Med Learn Training Limited

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

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 Implement effective quality assurance processes that identify areas for improvement accurately and lead to rapid improvement of the weaknesses identified.  Work collaboratively with apprentices’ managers to plan on- and off-the-job training activities so that apprentices can practise what they learn when they are at work.  Provide high-quality written feedback to apprentices on their assessments which supports them to improve.  Set meaningful targets on progress reviews that help apprentices make rapid progress.

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

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 What progress have leaders made in developing and implementing suitable quality assurances approaches that effectively drive ongoing improvements in the curriculum?  What progress have leaders made to work more effectively with apprentices’ managers to plan on- and off-the-job training so apprentices can apply and practise what they learn at work.  What progress have leaders made to improve the rigour of progress reviews, so topics are explored in depth and apprentices are set meaningful targets for improvement?  What progress have leaders made to ensure trainers provide high-quality written feedback to apprentices, so they know what they need to do to improve, including their standards of English?  What progress have leaders made in ensuring apprentices develop an appropriate understanding of how to keep themselves mentally and physically healthy in their roles as ambulance support workers? Med Learn Training Limited

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Gibson House, Gibson Road Caenby Corner Estate, Hemswell Cliff, Gainsborough DN21 5TL

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report:

12 and 13 February 2026 Monitoring inspection report: Med Learn Training Limited 12 and 13 February 2026

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the curriculum? (Leadership and governance)

Leaders now adopt a more rigorous approach to quality assurance. They devise appropriate quality calendars and dashboards that help them review training standards. Key performance indicators include apprentices’ views, outcomes from observations of teaching and apprentices’ progress. The quality improvement plan has clear actions and milestones. Arrangements for external support and challenge have been strengthened. Governors are sufficiently expert to understand the curriculum and guide improvements. Leaders meet with governors quarterly. They undertake focused conversations that include performance data, attendance and quality improvement plan progress.

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the curriculum? (Leadership and governance)

Although there have been no new apprentices since the previous inspection, leaders rightly acknowledge that improvement has not been swift enough in all areas. Work to better align on- and off-the-job training has only recently commenced.

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the curriculum? (Leadership and governance)

Newly introduced observations of teaching are largely suitable. Observers consider aspects, such as trainers’ expertise, and check on understanding. However, the feedback that trainers receive rarely includes advice on ways to enhance their teaching practice further or relevant professional development to undertake.

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practise what they learn, at work. (Curriculum, teaching and training)

Leaders have recently begun to strengthen alignment of on- and off-the-job training. Occasionally, during progress reviews, trainers and apprentices discuss how they develop and practise their skills at work. When this happens, trainers involve apprentices’ managers in these conversations.

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practise what they learn, at work. (Curriculum, teaching and training)

Leaders have introduced new bi-monthly workplace assessment planning. This is designed to involve employers in how apprentices develop their skills such as person- centred care and infection prevention. However, it is too early to see any impact of this new approach with apprentices. Leaders recognise that this approach still focuses too heavily on apprentices’ completion of assessments. They intend to widen their discussions with employers to plan meaningful practice opportunities linked to the curriculum. This will help apprentices apply their learning more swiftly and securely.

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improvement? (Curriculum, teaching and training)

Leaders have taken suitable steps to improve the quality of progress reviews. These now take place frequently, occasionally with the apprentice’s managers present. Apprentices rightly value the purposeful discussions about their workbooks, assessments and wider Monitoring inspection report: Med Learn Training Limited 12 and 13 February 2026

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topics such as equality, diversity and safeguarding. Apprentices have a sound understanding of how these topics apply at work and in their everyday lives.

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Leaders discuss on-the-job training and set targets as part of reviews. However, trainers still do not explore thoroughly enough the knowledge, skills and behaviours that apprentices develop. Discussion and target-setting largely focuses on apprentices’ completion of workbooks or course tasks. Leaders have plans to use employers’ feedback to set purposeful targets about how to improve specific skills in their job roles. However, these plans are only in their infancy.

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training)

Leaders have made significant improvements to the quality and consistency of feedback that trainers provide. Trainers now provide apprentices with frequent written and oral feedback that helps apprentices to understand what they are doing well and what they need to improve. This supports apprentices to produce high-quality assessment work. Apprentices make sustained progress with their English skills. They act on trainers’ feedback to correct spelling, punctuation and grammar and to strengthen the content of their work.

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training)

Apprentices learn to write with accuracy and purpose. This strengthens the way they complete patient records, incident notes and other essential documentation. As their writing improves, apprentices produce effective records that other clinicians can read quickly and rely on for accuracy. Apprentices capture their observations precisely, describe events factually and structure information in a way that supports safe decision-making.

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development)

Leaders now include suitable content about mental and physical health as part of apprentices’ studies. Introductory workshops cover pertinent topics such as fatigue management. Apprentices receive an informative handbook which is tailored to their roles as ambulance support workers. It includes advice about how to eat healthily and how to avoid fatigue when they work long and busy shifts. Apprentices also benefit from an additional course in mental health first aid. This helps them learn about coping strategies and how to spot concerns in others.

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development)

Apprentices develop a sound and practical understanding of how to maintain their mental and physical health in their demanding frontline roles. They feel better equipped to look after their wellbeing, maintain safe working practices and provide calm, reassuring support to their patients. Monitoring inspection report: Med Learn Training Limited 12 and 13 February 2026

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Leaders thoroughly promote the provider’s support line for any wellbeing concerns that apprentices may have. They also work closely with external agencies, such as counselling and talking therapies. They swiftly refer apprentices who require this intervention. Apprentices greatly value the support available for any traumatic incidents they encounter as well as any personal challenges they face.

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Additional next steps

Leaders and those responsible for governance should, in addition to the next steps raised at the provider’s last full inspection:

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Additional next steps

 Review the arrangements for trainers’ professional development so that trainers continually develop and enhance their teaching practice.

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About this inspection

This is the first monitoring inspection following publication of the inspection report on 8 July 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 and subsequent monitoring 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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Team inspector

Michael Worgs His Majesty’s Inspector Monitoring inspection report: Med Learn Training Limited 12 and 13 February 2026

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funding at time of inspection

Monitoring inspection report: Med Learn Training Limited 12 and 13 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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