E.J.Markham & Son Limited

E.J.Markham & Son Limited

Address: c/o Autowindscreens, S40 2UZ Unique reference number (URN): 1276509

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Strong standard

Leaders create a highly inclusive culture across all apprenticeships. They value diversity and celebrate the strengths and potential of every apprentice. Leaders ensure apprentices receive the support they need to succeed.

p.2

Inclusion Strong standard

Leaders identify, assess and monitor apprentices’ needs swiftly, using systematic screening, including dyslexia testing and monthly progress reviews. They produce detailed support plans to provide high-quality, individualised support.

p.2

Inclusion Strong standard

Leaders support apprentices very effectively. They introduce a range of adaptations to support apprentices who are struggling, such as flexible deadlines, chunked learning and ergonomic equipment. Adjustments are implemented quickly and reviewed frequently to ensure they remain effective. Where possible, leaders reduce support to increase apprentices’ independence.

p.2

Inclusion Strong standard

Apprentices benefit from mentoring, reflection time, and targeted coaching. Apprentices with dyslexia significantly improve their written work and those who experience anxiety or low motivation swiftly settle into learning and make excellent progress.

p.2

Inclusion Strong standard

Leaders provide trainers with high-quality training. Staff receive clear guidance and benefit from a skilled in-house specialist. Leaders work closely with families, professionals, and external agencies to provide the best possible support for apprentices.

p.2

Inclusion Strong standard

Leaders forge long-term, effective partnerships with organisations and specialist support providers. These partnerships ensure apprentices access timely, personalised support, including mental health services and social-care-led interventions.

p.2

Leadership and governance Strong standard

Leaders have clear oversight of their apprenticeships. They use targeted quality assurance processes to review and improve the training apprentices receive. Training is of a high- quality.

p.2

Leadership and governance Strong standard

Leaders know the needs of the business well. They review industry trends and adapt curriculum content to ensure apprentices gain the technical skills and knowledge they need to be successful. Leaders are committed to nurturing young talent. They focus on recruiting 16- to 18-year-old apprentices to encourage youth employment and to build strong foundations for long-term career progression for young people.

p.2

Leadership and governance Strong standard

Leaders use data intelligently and with purpose. They know why apprentices have not completed their apprenticeship and take proactive action to increase the proportion of apprentices who remain and achieve. Decisions consistently prioritise apprentices’ needs and have resulted in increased achievement in the past year.

p.3

Leadership and governance Strong standard

Strategic oversight is highly effective. Board members scrutinise reports rigorously, hold leaders to account, and take decisive action to improve apprenticeships. This has led to improvements in course content, and substantially improved achievement outcomes across level 3 apprenticeships.

p.3

Leadership and governance Strong standard

Leaders have very high expectations for trainers. They actively promote innovative teaching and assessment approaches that further elevate the quality of training apprentices receive. Trainers receive clear, tailored feedback that helps them refine and strengthen their practice. Leaders provide a coherent, evidence-informed professional learning programme that continually strengthens teaching expertise for all staff, including those new to the profession.

p.3

Leadership and governance Strong standard

Leaders manage wellbeing and workload very well. Staff turnover is very low and there are high levels of staff satisfaction.

p.3

Curriculum and teaching Strong standard

Leaders have developed consistently high-quality, well-planned curriculums. They design apprenticeships so that apprentices develop complex knowledge and skills swiftly. Automotive glazing apprentices learn to use tools safely before starting practical tasks so that they are confident and safe to practise their skills. Customer service apprentices focus on communication skills and digital system knowledge first so that they gain the confidence they need to handle customer interactions skilfully.

p.3

Curriculum and teaching Strong standard

Trainers work very closely with workplace mentors. They plan each session carefully to reinforce and extend apprentices’ knowledge and skills. Trainers integrate new skills into off-

p.3

Expected standard

the-job sessions and workplace practice. Apprentices apply their learning immediately and quickly become competent in their roles.

p.4

Expected standard

Leaders ensure the curriculum remains current and highly relevant. Automotive glazing apprentices learn to calibrate advanced driver assistance systems, remove sensors and glaze electric vehicles. These skills prepare them to work on modern vehicles. Customer service apprentices focus on identity checks, data protection and professional communication to equip them for contact centre and customer-facing roles.

p.4

Expected standard

Trainers use their vocational expertise in their teaching very well. They select meaningful activities, explain processes clearly and model industry techniques. They provide frequent opportunities to revisit and consolidate learning. Apprentices develop confidence through structured practise in a simulated environment. Trainers use technical and professional vocabulary accurately and ensure apprentices apply it effectively at work.

p.4

Expected standard

Trainers check understanding through discussion, observation and practical application. They adjust teaching skilfully when apprentices need more time or support. Timely and precise feedback helps apprentices improve their skills rapidly.

