Workforce Training & Development Ltd

Workforce Training & Development Ltd

Address: Welford Grange Farm, NN6 6HZ Unique reference number (URN): 2495041

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders have established an inclusive culture in which apprentices feel valued and well supported. Leaders use clear processes to identify each apprentice's needs at the start of every course. This ensures they recognise any barriers to learning or wellbeing at the earliest opportunity. Leaders work with external organisations to provide useful, specialist support for apprentices with autism, dyslexia or mental health needs.

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Inclusion Expected standard

Leaders maintain clear oversight of apprentices with additional needs. They assess the impact of interventions in a timely and precise manner. Leaders and managers act carefully to reduce barriers to learning. They offer support, make reasonable adjustments and put in place effective adaptations. However, leaders do not yet have well-defined, systematic oversight of the support apprentices receive.

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Inclusion Expected standard

Leaders ensure staff receive appropriate training to support apprentices with additional needs. Trainers complete appropriate professional development on inclusive teaching practices. This includes physical and mental disabilities and factors impacting social and emotional wellbeing. Trainers draw on their specialist training effectively. They teach apprentices useful strategies, such as dividing activities into smaller steps

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Inclusion Expected standard

Leaders collaborate with employers to remove workplace barriers. They make changes such as adjusting work surfaces and ensuring access to suitable equipment. Leaders use inclusive practices to help apprentices get the support, environments and chances they need to achieve.

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Leadership and governance Expected standard

Since taking ownership in December 2024, leaders have overcome significant operational challenges. By June 2025, they had full control of the apprenticeship provision. They introduced new quality assurance processes and improved apprentices' training.

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Leadership and governance Expected standard

Leaders identify strengths and areas for improvement with precision. They evaluate the quality of apprenticeships with a variety of effective quality assurance processes. Leaders take actions like enhancing initial assessments and improving the quality of written feedback apprentices receive.

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Leadership and governance Expected standard

Leaders provide apprenticeship training that matches labour market needs. They create chances for apprentices to access education and grow their careers. They act quickly to close skills gaps. This helps widen access and create pathways for progression. Directors hold quality leaders to account. They monitor progress, test improvements and drive lasting changes. They work closely with managers to evaluate how initiatives improve the quality of training. Leaders focus on apprentices’ needs. They ensure training continues for those affected by provider closures. They also offer support for apprentices with special educational needs and/or disabilities or other barriers to learning.

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Leadership and governance Expected standard

Leaders plan professional development for trainers that aligns with organisational and individual priorities. They support staff in gaining qualifications, participating in peer mentoring and improving technical skills. However, opportunities for trainers to develop their teaching skills do not yet target the specific areas needed to quickly develop their expertise.

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Leadership and governance Expected standard

Leaders show a clear commitment to staff welfare by monitoring caseloads, providing flexible working arrangements and offering practical wellbeing measures. This fosters a positive and supportive working culture.

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Achievement Expected standard

Apprentices who have completed their apprenticeships under the current leadership achieve well. Most make suitable progress from their starting points. Leaders quickly identify apprentices who are struggling or falling behind. The clear action plans they create help apprentices make quick progress toward completion.

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Achievement Expected standard

Apprentices develop the knowledge and skills they need at work. They gain confidence as they apply these skills in their job roles. The written and practical work apprentices produce generally meets the expected standard. Apprentices demonstrate improving accuracy and confidence, applying skills effectively in the workplace.

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Achievement Expected standard

Trainers support apprentices, including those who speak English as a second language to develop the necessary skills. They help apprentices improve their English, mathematics and digital skills through tasks connected to their job roles. Apprentices build confidence, independence and professional skills. This prepares them for more responsibility at work for further education or for new jobs.

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Curriculum and teaching Expected standard

Leaders know the quality of their curriculums and the training apprentices get through their effective evaluation and oversight of the training. They take quick action to improve any identified issues, such as standardising the quality of feedback apprentices receive, ensuring employers attend reviews and improving the support for apprentices who do not speak English as a first language.

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Curriculum and teaching Expected standard

Leaders respond quickly to employer feedback to keep training relevant. Trainers provide practical, industry-specific instruction that equips apprentices with the skills they need. Apprentices learn skills, such as delegation, coaching techniques and conflict resolution in the Level 5 operations manager apprenticeship. In butchery, they gain knowledge of animal anatomy to handle and cut safely.

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Curriculum and teaching Expected standard

Curriculums are structured logically to support learning. Level 3 data technician apprentices study legislation and data security before using analytical tools, ensuring they understand how to manage data safely and can apply their knowledge effectively.

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Curriculum and teaching Expected standard

Trainers are appropriately qualified and bring substantial industry experience. They use clear explanations and real-world examples to develop apprentices’ knowledge and practical skills. They teach butchery apprentices meat classification and how to produce wholesale and retail cuts efficiently. Level 5 operations manager apprentices’ complete workplace- relevant projects, applying learning directly to their roles.

