Smart Dental Academy Limited

Smart Dental Academy Limited 21 Richmond Terrace, Blackburn, Lancashire BB1 7BL

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report:

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

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report:

 Improve the processes to monitor apprentices’ progress to identify and support quickly those apprentices who are making slow progress.

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report:

 Use apprentices’ starting points to plan individualised curriculums for apprentices.

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report:

 Mark and return apprentices’ work in a timely manner and ensure that apprentices act upon this feedback to improve their work.

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report:

 Set clear and measurable targets that support apprentices to develop swiftly their knowledge, skills and behaviours.

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report:

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

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(Leadership and governance)

Leaders have taken actions to reduce the proportion of apprentices who make slow progress. They accurately identified that their systems for tracking apprentices’ progress were unwieldy and not fully effective. Leaders have recently invested in an electronic system to track apprentices’ progress, so that they can quicky identify those who fall behind. The system is yet to be implemented.

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(Leadership and governance)

Following the previous inspection, leaders temporarily suspended the recruitment of new apprentices and reviewed the progress of all current apprentices. Those who had fallen behind benefited from individual support sessions and workshops to catch up with their learning. Consequently, the number of apprentices who are currently making slow progress is low.

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(Leadership and governance)

Leaders monitor the progress that apprentices make through monthly meetings with tutors to review all aspects of the apprenticeship including assessments and Monitoring inspection report: Smart Dental Academy Limited 11 and 12 March 2026

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workplace observations. Leaders now identify apprentices who fall behind much more quickly and put learning support plans in place swiftly. Where apprentices have barriers to their learning, leaders ensure that they receive the help they need, such as wellbeing and mental health support, so that apprentices can continue to attend their training and complete their apprenticeship.

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(Curriculum, teaching and training)

Since the previous inspection, leaders have improved how they gather information about apprentices’ starting points. They carefully check apprentices’ prior learning and experience. Where apprentices have prior experience, they plan learning to further develop these skills. For example, when apprentices study leadership skills, those with previous experience in leadership roles complete additional tasks and activities including mentoring staff and overseeing stock control.

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(Curriculum, teaching and training)

Leaders use the results of assessments of apprentices’ starting points to put in place suitable individual support plans for apprentices who have barriers to learning or special educational needs and/or disabilities (SEND). Apprentices receive effective and timely support. Leaders, tutors and the SEND coordinator review support plans monthly and increase or reduce the support given as needed.

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(Curriculum, teaching and training)

Leaders and tutors have redesigned the curriculum to meet apprentices’ individual needs. At the previous inspection, theoretical and practical components of the apprenticeship were taught separately. Tutors now blend theory teaching with practical skills during the same training session. This is particularly helpful for apprentices with cognitive processing disabilities, as it enables them to understand how theoretical components of their studies underpin work tasks.

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feedback to improve their work? (Curriculum, teaching and training)

Tutors now mark apprentices’ work swiftly and provide clear feedback using annotations, voice recordings or face-to face-meetings. They adapt assessment strategies, which enables apprentices to use alternative methods to demonstrate their competence, such as through presentations, professional discussions, written assignments and quizzes. Tutors provide regular pause and recap sessions to check and consolidate learning. They make clear to apprentices where they need to make improvements.

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feedback to improve their work? (Curriculum, teaching and training)

Tutors use practical observations well to assess apprentices’ competence and performance in the workplace. They provide comprehensive and supportive feedback that clearly identifies what apprentices do well and what they need to do to improve their workplace practices. Monitoring inspection report: Smart Dental Academy Limited 11 and 12 March 2026

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Apprentices routinely use the feedback they receive from tutors to improve the quality of their work. They explain that the helpful feedback helps them to understand what they have done well and where they need to do better. Apprentices are proud that the work they produce generally meets the required standards.

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training)

Leaders and tutors are improving how they set and review targets for apprentices. Previously, tutors set targets that were too vague to be helpful. They now set more specific targets so that apprentices are aware of the knowledge, skills and behaviours that apprentices need to develop. Apprentices mostly make at least the expected levels of progress.

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training)

Practice managers at apprentices’ dental surgeries routinely attend progress reviews with tutors, apprentices and mentors to review all aspects of their apprentices’ progress in both training and work. They jointly set and review targets and identify support and work activities that apprentices need to complete. Practice managers and mentors work effectively with tutors to make sure that apprentices can apply their learning in the workplace. Apprentices find their progress reviews useful. They know what they are doing well and what they need to do to further develop their knowledge, skills and behaviours.

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training)

Tutors use information from observations of workplace practices to identify gaps in apprentices’ learning. They discuss development opportunities with their apprentices to make sure that they understand what they need to do to meet their learning goals.

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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 4 September 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 report: Smart Dental Academy Limited 11 and 12 March 2026

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monitoring inspection have been cross-referenced to relevant evaluation areas in the inspection toolkit for consideration on this monitoring inspection.

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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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Lead inspector

Anita Pyrkotsch-Jones His Majesty’s Inspector

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inspection

Monitoring inspection report: Smart Dental Academy Limited 11 and 12 March 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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