manor Royal Crawley RH10 9PY

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Provider details

Principal, CEO or equivalent Phillip Wood

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Provider details

Date of previous inspection 12 to 15 November 2019

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Provider details

Main subcontractors Not applicable 5 to 8 August 2025

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Information about this inspection

The inspection team was assisted by the area head of the technical academy, 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

Ann Monaghan, lead inspector His Majesty’s Inspector Roland White His Majesty’s Inspector Angela Twelvetree Ofsted Inspector Errol Ince Ofsted Inspector 5 to 8 August 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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