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Curriculum and teaching Expected standard

Trainers use assessment methods, such as discussions, practical tasks and targeted questioning effectively. They adapt lessons to meet apprentices’ individual needs by adjusting pace, providing extra resources and offering one-to-one support. Apprentices develop the knowledge, skills and behaviours they need to be successful.

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Participation and development Expected standard

Trainers monitor apprentices' mental health needs effectively. Apprentices know how and are confident to seek support when necessary. Trainers seek external specialist help for apprentices who need it. This helps build apprentices' resilience and trust.

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Participation and development Expected standard

Leaders set and reinforce high expectations for apprentices’ behaviour, attendance and participation. Apprentices attend online lessons well and are respectful of staff and each other. Leaders track apprentices' attendance carefully. They step in quickly when apprentices need help to support their progress and make sure tasks are finished on time.

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Participation and development Expected standard

Trainers teach apprentices effectively about fundamental British values, equality and respect through topical themes and case studies. This helps apprentices develop tolerance and professional responsibility. The personal development curriculum is well structured, promoting life skills alongside vocational learning. Apprentices understand and demonstrate these values in their daily interactions. However, wider learning opportunities for apprentices are still developing and do not yet fully offer a well-rounded, carefully tailored range of activities to broaden apprentices' learning. Apprentices learn in a friendly and inclusive atmosphere. Staff promote apprentices’ well- being, personal development and readiness for their careers. Staff provide effective careers guidance that is included in reviews and frequent discussions. This helps apprentices understand progression routes and future career opportunities.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices across all courses thrive in a supportive and inclusive learning environment. They value the carefully tailored curriculums and structured support that trainers provide.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices benefit from curriculums that balance professional development with practical life skills. This ensures apprentices apply their learning immediately and build confidence quickly.

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What it's like to be a learner and/or an apprentice at this provider

Butchery apprentices learn practical skills and food-safety standards essential for retail and processing environments. They study different types of animals to understand variations in meat, anatomy and processing methods. Apprentices develop the skills and confidence to handle meat correctly, recognise quality differences, and apply the right techniques for cutting and preparation. This ensures they are well prepared and skilled in their roles.

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What it's like to be a learner and/or an apprentice at this provider

Level 5 operations manager apprentices learn in respectful, remote learning environments. They benefit from personalised one-to-one lessons and ongoing support from experienced trainers. Apprentices quickly build expertise in people and project management, master strategic planning and decision-making and strengthen their communication skills.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices studying level 3 courses, such as data technician, gain the analytical and digital skills they need to work confidently with business data. Those on team leader apprenticeships develop the skills and confidence to take on their first line-management responsibilities. The programme strengthens their ability to lead teams, manage workloads, communicate clearly, solve problems, and make effective decisions.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices are highly motivated and participate fully in learning activities. They develop strong technical knowledge and sector-specific skills, allowing them to add value to their workplaces rapidly. Many progress into more senior roles, take on additional responsibilities or secure promotions. Most apprentices who complete their training achieve their apprenticeship.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices feel safe in both training and work settings. They understand safeguarding procedures and consistently demonstrate professional behaviours. They develop their understanding of healthy relationships, modern British society and meaningful community contribution, which fosters a strong sense of belonging and responsibility.

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Next steps

• Leaders should continue to strengthen the professional learning and expertise of trainers, ensuring they maintain strong pedagogical knowledge and skills so that apprentices benefit from consistently high-quality teaching. • Leaders should further consolidate their approach to inclusion by systematically reviewing the support provided for apprentices to ensure the support apprentices receive consistently enhances their experiences and opportunities. • Leaders should continue to strengthen personal development opportunities for apprentices by providing a rich, age-appropriate and tailored programme that develops their personal skills effectively.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with, senior leaders, managers, apprentices, employers, parents/carers, and key stakeholders during the inspection.

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About this inspection

The inspector confirmed the following information about the provider:

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About this inspection

Workforce Training and Development Ltd (WTD) is a small, independent training provider located in London, offering apprenticeships across England. Apprentices are taught either online or in the workplace.

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About this inspection

Since the previous inspection, WTD has undergone substantial change. After a change of ownership in December 2024, leaders set a new strategic direction to broaden the apprenticeship offer, introducing programmes in the digital and business sectors. The current leadership team then assumed full control of the business in July 2025.

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About this inspection

At the time of inspection, there were 75 apprentices enrolled. The largest cohorts were level 5 operations manager with 37 apprentices, level 3 data technician with 14 apprentices and level 3 team leader with 11 apprentices. Eight apprentices were enrolled in level 2 butcher apprenticeships.

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About this inspection

Most apprentices were either just starting or around halfway through their training. A very small number, studying level 5 operations manager apprentices had completed their qualifications. Almost all apprentices are aged 19 or over. Very few apprentices were studying level 2 functional skills in English and/or mathematics.

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About this inspection

CEO: Mr Ikhtiar Rahman Nikki Brady, His Majesty's Inspector

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Team inspectors:

Sarah Biddulph, His Majesty's Inspector Rochelle Saneria, His Majesty's Inspector Sue Hasty, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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 .

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Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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Urgent improvement

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

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