LDN Apprenticeships Ltd

LDN Apprenticeships Ltd

Address: 278-280 South Lambeth Road, SW8 1UJ Unique reference number (URN): 1276252

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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 Strong standard

Leaders create a highly inclusive culture. All staff promote and embed this in their work. Leaders and staff use rigorous initial and ongoing assessments, supported by detailed knowledge of apprentices’ backgrounds and targeted learning support plans. This means they consistently and accurately identify when apprentices need extra help and support. They quickly put in place highly relevant personalised interventions, reasonable adjustments and support. For example, they include effective assistive technology for apprentices with visual and reading barriers in the bespoke online resources.

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Inclusion Strong standard

Leaders and staff track apprentices’ progress meticulously. They plan frequent progress reviews and pastoral check-ins with apprentices. They use data proficiently to influence their actions. All this ensures that the level of support for apprentices increases or reduces as apprentices develop their confidence and independence. Apprentices sustain their progress as support is adjusted.

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Inclusion Strong standard

Leaders ensure that staff receive high-quality training that strengthens their skills to support apprentices who need extra help, have special educational needs and/or disabilities or are otherwise disadvantaged. This enables skills coaches and support staff to remove barriers to apprentices’ learning quickly. Skills coaches and support staff have an excellent awareness of how to identify apprentices who may be struggling with their wellbeing. They offer flexible support as and when apprentices need this.

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Leadership and governance Strong standard

Leaders have a deep, evidence-driven understanding of the organisation’s performance. They use sophisticated systems to pinpoint what works well. They know where they need to improve and set ambitious improvement goals. Leaders’ proactive approach consistently results in tangible enhancements for apprentices. Leaders keep a strong focus on sustaining high standards, which permeates throughout the company.

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Leadership and governance Strong standard

Leaders’ vision ‘to enable growth for learners, customers and employees through skills development’ is clearly reflected in their decision-making. This shared purpose inspires high aspirations among staff, apprentices and stakeholders. Leaders invest wisely to strengthen the opportunities for apprentices. They have created a sophisticated apprenticeship hub that gives apprentices seamless access to teaching and support. They fund professional body memberships and sector qualifications for sustainability apprentices. This helps to broaden apprentices’ career prospects. Governors bring extensive industry insight and provide rigorous challenge and constructive support. They hold leaders to account through ensuring that progress and priorities stay sharply defined. Their oversight helps to support consistently strong provision, including for apprentices with a range of additional needs.

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Leadership and governance Strong standard

Leaders place significant emphasis on staff wellbeing. They act thoughtfully to keep workloads manageable, such as low apprentice caseloads for skills coaches and regularly checking in on staff to gather their feedback. Staff value supportive systems that streamline administrative tasks. They access high-quality professional development for their personal growth. New starters receive structured induction and peer support, while emerging leaders gain confidence through mentoring and qualifications. Staff are highly motivated, enthusiastic and take pride in working at LDN Apprenticeships.

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Achievement Strong standard

Most apprentices achieve their apprenticeship. Almost all achieve the corporate responsibility and sustainability apprenticeship, the largest cohort of apprentices. A high proportion of apprentices gain distinctions in their final assessments.

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Achievement Strong standard

Apprentices, including those with barriers to learning, make substantial progress. They recall accurately their newly gained technical knowledge. They apply their skills competently at work. They take professional responsibility for leading projects that contribute to organisational sustainability. Human resource apprentices contribute meaningfully to workplace development through high-level projects and supporting organisational change.

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Achievement Strong standard

Apprentices consistently produce high-quality work. Their written work is professionally presented. Apprentices show excellent communication skills and present confidently. They make a notable contribution in the workplace. Many take on high-level responsibilities during and after their apprenticeship.

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Achievement Strong standard

Apprentices continually develop their English and mathematics skills. Most of those who need qualifications in English achieve these, but the small number who need mathematics qualifications do not achieve as well.

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Curriculum and teaching Strong standard

Leaders have developed a highly effective teaching model. Expert skills coaches provide apprentices with excellent teaching and assessment. Coaches draw on well-designed, high- quality resources that reflect employers’ working practices. This ensures that learning is purposeful and relevant. Leaders further strengthen this with external sector-led masterclasses. These give apprentices a deeper insight into industry developments and broaden their professional understanding.

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Curriculum and teaching Strong standard

Coaches have extensive industry expertise. They teach new content skilfully. They use well- planned activities and present information with clarity. They make meaningful links between new concepts and prior learning. Apprentices build their knowledge progressively. Level 7 coaches use human resource theories and terminology to explain complex topics clearly. Level 3 coaches use their industry backgrounds to reinforce learning through real-life examples.

