Academy for Project Management Ltd

Academy for Project Management Ltd

Address: 3 Alfred Street, SA11 1EF Unique reference number (URN): 1278653

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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 created an inclusive culture in which staff know their apprentices well and support them to participate fully in learning. Staff carry out effective introductory sessions before the programme begins. At the start of the programme, they assess accurately what apprentices already know and can do. They use information from these activities to personalise apprentices' learning plans and identify their learning and well-being needs early. When staff are aware of any extra help required, they act quickly to arrange support. They provide one-to-one support where this is required, and apprentices who face barriers to learning benefit from useful adaptations such as high-quality pre-reading packs, early access to resources and tasks adjusted to meet their needs. Staff work well with apprentices and their employers to ensure that the support they give is reviewed and amended over time.

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Inclusion Expected standard

Leaders provide staff with useful training to help them to meet learners’ needs. They also get expert advice from external agencies to provide guidance for those with, for example, dyslexia or autism.

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Inclusion Expected standard

Leaders continue to develop their analysis of achievement data linked to apprentices’ needs to ensure they understand these fully and can take action early when trends emerge.

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Leadership and governance Expected standard

Leaders set a strategic intent focused on training project management professionals and working with the rail industry to deliver a high-quality apprenticeship. Their frequent engagement with the apprentices’ employer supports them to maintain training that is well aligned to workplace requirements. They achieve this by listening to employers, understanding their priorities and adapting the programme when it needs change.

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Leadership and governance Expected standard

Leaders monitor the quality of teaching and evaluate the impact of improvement actions well. They review key indicators, destination trends and any risks to compliance with regulatory standards. Apprentices’ progress is tracked closely through curriculum and performance meetings. Leaders use data well to identify apprentices who fall behind and provide timely support.

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Leadership and governance Expected standard

Leaders hold regular meetings with the chief operating officer and employer representatives as part of the governance arrangements. These meetings cover performance data, curriculum design and destination outcomes. Those responsible for governance provide valuable scrutiny of the quality of training and improvement priorities. Leaders consider staff workload carefully and have created a culture in which staff feel valued. They support tutors well by contributing to curriculum design. They are ambitious for apprentices and link learning to wider industry opportunities, such as professional body membership and routes to chartership.

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Leadership and governance Expected standard

Leaders have provided tutors with an effective programme of professional development to build their subject expertise and enhance their teaching practice. They recognise the need for further training so that tutors can continue to strengthen their teaching skills alongside their expertise in project management.

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Achievement Strong standard

Apprentices apply themselves diligently to their training, which contributes very positively to the extensive progress they make. They develop an excellent understanding of project management concepts and are very well prepared for their next steps. They apply their knowledge and skills fluently at work when, for example, skilfully completing environmental impact assessments for railway infrastructure upgrade projects.

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Achievement Strong standard

Through highly effective improvement actions, such as redesigning the curriculum, leaders have significantly increased the proportion of apprentices who achieve their qualification, and this is now very high. In 2024/25, most apprentices achieved their qualification with a merit or distinction and almost all progressed to more senior responsibilities or roles, often linked to delivering complex railway infrastructure projects.

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Achievement Strong standard

Apprentices develop their English, mathematical, and digital skills to a high standard. They complete valuable management tasks, such as calculating project costs for a minimum viable product, and present business cases professionally using industry-standard project management software.

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Curriculum and teaching Expected standard

Leaders have designed a well-sequenced curriculum that meets national employment and training priorities in project management. They equip apprentices with the knowledge, skills and behaviours they need for the next stage in their careers. For example, apprentices begin by learning how to balance business-as-usual tasks and project management in their job roles. A notable feature is the skilful alignment of curriculum content to apprentices’ job roles. This allows apprentices to apply what they learn in the workplace and swiftly become proficient project managers.

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Curriculum and teaching Expected standard

Tutors use effective teaching strategies through which apprentices retain the knowledge that they are taught. They skilfully use questioning to identify gaps in apprentices’ knowledge and follow up with explanations that relate closely to apprentices’ railway infrastructure projects. They frequently check that apprentices understand subject-specific terms.

