Apprentice Team Ltd

Apprentice Team Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: His Majesty’s Inspector

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Inspection dates: 21 and 22 October 2025

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Type of provider: Independent learning provider

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Address: Unit 4 Chatsworth Technology Park Dunston Road Chesterfield S41 8XA Monitoring visit: Apprentice Team Ltd, 21 and 22 October 2025

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Context and focus of visit

Apprentice Team Limited was inspected in February 2025. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Reasonable progress

Since the previous inspection, leaders have made suitable progress in planning and sequencing the curriculum so that apprentices build knowledge logically. Tutors have restructured the curriculum to build foundation knowledge first before moving on to more complex concepts. Tutors introduce core accountancy topics, such as bookkeeping and double-entry principles before moving on to costing and financial reporting. They now include business environment content throughout the course rather than teaching it as a single, isolated module. Level 3 multi-channel marketing tutors teach marketing theory and principles at the start of the course before search engine optimisation. Tutors then adapt later modules to reflect specific employer needs, ensuring learning remains relevant and practical. This new sequencing approach enables apprentices to apply new knowledge confidently in both training and workplace settings.

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Reasonable progress

Tutors plan a range of useful activities to frequently revisit key concepts over time. Tutors have developed a detailed training plan, which includes frequent recall and learning activities that help apprentices retain and apply knowledge more effectively. They plan mock exams, structured discussions and real workplace scenarios to help apprentices link theory to practice.

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Reasonable progress

Monitoring visit: Apprentice Team Ltd, 21 and 22 October 2025 Most tutors set purposeful tasks that deepen apprentices’ knowledge and understanding of key topics. Tutors design well-structured practical and reflective activities within and beyond the taught sessions. Apprentices attend monthly online training sessions, extra support sessions and are set useful tasks on e-learning packages or workbooks. These well-designed workbooks include practical tasks that help apprentices apply their learning and reflect on how learning supports workplace performance. Tutors set additional research and learning tasks to prepare apprentices for assessments. Apprentices value these training and learning activities, which help them consolidate their learning and understanding of new topics.

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Reasonable progress

Tutors check apprentices’ knowledge of topics well. They use recall activities and probing questions to assess apprentices’ existing knowledge and identify misconceptions. Tutors introduce new concepts using real-world workplace-relevant scenarios, helping apprentices reinforce how theoretical knowledge applies in their job roles. For example, level 2 accounts or finance assistant tutors use problem- solving tasks and hands-on activities, such as inventory valuation exercises, to quickly assess learners’ understanding. Apprentices feel more confident and retain essential knowledge more effectively.

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Reasonable progress

Leaders have made suitable progress to improve their oversight of the quality of training apprentices receive. Leaders now carefully audit the quality and relevance of apprentices’ off-the-job training activities, ensuring time is used productively. They have restructured teaching sessions to ensure all allocated time is used for purposeful teaching with tripartite reviews and any extra sessions, such as one-to- ones, now clearly separated from core teaching. This holistic approach fosters a more personalised and responsive learning experience, helping learners better understand the purpose of each interaction, improving learner engagement and progress.

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Reasonable progress

Leaders have developed a suitable quality improvement plan. They use accurate data to make informed and effective decisions that improves the quality of training apprentices receive. Tutors are involved in quality improvement planning through self-assessment workshops and team meetings. This fosters a culture of shared accountability and continuous improvement.

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Reasonable progress

Quality improvement and standardisation activities enable leaders to review their apprenticeship provision fully and implement appropriate actions. For example, leaders revised their observations of training and assessment activities to focus on the impact of learning. Leaders now have an accurate view of the quality of teaching. Monitoring visit: Apprentice Team Ltd, 21 and 22 October 2025 Leaders have introduced external scrutiny, which is used well to closely scrutinise and challenge the quality of training. Governors have a suitable understanding of curriculum strengths and weaknesses.

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Reasonable progress

Following the previous inspection, leaders have made effective progress to strengthen the clarity and consistency of information shared with employers. They have monthly management meetings, which employers value. Leaders have launched a dedicated employer portal with key guidance information to ensure that employers are better equipped to support apprentices when they start their qualification. Leaders recognise that employers do not yet make effective use of this resource and are taking suitable action to further engage with employers.

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Reasonable progress

Leaders have strengthened the planning of on- and off-the-job training. Redesigned tripartite progress reviews enable tutors to facilitate structured discussions about the knowledge and skills apprentices develop. Line managers consistently attend reviews and provide useful feedback on apprentices’ workplace performance. They actively contribute to setting targets and plan appropriate activities for apprentices to practise their knowledge and skills in the workplace. For example, level 2 accounts or finance apprentices carry out a range of activities to support routine financial processes, such as maintaining ledgers and processing invoices. These activities build foundational competence and prepare apprentices for progression into more advanced finance roles. Monitoring visit: Apprentice Team Ltd, 21 and 22 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

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Reasonable progress

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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Reasonable progress

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

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