IBM United Kingdom Limited

IBM United Kingdom Limited

Address: Ibm Mp098, Hursley Park, Hursley, Winchester, SO21 2JN Unique reference number (URN): 2494963

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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 have established a highly effective and well embedded culture of inclusion. Apprentices feel valued. They feel able to participate in the apprenticeship fully.

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Inclusion Strong standard

Leaders and staff use highly effective assessments at the start of the apprenticeship. These accurately identify where apprentices need extra support. Apprentices feel confident to share their experiences and disclose any barriers to learning they have, including if they face financial hardship.

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Inclusion Strong standard

Leaders and staff support apprentices to overcome barriers or individual learning needs highly effectively. They put in place appropriate workplace adjustments and mentoring where required. Staff work well with professionals, such as occupational therapists, to make sure that apprentices receive individualised specialist support.

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Inclusion Strong standard

Staff apply a measured and graduated approach to the support they provide for apprentices with additional needs. Apprentices with special educational needs and/or disabilities become confident when working with others. They develop in independence as the apprenticeship progresses.

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Inclusion Strong standard

Leaders make sure that staff receive high-quality professional development in inclusive practices. For example, they provide training about how to support apprentices with SEND. They also connect staff with neurodiversity specialists who work in IBM. These specialists offer additional advice and guidance. Staff develop the knowledge they need to support apprentices exceptionally well.

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Inclusion Strong standard

Staff monitor the progress of apprentices very well. They also monitor the impact of the support they provide. Apprentices, including those with additional needs, achieve very highly.

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Leadership and governance Strong standard

Leaders and the board have a clear and ambitious shared vision. They place high-quality education and inclusion at the centre of their strategic planning. Leaders understand the organisation well. They use accurate performance information to identify precise strengths and areas for development. For example, leaders look closely at achievement rates when determining areas for development. This means they take highly effective actions that secure sustained improvements in the quality of the provision.

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Leadership and governance Strong standard

The board scrutinises leaders’ work closely. It works with external partners to help them to understand the quality of teaching and assessment, and this contributes to continuous improvement. The board provides an appropriate balance of support and challenge. It makes sure that strategic decisions, including those related to the curriculum and resource allocation, reflect the best interests of apprentices.

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Leadership and governance Strong standard

Leaders have established a strong and coherent culture of professional development. Leaders provide staff with a very high-quality training programme that builds their expertise. For example, leaders make sure that staff maintain vocational currency, including in emerging areas such as artificial intelligence. Staff draw on this in their teaching and training to make sure that students develop current knowledge and skills.

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Leadership and governance Strong standard

Leaders manage staff workload and wellbeing thoughtfully. The morale of staff is high, and this contributes to the very high quality of provision.

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Achievement Strong standard

A very high proportion of apprentices, including those who face barriers to success, achieve their qualifications within the planned timeframe. Almost all apprentices make excellent progress from their starting points. Staff prepare apprentices particularly well for their assessments, and all achieve distinction grades.

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Achievement Strong standard

Apprentices develop a secure understanding of complex project management principles. They apply their knowledge confidently. For example, they know about the importance of meeting contractual obligations. Apprentices are trusted to lead high-value projects, and they carry these out very effectively. Apprentices produce academic work to a high standard.

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Achievement Strong standard

Staff make sure that apprentices develop the English, mathematical and digital skills required for their roles. For example, apprentices develop their mathematical skills to carry out financial analysis very effectively.

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Achievement Strong standard

Staff prepare apprentices very well for their next steps. Most apprentices either take on increased responsibility, obtain promotions or gain chartered status.

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Curriculum and teaching Strong standard

Leaders have a highly accurate understanding of the curriculum. They use this effectively to ensure that the curriculum, teaching and training are of a consistently excellent standard.