p.4

Achievement Expected standard

Apprentices quickly develop the knowledge and skills required for their roles. They improve their English, mathematics and digital skills through tasks connected to their jobs. This prepares them for their current and future job roles well.

p.4

Achievement Expected standard

Achievement rates on level 3 apprenticeship courses have historically been too low. However, leaders have driven significant improvements and achievement in the previous academic year is substantially higher.

p.4

Achievement Expected standard

Customer service apprentices achieve very well and many achieve distinction grades. Apprentices with additional learning needs or barriers to learning achieve very well.

p.4

Achievement Expected standard

Apprentices produce written work at or above the standard required for their level of learning. Customer service apprentices often achieve very high standards, while automotive glazing apprentices develop technical skills rapidly and apply them with fluency and precision.

p.4

Achievement Expected standard

Apprentices progress into sustained and meaningful roles in the business.

p.4

Participation and development Expected standard

Leaders set and reinforce very high expectations for behaviour and attendance. They promote positive workplace values and professional conduct. Apprentices rarely miss their training or work and demonstrate appropriate professional behaviours for the workplace. Trainers provide timely support for apprentices who are struggling. They seek specialist support when needed, helping apprentices build resilience and trust.

p.4

Participation and development Expected standard

Leaders and trainers teach fundamental British values, equality, and respect throughout the apprenticeship. Customer service apprentices have a secure understanding of these topics. However, automotive glazing apprentices’ knowledge is more limited.

p.5

Participation and development Expected standard

Leaders mostly ensure apprentices receive effective careers advice and guidance. Most apprentices discuss career options with trainers and managers and understand how to progress in their careers. However, automotive glazing apprentices have less-frequent opportunities for career discussions.

p.5

Participation and development Expected standard

Leaders encourage apprentices to take part in activities beyond their apprenticeship. They develop broader skills through training and activities such as project management, financial awareness and money management. These opportunities support apprentices’ development and prepare them well for future employment.

p.5

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

Apprentices mostly achieve well and develop new knowledge and skills quickly. They apply these skills at work very effectively.

p.6

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

Automotive glazing apprentices learn to use specialist tools to remove and repair vehicle glass safely. They complete complex chip repairs to a high standard using different chemicals and resins.

p.6

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

Customer service apprentices quickly learn about data protection regulations. They become more independent and gain confidence when taking phone calls, following company values and speaking clearly with customers.

p.6

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

Trainers encourage apprentices to learn from their mistakes as an important part of their development. Apprentices practise in safe, secure work areas without fear. They solve problems, make decisions under pressure and learn to adapt to change, asking for help when needed.

p.6

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

Apprentices benefit from effective wraparound support. Workplace mentors and trainers help apprentices overcome concerns and improve their study and work skills. The training and work environment is safe, respectful and inclusive.

p.6

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

Apprentices take part in a range of volunteering opportunities. They join a beach clean for a marine life charity, organising the event and arranging travel, managing invoices and planning a staff rota. Apprentices research public liability insurance and work closely with local charities to ensure events run smoothly.

p.6

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

Apprentices are valued members of the workforce. They benefit from shadowing wider business functions and feel a sense of belonging in the workplace.

p.6

Next steps

• Leaders should continue to increase the proportion of level 3 business administrator apprentices who achieve their apprenticeship and the proportion of automotive glazing apprentices who achieve distinction grades to ensure outcomes across all level 3 apprenticeships are consistently high. • Leaders should further strengthen the focus on fundamental British values for automotive glazing apprentices, ensuring all apprentices can confidently apply their understanding in the workplace and in the wider community. • Leaders should continue to review and enhance the careers information provided to automotive glazing apprentices, ensuring that ongoing career discussions, progression pathways, and development opportunities are introduced earlier and revisited.

p.6

Team inspectors:

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

p.7

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.

p.7

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.

p.7

About this inspection

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

p.7

About this inspection

The inspectors confirmed the following information about the provider:

p.7

About this inspection

E.J. Markham & Son, trading as the Markerstudy Group of Companies, operates as part of a wider umbrella organisation comprising a network of businesses in the insurance and automotive glazing industries. The training side of E.J. Markham & Son is an employer provider located in Chesterfield. Leaders provide apprenticeships across England, with training taking place both in the workplace and through face-to-face teaching at the organisation’s main site in Chesterfield.

p.7

About this inspection

At the time of the inspection, there were 39 apprentices in learning. There were 32 apprentices studying level 3 automotive glazing technician, 6 apprentices were enrolled on the level 2 customer service practitioner, and fewer than 5 apprentices were studying the level 3 business administrator apprenticeship.

p.7

About this inspection

Most apprentices were aged 16 to 18. A very small number were studying level 2 functional skills in English and/or mathematics.

p.7

Exceptional

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

p.9

Strong standard

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

p.9

Expected standard

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

p.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.

p.9

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 .

p.9

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 .

p.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9