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Curriculum and teaching Expected standard

Tutors ensure that apprentices follow a curriculum that is accessible to them. They teach lessons so that adults who experience temporary barriers to attending on-site lessons continue to build on their learning by taking part online at the same time. Tutors provide suitably tailored support to apprentices who need extra help.

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Curriculum and teaching Expected standard

Trainers are experts in project management. They contextualise the feedback that they provide to apprentices in lessons and following the assessment of their work. For example, trainers share real-world examples about the impact of decisions made by project managers to create a minimum viable product.

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Curriculum and teaching Expected standard

Leaders are taking steps to develop additional learning opportunities that further enrich the curriculum and apprentices' outcomes.

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Participation and development Expected standard

Leaders ensure that apprentices receive clear and timely careers advice. This helps them understand the progression routes open to them. Apprentices learn how to work towards professional recognition in project management and explore wider industry opportunities, including degree-level study.

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Participation and development Expected standard

Leaders promote a culture of respect, professionalism and inclusion. Tutors use purposeful discussions and well-chosen tasks to develop apprentices’ understanding of fundamental British values, diversity and the legal responsibilities they must consider in their roles. For example, apprentices apply these principles when evaluating sustainability requirements within project management activities.

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Participation and development Expected standard

Leaders and tutors work closely to help apprentices overcome barriers to learning. Apprentices who require a break in learning receive tailored support to return, re-engage and achieve their qualifications. Leaders create the conditions for high attendance and active participation by fostering a respectful learning environment where apprentices feel valued and comfortable, contributing and learning from peers’ experiences of managing complex projects. Tutors build apprentices’ teamwork and collaboration skills well. They structure activities that require apprentices to evaluate each other’s ideas, offer constructive feedback and solve problems together, supporting their continued development of valuable professional behaviours. Leaders are beginning to broaden wider development opportunities, although these remain at an early stage of implementation.

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

Apprentices benefit from a well-structured and personalised programme that aligns closely with the needs of their rail industry employer. They quickly gain confidence in applying new project management knowledge and tools to their roles. They have helpful, regular one-to- one coaching and progress discussions with their trainers. Apprentices value the clear links between what they learn in workshops and what they are expected to practise at work, which helps them make steady progress and achieve highly over time. Many use the new skills they gain to take on additional responsibilities or prepare for promotion.

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

Apprentices feel they belong because staff know them well and take time to understand their work contexts and any barriers that may affect their learning or wellbeing. They appreciate the way that staff respond quickly when challenges arise, particularly in managing workload pressures or returning to study after a long break. Apprentices with special educational needs and/or disabilities receive useful, timely personalised support that helps them participate fully in learning. They make good use of pre-reading packs and structured workshop materials to prepare confidently for sessions.

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

Apprentices thrive in an environment where expectations are clear and professional behaviours are modelled well. They describe training as relevant, engaging and directly applicable to the complex projects they manage. They understand how to keep themselves safe and know how to report any concerns.

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

Apprentices develop resilience as staff support them to discuss obstacles, plan solutions and take responsibility for they progress. This helps them stay focused on achieving milestones and completing their portfolio work.

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

Apprentices benefit from well-planned sessions that broaden their understanding of safeguarding, healthy relationships and life in modern Britain. Apprentices experience a highly supportive environment.

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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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Next steps

• Leaders should further develop their analysis of data to identify emerging trends in apprentices' support needs early and to refine further how well interventions meet all apprentices’ needs. • Leaders should enhance the professional development programme so staff continue to deepen their expertise and sustain ongoing improvements in teaching and inclusive practice.

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About this inspection

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

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About this inspection

Inspectors spoke with leaders, managers and tutors during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Academy for Project Management Limited offers the Level 4 associate project manager apprenticeship. At the time of the inspection, it worked with a single employer in the rail industry.

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About this inspection

A total of 44 apprentices were enrolled on the programme. All apprentices were aged 19 and over and worked in project-management roles across England.

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About this inspection

Training is delivered through a mix of face-to-face workshops held at regional locations and online sessions.

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About this inspection

Chief Operating Officer: Ceri Hartnell This data is from 11 November 2025

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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

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Urgent improvement

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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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