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Curriculum and teaching Strong standard

Leaders make sure that apprenticeship content is current and directly relevant to apprentices’ roles in project management and consultancy. The curriculum goes beyond the apprenticeship standard. Staff provide opportunities for apprentices to develop highly relevant skills such as design thinking and empathy mapping. Leaders work closely with apprentices’ line managers to ensure training reflects business needs. They align on- and off-the-job learning seamlessly.

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Curriculum and teaching Strong standard

The standard of teaching and training is excellent. Staff use questioning very well in training sessions to check apprentices’ understanding. They make effective use of mock client projects. These enable apprentices to apply their learning to complex workplace situations. This contributes to apprentices developing new knowledge and skills that they can draw on to make decisions and respond to different situations at work.

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Curriculum and teaching Strong standard

Staff use assessment very effectively. Where there are gaps or errors in apprentices’ work, they provide them with helpful feedback. Apprentices know what they need to do to improve their work and skills.

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Participation and development Strong standard

Leaders set high expectations for professional behaviours. Staff support apprentices to embrace the IBM corporate 'professionalism pledge'. Apprentices consistently demonstrate integrity, respect and tolerance in their work.

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Participation and development Strong standard

Apprentices participate in their training well. The attendance of apprentices is excellent. Leaders establish clear policies and put in place flexible support for apprentices’ personal circumstances, including caring responsibilities.

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Participation and development Strong standard

Staff provide apprentices with a rich range of development opportunities. For example, apprentices attend specialist project management training as well as leadership courses at Sandhurst military academy. Leaders embed British values and real-life workplace risks in training effectively. These activities help apprentices apply their learning to the workplace.

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Participation and development Strong standard

Staff integrate careers guidance into training programmes very effectively. Apprentices gain knowledge of professional accreditation, higher-level training, and career progression within IBM and in other organisations. Apprentices attend highly useful skills and networking events, helping them to understand their industry. These opportunities equip apprentices to make informed decisions about their next steps. Apprentices also develop confidence and extend their resilience.

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

Apprentices as employees at IBM feel fully included, valued and supported. They confidently disclose their needs, access timely support, and participate fully. Those with neurodiverse needs, disabilities or financial disadvantage benefit from targeted mentoring, workplace adjustments and specialist interventions that enable them to thrive personally and professionally.

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

Apprentices achieve highly and develop mastery of professional and technical skills. They apply project management, client engagement, and AI-related knowledge confidently in their roles, building practical experience that prepares them for complex workplace tasks and responsibilities.

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Lead inspector:

Carolyn Brownsea, His Majesty's Inspector

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Team inspector:

Mark Hillman, His Majesty's Inspector Apprentices grow in confidence, resilience and independence through structured learning experiences, leadership courses, career mentoring, and participation in professional communities. They develop critical thinking, social and employability skills, and the behaviours required to succeed in high-profile projects.

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Team inspector:

Apprentices feel a strong sense of belonging and have an influential voice. Structured feedback, apprentice-led initiatives and peer networks enable them to shape provision and contribute to inclusive practice. Recognition activities and supportive communities enhance engagement and professional integration, particularly for those transitioning from school.

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Team inspector:

Apprentices are safe and well cared for. Safeguarding and welfare systems are robust, consistently applied, and integrated into everyday learning. Apprentices know how to access support and are confident leaders will act promptly to address any concerns.

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Team inspector:

Apprentices are well prepared for progression. They understand career pathways, access professional accreditation, and are supported to progress to higher-level programmes or skilled employment. Opportunities to contribute to social value projects strengthen confidence, employability and responsibility within IBM and wider community.

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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.

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About this inspection

Inspection activities: Inspectors spoke with apprentices, leaders, line managers, governors and other stakeholders during the inspection.

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About this inspection

IBM United Kingdom is a global technology leader providing hybrid cloud, AI, and consulting services, offering software, hardware and infrastructure solutions for large enterprises in sectors like finance, healthcare, and telecommunications. It has over 270,000 employees and operates in 175 countries. IBM is a registered employer provider and trains its own apprentices nationally. At the time of inspection there were 24 apprentices studying the level 4 junior management consultant apprenticeship.

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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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