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Curriculum and teaching Strong standard

Coaches give apprentices helpful feedback on their work and progress. They continually link this to distinction level assessment criteria. They have high expectations of apprentices. They adapt their approach for apprentices with ease, so that those with barriers to learning access an inclusive curriculum.

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Curriculum and teaching Strong standard

Leaders collaborate closely with employers to design and implement a highly relevant and bespoke curriculum. They have set up specific sector academies in healthcare and local government that address sector priorities and industry expectations. Leaders consistently review and update the curriculum to ensure it is ambitious. Across most programmes, apprentices benefit from additional learning opportunities. For example, on the multi-channel marketer apprenticeship, apprentices attended artificial intelligence workshops. On the corporate responsibility and sustainability apprenticeship, apprentices complete a range of high-quality supplementary modules focused on emerging sustainability topics.

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Participation and development Expected standard

Apprentices have highly positive attitudes to learning and work. They attend regularly and engage fully in their training. They quickly develop the professional behaviours that employers value.

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Participation and development Expected standard

Apprentices develop their wider skills well. They attend expert guest speaker events on emerging sector themes. Many apprentices participate in meaningful volunteering activities, with some supporting charitable initiatives or taking part in sponsored activities and community projects. This strengthens their sense of civic and community responsibility.

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Participation and development Expected standard

Skills coaches give apprentices guidance on managing anxiety and developing healthy digital habits. Leaders have introduced carefully designed healthy relationships training. This helps younger apprentices understand consent, sexual harassment and how to recognise inappropriate behaviour. Teaching promotes fundamental British values. Coaches link these principles directly to workplace expectations. Apprentices experience democracy first-hand by, for instance, voting on proposals during employer conferences. Higher-level apprentices explore issues such as freedom of expression and ethical decision-making.

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Participation and development Expected standard

Most apprentices receive effective careers advice and guidance. Coaches regularly discuss next steps with apprentices. They encourage apprentices to keep professional CVs and online profiles. They offer tailored support for apprentices aspiring to be leaders. However, a minority of apprentices receive guidance that is too generic, particularly when they are unsure of their future employment.

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

Apprentices talk about the provider as a place where they instantly feel supported and know what they are doing and why. Right from the start, everything is laid out clearly for them. They are aware of what is expected of them, how the learning links to real work and what the next steps look like. Apprentices enjoy and value the mix of self study, live and in-person sessions and regular catch-up meetings with their skills coaches.

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

Apprentices praise their coaches constantly. Coaches genuinely care, are easy to talk to and are knowledgeable. They are on hand with practical advice, constructive feedback and one-to-one support when apprentices need it. They are especially helpful if apprentices have barriers to learning. This steady encouragement helps apprentices build confidence quickly, not just in their workplace skills but personally too.

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

Apprentices enjoy a community where everyone is treated fairly and where they feel they belong. Although apprentices complete most of their learning online, the masterclasses, in- person development days and group sessions mean there are lots of chances to meet other apprentices. This helps them share ideas and learn from each other.

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

The learning and support environment created by leaders and staff helps apprentices to develop and grow. This might involve stepping up to lead a marketing project, improving communication skills or simply realising that they are more capable than they thought. Multi- channel marketing apprentices find the training highly rewarding. They confidently apply practical skills and develop professionally within a corporate environment. Corporate responsibility and sustainability apprentices join ambassador networks and gain valuable additional knowledge about sustainable workplace practices.

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

By the time apprentices complete their programme, most say they feel work ready, more independent and genuinely proud of their achievements. Their experience is structured, supportive and confidence-boosting. This helps apprentices to really thrive.

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Team inspectors:

Saher Nijabat, His Majesty's Inspector Pamela Wallace, Ofsted Inspector Robert Busby, Ofsted Inspector Ramita Tejpal, Ofsted Inspector Paul Manning, His Majesty's Inspector

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Next steps

• Leaders should take action to improve achievement for the small number of apprentices who take qualifications in mathematics. • Leaders should further improve their approach to careers advice and guidance to ensure all apprentices receive comprehensive and helpful information to enable them to achieve their next steps.

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About this inspection

Following our updated 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 the executive chair, managing director and delivery director 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

LDN Apprenticeships Limited is an independent learning provider based in central London. It operates nationally, with a high proportion of apprentices based in London. Teaching and training is taught mostly online and with employers.

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About this inspection

At the time of the inspection, there were approximately 780 apprentices, most of whom were adults. Almost half of the apprentices study the level 4 corporate responsibility and sustainability practitioner apprenticeship. Other apprentices study level 3 business administrator, level 5 digital learning designer, level 3 multi-channel marketer, level 3 human resources support, level 7 senior people professional, level 4 publishing professional and level 3 information communication technician. There were around 100 apprentices with special educational needs and/or disabilities.

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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 standard 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 standard 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

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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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