Accxel Limited

Name of lead inspector: Matt Hann, His Majesty’s Inspector

p.1

Address:

Unit 1, Whimsey Industrial Estate, Whimsey, Cinderford. GL14 3JA. Monitoring visit: Accxel Limited, 1 and 2 October 2025

p.1

Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Department for Education and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Accxel Limited is an independent learning provider with a construction training centre based in Cinderford, Gloucestershire. Accxel Limited have provided apprenticeships since October 2024. At the time of the monitoring visit, Accxel Limited had 44 apprentices studying construction related apprenticeships at level 4. There were 22 apprentices studying construction site supervisor, 18 studying construction quantity surveying technician, and 4 studying building services engineering senior technician. Of these apprentices 8 were aged under 19 years old.

p.2

Significant progress

Leaders provide a very ambitious construction apprenticeship curriculum. They work very closely with employers to ensure that apprentices are equipped with the skills needed for the modern construction industry. Leaders have extended the curriculum beyond the expected so that apprentices develop the problem-solving skills that employers report they need, such as undertaking complex construction site or street works tasks.

p.2

Significant progress

Leaders and lecturers are experts in construction. They stay up to date with industry requirements and use their extensive experience to provide training that reflects the realities of the workplace. Leaders support lecturers to obtain teaching and assessing qualifications.

p.2

Significant progress

Leaders provide an inclusive learning environment. Staff identify any support requirements for special educational needs and/or disabilities before apprentices start their course. Staff provide apprentices with individual support plans to help meet their support needs. Leaders proactively promote construction careers to underrepresented groups. They provide hands-on experience events in construction Monitoring visit: Accxel Limited, 1 and 2 October 2025 for young women as part of International Women’s Day, and support adults to change careers.

p.2

Significant progress

Leaders have an accurate oversight of the quality of the curriculum. They use effective quality assurance activities to identify, and make, the necessary improvements. For example, they frequently visit lessons and robustly monitor the standard of work that apprentices produce. At the time of the monitoring visit, leaders were putting in place additional assessment preparation support in advance of their first group of apprentices undertaking their final assessments.

p.3

Significant progress

Leaders have successfully put in place a governance board to help hold them to account. They have recruited governors with expertise in apprenticeships and employers from the construction industry. Leaders have established a meeting and visit structure for governors so that they receive the support and challenge needed to make further improvements.

p.3

Significant progress

Leaders have made rapid progress in ensuring that apprentices receive high-quality training that prepares them to succeed in the workplace. Staff sequence the curriculums, and apprentices’ on- and off-the-job training logically. Apprentices receive useful progress reviews that helps them to link the new content they have learned to the workplace. Lecturers use these reviews to develop effective action plans so that apprentices stay on track with their studies. Because of this, apprentices build new knowledge, skills and behaviours swiftly.

p.3

Significant progress

Leaders have created an inspirational and modern learning environment that helps to prepare apprentices for their future careers. Apprentices learn in classrooms equipped with plant machinery simulators, such as telehandlers, ride-on dumpers and excavators. These learning experiences help to build apprentices’ confidence before applying their skills in a supportive environment on the live construction sites at the training centre or at their workplace.

p.3

Significant progress

Lecturers skilfully support apprentices in lessons. They use a range of teaching strategies to support apprentices in building their knowledge and skills. For example, lecturers break down complex concepts into smaller manageable chunks, which helps them gain a secure understanding. Lecturers support apprentices well to develop valuable behaviours, such as effective communication and teamworking. For example, apprentices practise by taking part in work-related scenarios while working in groups and by providing presentations to clients.

p.3

Significant progress

Lecturers support apprentices effectively to improve their mathematical skills. Apprentices practise using well-contextualised construction site scenarios. For Monitoring visit: Accxel Limited, 1 and 2 October 2025 example, level 4 quantity surveying apprentices practise calculating the volume of a foundation trench.

p.3

Significant progress

At the time of the monitoring visit, many level 4 apprentices had achieved a distinction grade in their ongoing assessments. Employers recognise the substantial progress of apprentices and often reward this with increased responsibility within the workplace, ahead of the completion of the apprenticeship course.

p.4

Reasonable progress

Staff with responsibility for safeguarding and tutors have undertaken the appropriate training to keep apprentices safe. Leaders have put in place appropriate policies, processes and systems to report and manage safeguarding concerns. For example, apprentices are provided with a 24/7 helpline. Leaders have plans in place to routinely review concerns identified as low level by staff.

p.4

Reasonable progress

Apprentices feel safe and are confident that their concerns would be dealt with appropriately by staff. Apprentices learn about the importance of mental health awareness and how to seek support. Tutors contextualise well-being topics to the construction industry, such as suicide prevention. Monitoring visit: Accxel Limited, 1 and 2 October 2025 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

p.4

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5