Aspire Training Solutions (UK) Limited

At the most recent full inspection, the following areas were identified as needing to improve:

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 Improve trainers’ use of apprentices’ starting points to plan a sufficiently ambitious curriculum.  Provide helpful feedback to apprentices, so they know how to improve the quality of their work.  Improve the quality of teaching in online sessions.  Ensure that apprentices continue to develop their knowledge of English and mathematics.  Accurately self-assess the strengths and weaknesses of the provision and act on areas for improvement.

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

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 What progress have leaders and managers made in ensuring that what apprentices know and can do at the start of their studies is accurately measured and used to plan learning, so apprentices can build their knowledge and skills quickly?  What progress have leaders and managers made in using assessments to identify what apprentices know and in providing feedback that clearly informs apprentices about their strengths and the areas where they need to improve?  What progress have leaders and managers made in improving the quality of teaching that apprentices receive?  What progress have leaders and managers made in improving apprentices’ English and mathematical skills from their initial starting points?  What progress have leaders made in precisely identifying areas of strength and areas needing improvement, and in taking prompt action to enhance the learning experience of apprentices? Aspire Training Solutions (UK) Limited

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Unit 6, Holly Park Industrial Estate, Birmingham B24 9PB

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report:

4 and 5 February 2026 Monitoring inspection report: Aspire Training Solutions (UK) Limited 4 and 5 February 2026

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and skills quickly? (Curriculum, teaching and training)

Leaders accurately assess apprentices’ knowledge and skills at the beginning of their studies. Staff conduct initial engagement meetings with apprentices, supported by a skills scan that clearly identifies what apprentices know and can do. Trainers use this information effectively to plan individualised training for apprentices. Level 4 sports coach trainers customise their teaching to build on apprentices’ existing knowledge and improve their identified areas for development. This boosts apprentices’ knowledge, skills and confidence in specific sports, such as cricket and hockey. It helps apprentices to perform well in their workplace and support a broader range of sports activities within schools.

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and skills quickly? (Curriculum, teaching and training)

Trainers review apprentices’ skills scans during progress reviews to identify areas where apprentices’ knowledge and skills have improved. While leaders acknowledge the need to increase the proportion of employers involved in progress reviews, employers are given the chance to review updated skills scans to verify their accuracy and track apprentices’ progress.

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(Curriculum, teaching and training)

Leaders have enhanced the quality of feedback that apprentices receive during their training. Trainers provide apprentices with detailed feedback on their written assignments to help them understand how to improve their work, develop their ideas and attain higher grades. They discuss this feedback during review meetings with apprentices to ensure they clearly understand their strengths and areas for improvement. Apprentices recognise how applying this feedback helps them to improve their work and achieve better grades.

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(Curriculum, teaching and training)

Trainers thoroughly explain assessments to apprentices during masterclasses, breaking up tasks into manageable sections, so that apprentices, especially those with additional support needs, clearly understand what they must do. Apprentices ask questions to confirm their understanding and receive extra support if needed.

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(Curriculum, teaching and training)

Trainers observe apprentices at work and offer feedback to help them improve their skills. They emphasise good practices to boost apprentices’ confidence and identify areas for improvement to resolve specific issues. For example, level 4 sports coach apprentices appreciate their trainers’ support in reflecting on their work and exploring strategies, such as behaviour management and activity selection, to increase engagement in their work environment. Monitoring inspection report: Aspire Training Solutions (UK) Limited 4 and 5 February 2026

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teaching apprentices receive? (Curriculum, teaching and training)

Leaders have improved the quality of teaching that apprentices receive. Leaders provide staff with training to enhance their teaching practices, particularly in online lessons. Trainers now ensure apprentices experience a variety of effective teaching methods and use technology effectively to enhance the learning experience. For example, they use quick response codes for assessments and online systems to manage breakout rooms for discussions and group work. Apprentices actively participate in these sessions and build their knowledge. Apprentices enjoy online masterclasses and value the content they cover. Level 2 community activator coach apprentices apply this new knowledge promptly in the workplace and reflect on how it enhances their coaching techniques.

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teaching apprentices receive? (Curriculum, teaching and training)

In a few cases, the support plans for apprentices facing learning barriers do not contain useful strategies and these apprentices do not make progress as quickly as they are capable of. This contributes to a small number of apprentices falling behind in their studies. Leaders recognise this and have recently appointed an additional support needs specialist to improve the quality of support that apprentices facing learning barriers receive.

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(Achievement)

Leaders ensure that apprentices complete initial assessments in both English and mathematics at the start of their studies. These assessments help to identify any gaps in their knowledge.

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(Achievement)

Leaders ensure that apprentices who have not yet reached level 2 in English and mathematics receive extensive individual support to enhance their knowledge and skills in these subjects, building on what they already know. Trainers meet with apprentices individually, create helpful online lessons, encourage the completion of online tasks and are readily available to answer questions. Consequently, these apprentices quickly build confidence and skills in both English and mathematics.

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(Achievement)

Leaders recognise that further improvements are needed to help apprentices with level 2 English and mathematics develop their skills more fully. While these apprentices gain confidence and fluency with some knowledge and skills they already possessed before starting their apprenticeship, they do not make significant progress in improving these skills. Trainers tend to emphasise practice that reinforces existing skills rather than remedying gaps in apprentices’ knowledge identified at the beginning of their studies. Monitoring inspection report: Aspire Training Solutions (UK) Limited 4 and 5 February 2026

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learning experience of apprentices? (Leadership and Governance)

Leaders have responded swiftly since the last inspection to enhance governance within the organisation. They have appointed governors with significant experience and expertise in governance and education. Additionally, leaders have improved the data they provide governors, offering them valuable insights into the quality of the provision. This enables governors to hold leaders accountable for educational standards and to provide the necessary support to areas that need improvement.

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learning experience of apprentices? (Leadership and Governance)

Leaders have introduced teaching observations to understand the quality of their training, which governors with extensive experience in further education carry out. Leaders and governors have a secure understanding of the organisation’s strengths and weaknesses and use this information effectively to drive improvements.

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learning experience of apprentices? (Leadership and Governance)

Leaders hold monthly operational meetings to review key data. They evaluate apprentices’ progress, identify concerns, and implement actions when apprentices fall behind in their studies. Leaders use this information effectively to make sound decisions that improve apprentices’ learning experiences.

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Additional next steps

Leaders should continue to work to address the areas identified as needing improvement in the full inspection report.

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About this inspection

This is the first monitoring inspection following publication of the inspection report on 18 to 21 March 2025 which found the provider to be requires improvement overall.

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About this inspection

The provider’s previous full inspection was carried out under the Education Inspection Framework (EIF) at that time. The renewed EIF took effect from 10 November 2025. The areas for improvement identified at the provider’s full inspection have been cross- referenced to relevant evaluation areas in the inspection toolkit for consideration on this monitoring 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 identify and report on the provider’s progress in addressing the areas identified as needing to improve since the provider’s previous inspection.

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About this inspection

Since the last inspection, leaders have appointed 3 new governors. They have also appointed a training and delivery manager, and a quality lead. Monitoring inspection report: Aspire Training Solutions (UK) Limited 4 and 5 February 2026

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funding at time of inspection

Monitoring inspection report: Aspire Training Solutions (UK) Limited 4 and 5 February 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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