Spectrum Training Services Ltd

During the monitoring inspection, inspectors focused on the following themes:

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 progress in leadership and governance – this means how much progress leaders and those responsible for governance have made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision, and is identifying and supporting the needs of apprentices

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 progress in inclusion – this means how much progress leaders have made in identifying the needs of individual apprentices and putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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 progress in curriculum, teaching and training – this means how much progress leaders and managers have made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices

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 progress in ensuring effective safeguarding arrangements – this means how much progress leaders and managers have made in ensuring that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Leaders have a clear vision and philosophy, which focuses on the development of career pathways for apprentices in small to medium-sized garages in the local area. In response to employer demand, leaders have made a steady start with the introduction of the automotive glazing technician apprenticeship at level 3.

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Leadership and governance

Leaders use high-quality facilities and well-established employer links from their existing commercial training to support the introduction of apprenticeships for motor vehicle Spectrum Training Services Ltd 80 Grange Road, Small Heath, Birmingham B10 9QR

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monitoring inspection report:

28 and 29 January 2026 Monitoring inspection report: Spectrum Training Services Ltd 28 and 29 January 2026

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technicians. Leaders invest in appropriately qualified and experienced coaches to teach the apprenticeship.

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Leaders maintain oversight of the quality of the curriculum, teaching and training. They use this information to shape their plans for improvement and provide appropriate training. For example, they have improved the quality of feedback that coaches give to apprentices. Leaders ensure that employers and apprentices understand and comply with the requirements of an apprenticeship.

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Leaders have used external expert advice wisely. They have clear plans for a measured expansion of apprenticeships. They have established a board with experienced external advisers to provide support and challenge for leaders. Leaders acknowledge that as they enrol more apprentices, and expand the range of apprenticeship, they will need to introduce a more sophisticated method of recording, tracking and reporting on apprentices’ progress.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Leaders understand the range of barriers that apprentices face in their learning and to their wellbeing. They are acutely aware of the economic and social challenges that many of their apprentices may face. Leaders have developed a clear and detailed policy to support apprentices with special educational needs and/or disabilities (SEND).

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Inclusion

At enrolment, leaders provide apprentices with the opportunity to disclose any potential disadvantages or barriers to learning. Apprentices discuss their specific learning needs, and any current circumstances of incidents in their past which will potentially impact on their learning.

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Inclusion

Leaders use the apprenticeship incentive fund well to help apprentices in financial need to buy the uniforms, tools and personal protective equipment that they require to complete the apprenticeship.

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Inclusion

Leaders provide coaches with training in initial advice and guidance, and how to identify and support apprentices with SEND. Coaches provide intensive personalised support to apprentices. They break down complex tasks into manageable steps which enables apprentices to make positive progress. Leaders acknowledge that they need to train coaches further to improve the support for apprentices through the cycle of assess, plan, do and review, so that target setting is precise, and coaches understand when to gradually reduce support. Monitoring inspection report: Spectrum Training Services Ltd 28 and 29 January 2026

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Curriculum, teaching and training

Coaches have planned the automotive glazing technician curriculum in a logical order. They start with a thorough explanation of the importance of health and safety and then proceed to the technical and practical knowledge and skills required to repair and replace windscreens. They develop greater complexity through the introduction of vehicles with more advanced safety features such as automatic breaking. This prepares apprentices well for future employment.

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Curriculum, teaching and training

Leaders record what apprentices know and can do at the start of the apprenticeship. Coaches use this information well to set appropriate tasks. Coaches and employers monitor apprentices’ progress closely through reviews. Expert coaches help the apprentices to understand the technical and mathematical aspects of the jobs through clear explanations, presentations and skilful questioning.

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Curriculum, teaching and training

Coaches work closely with workplace mentors to ensure that apprentices can apply their new knowledge in the workplace. They observe apprentices’ practical work and provide helpful feedback that helps apprentices to improve. Coaches do not provide apprentices with enough opportunities to practise at the training site. Coaches teach apprentices to write accurate records of their work, using appropriate technical language. Apprentices can replace windscreens independently, gain in confidence and communicate effectively with customers.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders have developed a comprehensive safeguarding policy and appointed an appropriately qualified and trained designated safeguarding lead. Leaders have a detailed understanding of how to recruit staff who are safe to work with their apprentices. Leaders have ensured that all existing coaches comply with the expected disclosure and barring service checks. Leaders’ plans for future recruitment include all the required pre- appointment and vetting checks.

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Safeguarding arrangements

Leaders ensure that staff and employers have received appropriate training in safeguarding and the ‘Prevent’ duty. Staff know how to report any concerns within the business. Leaders have a good understanding of safeguarding topics in the community through their positive community links. Leaders know the correct outside agencies to whom they should report their most serious concerns. Monitoring inspection report: Spectrum Training Services Ltd 28 and 29 January 2026

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Leaders ensure that apprentices have appropriate training about safeguarding. They ensure that apprentices understand the local risks and the dangers of radicalisation and extremism. Coaches skilfully use realistic scenarios to discuss these topics in depth. Apprentices are aware of the signs of undue influence on themselves and others. Leaders have established a suitable mechanism for apprentices to report any safeguarding concerns. Apprentices feel safe, know how to keep themselves safe and to whom they should report any concerns.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of apprenticeship training provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

At the time of the monitoring inspection, the provider had fewer than 5 apprentices enrolled on the automotive glazing technician level 3 apprenticeship standard.

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Team inspector

Kevin Williams Ofsted Inspector Monitoring inspection report: Spectrum Training Services Ltd 28 and 29 January 2026

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needs funding at time of inspection

Monitoring inspection report: Spectrum Training Services Ltd 28 and 29 January 2026

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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 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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