Qualitrain Limited

Qualitrain Limited

Address: 32-46 King Street, Alfreton, DE55 7DQ Unique reference number (URN): 1276415

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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 Expected standard

Leaders and governors take effective decisions to promote an inclusive culture and ensure that apprentices who face barriers to learning receive suitable and timely support. They have established effective systems to identify the needs of apprentices and to share this information with relevant staff.

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Inclusion Expected standard

Staff have a suitable understanding of apprentices’ needs. This helps create a culture where apprentices are comfortable to share information about personal challenges. Staff make appropriate adjustments to support apprentices, without reducing their high expectations. They help apprentices remain in learning or, where appropriate, take a temporary break from study.

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Inclusion Expected standard

Leaders and managers monitor closely the progress of apprentices with additional needs. They intervene where necessary to ensure that these apprentices receive targeted support. This helps apprentices with additional needs achieve well and make effective progress in line with their peers.

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Inclusion Expected standard

Staff benefit from structured professional learning in inclusive practice through a well- planned training programme. Staff systematically assess apprentices’ needs and adapt the support they provide where appropriate.

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Inclusion Expected standard

Leaders ensure that staff at their subcontractor provide effective support for apprentices with barriers to their learning.

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Leadership and governance Expected standard

Leaders have a secure understanding of their strengths and take effective steps to improve the curriculum. They use systematic quality assurance arrangements to spot problems early and act quickly.

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Leadership and governance Expected standard

Leaders and governors have a clear strategic vision to provide high-quality apprenticeships in areas where their staff expertise is strongest, such as quality improvement, engineering, supply chain and logistics. They have a clear rationale for their subcontracted adult care offer.

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Leadership and governance Expected standard

Governors provide effective challenge and support, strengthened by external members who bring useful industry insight to help make the curriculums current and drive further improvement. External members provide effective coaching to develop managers as part of leaders’ succession planning strategy.

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Leadership and governance Expected standard

Leaders have developed a culture of continuous improvement. They frequently review feedback from apprentices and employers to ensure that courses remain responsive to and aligned with industry expectations. They use this information to provide high-quality resources, strengthen on- and off-the-job training, and adjust teaching models to meet the best interests of apprentices. Leaders take effective steps to manage trainers’ workload and wellbeing. They provide a comprehensive wellbeing offer, including access to mental health support and flexible working. Staff feel valued and well supported.

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Leadership and governance Expected standard

Leaders generally provide suitable professional learning opportunities that help trainers build their expertise. However, the professional learning offer is not targeted enough to further develop trainers’ pedagogical knowledge. Additionally, too few staff undertake professional learning to develop their industry knowledge beyond their subject specialism. As a result, teaching and training are not consistently strong across all apprenticeships.

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Achievement Expected standard

Most apprentices who complete their training, including those facing barriers to learning, achieve their qualifications. Leaders have taken effective steps to deal with the decline in achievement on adult care worker, lead adult care worker and level 4 quality practitioner. Most apprentices take mathematics and English qualifications, and a very high proportion achieve these qualifications at the first attempt.

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Achievement Expected standard

Most apprentices make sustained progress from their starting points. They develop the knowledge, skills and behaviours required for their roles and apply them confidently. Quality improvement apprentices develop their problem ‑ solving skills to diagnose performance problems, lead improvement activity, and embed sustainable change. Engineering apprentices apply advanced engineering mathematics and technical processes to complex workplace activities. Supply chain warehouse operative apprentices understand stock control and waste management.

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Achievement Expected standard

Apprentices produce written work that is appropriate for the level they study. They develop high-quality practical skills.

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Achievement Expected standard

Most apprentices move on to positive destinations, including promotion, sustained employment or further learning.

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Curriculum and teaching Expected standard

Leaders implement suitable quality assurance activities to understand the quality of the curriculums and identify further improvements. They plan relevant courses that meet the needs of local and regional employers. They work closely with employers to plan on- and off-the-job training. Apprentices benefit from a range of well-planned opportunities to practise new skills and apply their knowledge. They develop confidence in their roles and most take on additional responsibilities.

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Curriculum and teaching Expected standard

Trainers plan and sequence curriculums logically. Quality improvement apprentices first explore basic process mapping before advancing to statistical tools and structured improvement cycles. Lift engineering apprentices first master mechanical principles, electrical safety and core hand tool skills before progressing to control systems and diagnostics. This logical progression ensures apprentices develop confidence, precision and the ability to apply their learning safely and effectively.

