Aurelia Training Limited

Aurelia Training Limited The Butts Arena, Butts, Coventry CV1 3GE

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

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 Plan individualised learning for apprentices to help them build on their existing knowledge to support the rapid development of new knowledge and skills.

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 Provide appropriate training to teachers to help them improve their teaching skills so that they use the most effective strategies to help apprentices resolve any gaps in learning and secure their learning in their long-term memories.

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 Increase the proportion of apprentices who complete and achieve their apprenticeship.

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 Provide high-quality teaching for apprentices to improve their English skills.

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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 trainers plan learning logically and systematically so that new concepts build on prior learning and apprentices remember what they are taught?

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 What progress have leaders and managers made in supporting trainers quickly to gain the expertise they need to teach apprentices effectively?

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 What progress have leaders and managers made in ensuring that apprentices achieve their qualifications and do so within the planned timeframes?

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 What progress have leaders and managers made in ensuring that apprentices develop the English skills they need to study the curriculum and achieve their learning goals? Monitoring inspection report: Aurelia Training Limited 4 and 5 March 2026

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Teaching and Training)

Leaders and trainers consider carefully the needs of apprentices and their employers when they plan the curriculum. They use initial assessments and enrolment discussions to prioritise the most important topics. For example, trainers quickly select additional learning topics, such as autism awareness for those apprentices who work with adults with specific learning needs. These improvements mean apprentices receive training that is more purposeful and better matched to their job roles.

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Teaching and Training)

Leaders and trainers now structure the curriculum more thoughtfully. They build learning around core topics that link closely to apprentices’ workplace roles and responsibilities. This approach helps apprentices make stronger connections between the theory they learn and their day ‑ to ‑ day work. Apprentices can clearly explain how their learning benefits them and how it has increased their confidence to carry out their roles.

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Teaching and Training)

Trainers introduce new topics by first checking what apprentices already know and can do. Apprentices do not repeat learning they have already mastered, and they build new knowledge more quickly. Trainers also ensure that apprentices reflect on their new learning and how it builds on their prior understanding. As a result, apprentices develop a deeper grasp of key concepts and can recall their learning more fluently.

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(Curriculum, Teaching and Training)

Since the previous inspection, leaders have implemented a well-considered and comprehensive programme of targeted professional development for their teaching staff. Trainers now routinely undertake training that is grounded in research and evidence-based teaching principles. Trainers, in most cases, use this newly acquired expertise to make their teaching more effective. For example, they now routinely revisit and reintroduce prior topics and link them more seamlessly to new topics or information. Likewise, trainers use a larger range of questioning techniques to determine what apprentices know and remember. These approaches ensure that apprentices retain knowledge better over time.

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(Curriculum, Teaching and Training)

Leaders take suitable actions to determine trainers’ teaching skills and areas for further development. Through a newly introduced process, leaders quickly and sharply identify trainers’ areas for further development. They reflect with staff to co-determine areas for development and create suitable action plans for staff to improve. Teaching staff value this collaborative approach highly and feel empowered to improve their personal practice. However, since this process is in its relative infancy, it is too early to measure fully the impact upon the quality of training that apprentices receive. Monitoring inspection report: Aurelia Training Limited 4 and 5 March 2026

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(Achievement)

Since the previous inspection, leaders have successfully increased the proportion of apprentices who complete their apprenticeship, and a higher proportion achieve distinction grades. Despite these positive improvements, leaders recognise that they must continue to strengthen their provision to ensure apprentices’ outcomes meet their high expectations consistently.

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(Achievement)

Leaders and trainers have strengthened their relationships with employers and workplace mentors. Trainers now communicate more effectively with employers, which encourages them to take greater accountability for apprentices’ progress and success. As a result, apprentices complete purposeful workplace tasks more frequently to reinforce the knowledge and skills they learn. This prepares them better for their roles and enables them to practise effectively for their end ‑ point assessments.

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(Achievement)

Leaders have established a robust and systematic approach to monitor apprentices’ progress. They work closely with employers and teaching staff to identify swiftly apprentices who are at risk of falling behind or not achieving their qualifications. When apprentices make slow progress, leaders intervene promptly with targeted catch ‑ up plans which are effective in re ‑ engaging apprentices in their learning. Through these improved systems and earlier interventions, leaders have successfully reduced the proportion of apprentices who are past their planned end date of study.

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learning goals? (Achievement)

Leaders ensure that trainers embed the development of English skills within the curriculum. Staff have completed specific training that in creating and using teaching resources which develop apprentices’ English skills effectively. For example, through these resources, apprentices learn how to communicate with a range of audiences, present their understanding clearly and structure assignments correctly.

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learning goals? (Achievement)

Trainers identify the specific English skills apprentices need to develop through effective assessments at the start of the training. They then select appropriate activities that allow apprentices to practise and strengthen these key skills. For example, level 2 cleaning and hygiene operatives learn industry-specific terms and use them accurately in well-structured sentences.

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learning goals? (Achievement)

Most trainers provide apprentices with clear and useful feedback on their written work that helps them understand which aspects of their English skills need further development. Apprentices use this feedback to improve the structure of their assignments, the tone and purpose of their writing, and their spelling and grammar. However, in a few cases, the feedback that trainers provide is not precise enough and apprentices are not always sure about the actions they need to take to improve their written English skills. Monitoring inspection report: Aurelia Training Limited 4 and 5 March 2026

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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 28 to 31 January 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 previous inspection, leaders have reconfigured their senior management structure. The operations manager and deputy operations manager now have oversight of quality and assurance across the organisation.

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inspection

Monitoring inspection report: Aurelia Training Limited 4 and 5 March 2026

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funding at time of inspection

Monitoring inspection report: Aurelia Training Limited 4 and 5 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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