Locomotivation Ltd

Further education and skills inspection report

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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

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Information about this provider

Locomotivation Ltd is an independent learning provider based in Poole. It provides training for around 300 apprentices across a range of standards from level 2 to level 5. The largest cohorts of apprentices are at level 3 and on business administration, team leader/supervisor and outdoor activity instructor standards. Smaller numbers of apprentices study supply chain programmes. Staff at Locomotivation Ltd provide training through a mix of face-to-face, online and workplace-based sessions. Apprentices are based across England. Most apprentices are aged 18 or over. 22 to 25 July 2025

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

Apprentices value the welcoming, inclusive and respectful culture. Training specialists know their apprentices well and set clear expectations for professional conduct, attendance and participation. Most apprentices respond positively and enjoy strong relationships with their trainers and peers, which helps them build confidence, resilience and stay motivated.

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

In most instances, apprentices quickly develop relevant knowledge, skills and professional behaviours because of well-aligned and thoughtfully planned on- and off-the-job training. Training specialists work closely with employers to ensure the training reflects apprentices’ job roles and future goals. Apprentices take on more responsibility at work and, because of their training, are well prepared for their next steps. Team leader apprentices develop coaching strategies to manage staff effectively, while outdoor activity apprentices learn to plan inclusive sessions and lead with confidence. Apprentices value the relevance of their training and the impact it has on their development.

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

Apprentices enjoy their training and speak positively about their experiences. They benefit from training that helps them understand how to stay healthy, manage relationships and look after their well-being. Apprentices also learn how to keep themselves safe, including online and in their communities. However, they do not always have the opportunity to explore topics that extend beyond their immediate job role or apprenticeship standard. This contributes to a minority of apprentices being less confident when discussing current affairs or exploring issues such as equality, diversity, sustainability and life in modern Britain.

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better?

Leaders consult effectively with employers when designing or reviewing programmes, which helps shape content and delivery to reflect current sector expectations. This collaborative approach strengthens the relevance of training and supports apprentices to make a stronger impact in the workplace.

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better?

Leaders and managers plan training in a logical sequence so that apprentices can apply new knowledge and skills confidently in their roles. Training specialists use their vocational expertise well to explain technical content clearly and make learning relevant to apprentices’ jobs. In digital marketing, for example, apprentices begin by learning how to analyse target audiences and evaluate campaign performance before moving on to design and delivery. By covering these skills early in the programme, apprentices are able to apply them in the workplace straight away, which makes them more useful to their employers at an earlier stage. As a result, they gain confidence quickly and contribute more effectively to live projects.

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better?

Training specialists plan and deliver training that develops apprentices’ skills, knowledge and independence effectively over time. They sequence activities logically so that apprentices build on what they have learned and apply it with 22 to 25 July 2025

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growing confidence in the workplace. Training specialists explain technical content clearly and introduce specialist terminology in context, which helps apprentices understand and use it accurately. For example, in outdoor activity programmes, apprentices learn how to design and lead inclusive sessions that meet the diverse needs of participants. Training specialists also support apprentices well in reflecting on their performance and making meaningful improvements.

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Training specialists use assessments well to monitor apprentices’ progress and guide their development. They provide regular verbal feedback and one-to-one coaching, which apprentices value and use to improve their performance and build confidence. In most cases, feedback is timely and specific, helping apprentices understand what they are doing well and what they need to do next. However, in a minority of courses, such as business administration, written feedback and targets lack clarity. This means some apprentices are unsure how to improve their written work, which slows their development.

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Training specialists identify apprentices’ additional needs early and put in place helpful adaptations. They provide valuable extra support to those apprentices who need it such as one-to-one coaching, adapted resources or additional time in sessions. This helps apprentices stay on track and achieve at least as well as their peers.

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Training specialists support well apprentices who do not yet have level 2 qualifications in English or mathematics to develop the skills they need to succeed. As well as providing effective specialist teaching, staff reinforce learning well through the vocational curriculum to help apprentices prepare for and achieve these qualifications. Training specialists help apprentices improve their communication by embedding report writing and presentation tasks into training. In practical sessions, they revisit mathematics skills through budgeting, measuring and interpreting data relevant to apprentices’ job roles.

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Leaders have taken appropriate action to increase the proportion of apprentices who complete their course. They analyse performance data effectively and use insights to inform programme design. Leaders have improved the processes for recruiting and starting apprentices on their courses. Leaders have changed their engagement with new employers, which has helped to ensure apprentices are on courses that meet their needs and interests. They have also adjusted content sequencing in some apprenticeships, which has helped reduce early withdrawals.

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Leaders carry out useful self-assessment and gather feedback well from training specialists, apprentices and employers to inform how they set priorities to improve the training they offer. However, they do not focus sharply enough on the quality of education and training, which limits their ability to maximise the overall impact of the actions they take.

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Leaders have put in place effective governance arrangements. Governors meet regularly with senior leaders to review key performance indicators, including for 22 to 25 July 2025

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achievement, safeguarding and training specialists. They ask relevant questions and provide useful challenge.

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Training specialists provide apprentices with effective careers information, advice and guidance. They help apprentices identify suitable progression routes and give meaningful support to those aiming for promotion or further study. They also offer targeted help with CV writing and interview preparation, which enables apprentices to plan confidently and take purposeful next steps in their careers.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Sustain improvements to increase further the proportion of apprentices who successfully complete their apprenticeship.  Provide apprentices with clear and relevant targets and feedback to support their development. 22 to 25 July 2025

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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 22 to 25 July 2025

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Information about this inspection

The inspection team was assisted by the head of quality, 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 apprentices’ work, seeking the views of apprentices, training specialists and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Paul James, lead inspector His Majesty’s Inspector Rebecca Clare His Majesty’s Inspector Mark Hillman His Majesty’s Inspector Paul Manning His Majesty’s Inspector Matt Hann His Majesty’s Inspector 22 to 25 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 apprentices 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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