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Curriculum and teaching Expected standard

Trainers teach most curriculums well. They use a variety of strategies effectively, including discussion, project work, coaching and case studies. Trainers have high levels of industry expertise in their subjects. However, some trainers have limited knowledge beyond their subject specialism, which restricts the depth of training which a few apprentices receive on how to apply their learning in a wider context.

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Curriculum and teaching Expected standard

Most trainers use assessment effectively. They use the outcomes of assessment, such as written assignments, practical tasks and independent study tasks to provide apprentices with constructive written and oral feedback. Apprentices use this feedback well to improve their work.

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Curriculum and teaching Expected standard

Leaders provide accessible and inclusive curriculums. Apprentices, including those who face barriers to learning, can access the curriculums and participate fully.

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Participation and development Expected standard

Apprentices receive suitable careers guidance, including advice on how to develop professional networks. This enables apprentices to identify confidently progression opportunities with their employer, further training, or alternative employment pathways.

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Participation and development Expected standard

Leaders have implemented a well-structured and age-appropriate personal development curriculum. Apprentices, including those with barriers to their learning, develop a suitable understanding of key topics such as fundamental British values, safeguarding, equality and healthy relationships, including domestic abuse. They develop behaviours expected in professional settings and are encouraged to consider their responsibilities as citizens at work, home and in their communities.

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Participation and development Expected standard

Leaders provide suitable guidance to help apprentices maintain their mental and physical health, including clear expectations around managing shift patterns, taking frequent breaks, staying hydrated, and recognising signs of fatigue.

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Participation and development Expected standard

Leaders create a respectful and inclusive environment where apprentices feel safe, welcomed and supported. Apprentices feel confident to report concerns and that staff will take them seriously. Leaders consistently set high expectations for apprentices’ attendance, punctuality and engagement. Apprentices typically attend well and demonstrate mature and professional behaviours.

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

Apprentices develop secure knowledge of their subjects, including key topics such as legislation, health and safety, professional behaviours and sector-specific practices, which they apply confidently at work. Lean manufacturing apprentices learn and apply key lean concepts such as waste reduction and continuous improvement, alongside safe working practices and quality standards. Quality improvement apprentices confidently identify inefficiencies and use various tools to drive measurable improvements that often result in substantial financial savings to their employers.

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

Apprentices enjoy their studies and are motivated to learn. They develop resilience and professional confidence that enable them to thrive in fast-paced, project-driven environments where deadlines, shifting priorities, and collaborative problem-solving are the norm. They value building their expertise and strengthening their capability to handle increasingly complex tasks, communicate clearly and professionally with colleagues, and make important decisions that contribute to project outcomes.

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

Many apprentices speak English as an additional language or do not have level 2 mathematics and English qualifications. Apprentices highly value the opportunity to study qualifications in these subjects alongside their apprenticeship. They gain valuable skills that help them to support both themselves and their families. They understand the importance of these qualifications to support their future progression and personal development.

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

Apprentices learn about key age-appropriate topics such as healthy relationships and healthy routines to keep mentally and physically healthy. They understand how to seek support for concerns such as domestic abuse. They have a secure understanding of life in modern Britain and how to contribute positively to society by actively taking part in charity events organised by their employers.

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Next steps

Leaders should further strengthen professional learning for trainers to further develop their teaching skills. Leaders should strengthen trainers’ understanding of industries beyond their own specialism, enabling them to draw confidently on a broader range of contextualised examples to support apprentices working in different sectors. Leader should further improve achievement rates on level 2 adult care worker, level 3 lead adult care worker and level 4 quality practitioner qualifications.

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Team inspectors:

Russ Henry, His Majesty's Inspector Kevin Williams, Ofsted Inspector Jo Brodrick, Ofsted Inspector Stuart Allen, Ofsted Inspector Nikki Brady, His Majesty's Inspector

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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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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 senior leaders, managers, apprentices, employers and key stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Qualitrain Limited is an independent learning provider that provides training for employers nationally. Training is delivered primarily online or at employer premises, with only limited face-to-face training at the engineering academy in Alfreton.

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About this inspection

At the time of inspection, there were 873 apprentices. Twenty-four apprentices were aged 16 to 18 years of age. There were 225 apprentices studying level 2 functional skills in English and/or mathematics.

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About this inspection

Most apprentices study subjects related to continuous quality improvement techniques, lean manufacturing, engineering and supply chain operative standards. The largest courses in each subject area include level 2 supply chain operative, level 4 improvement practitioners, level 2 lean manufacturing operatives and level 3 lifting engineering equipment technician. Qualitrain also works with a subcontractor to train 55 apprentices on level 2 to level 5 adult care courses.

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About this inspection

Quality Director: Alan Bates This data is from 24 February 2026

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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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