CK Assessment and Training Ltd

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

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 progress in leadership and governance – this means how much progress leaders and those responsible for governance have made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision, and is identifying and supporting the needs of apprentices

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 progress in inclusion – this means how much progress leaders have made in identifying the needs of individual apprentices and putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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 progress in curriculum, teaching and training – this means how much progress leaders and managers have made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices

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 progress in ensuring effective safeguarding arrangements – this means how much progress leaders and managers have made in ensuring that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Leaders have a clear rationale for offering the level 3 specialist gas operative apprenticeship. They have responded to meet local, regional and national skills shortages for qualified gas technicians. Leaders proactively consider local housing developments that are planned, responding to the need for future gas operatives. CK Assessment and Training Ltd Unit 2-3 Meridan Buildings, Nazeing Glassworks Estate, Nazeing New Road, Broxbourne EN10 6SX

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monitoring inspection report:

25 and 26 March 2026 Monitoring inspection report: CK Assessment and Training Ltd 25 and 26 March 2026

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Leaders and those responsible for governance have effective oversight of the quality of the apprenticeship provision. Leaders have been running the gas operative apprenticeship for several years as part of a subcontracting arrangement. Now, with their own direct contract, they have put in place suitable processes and systems to monitor apprentices’ progress effectively and ensure that they are meeting the requirements of the apprenticeship. Leaders recognise that they need to continue to enhance what is reported to the board to reflect fully their new operating model and apprenticeship contract.

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Leaders and board members are clear on the strengths and weaknesses of the apprenticeship programme. Leaders closely monitor the quality of training through apprentice and employer feedback, lesson visits and from self-assessment review. Governance arrangements effectively support and challenge leaders in making sustained improvements to the provision. However, leaders have not yet fully implemented a professional learning programme for trainers specifically to improve their teaching practice.

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Inclusion

Significant progress : progress has been rapid and is already having considerable beneficial impact on learners and/or apprentices. Leaders and managers have created a highly welcoming and inclusive culture where apprentices, irrespective of their background or needs, are supported very effectively. Inclusion is embedded into the working practice of staff, who proactively and consistently support apprentices to fulfil their potential.

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Inclusion

Leaders set high aspirations for apprentices to develop the confidence and resilience to become qualified and competent gas operatives. Support put in place for apprentices is very effective at reducing barriers to learning and helping apprentices thrive in their roles and daily lives.

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Inclusion

Staff develop and review helpful support plans for apprentices with additional support needs. They discuss with apprentices the strategies that help them with their studies at the start of the apprenticeship. At appropriate stages in the apprenticeship, support is adapted based on apprentices’ individual circumstances and either introduced, enhanced, decreased or removed completely.

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Inclusion

Leaders closely monitor apprentices’ progress very well, including for those with learning needs, those known to social care and those who experience temporary barriers to learning, such as financial difficulty, personal circumstances and becoming homeless. This contributes to apprentices making positive progress towards completing their apprenticeship in the expected time. Monitoring inspection report: CK Assessment and Training Ltd 25 and 26 March 2026

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Trainers use resources to link theory and practice effectively. They present information clearly using helpful animations to demonstrate theoretical concepts, such as how the components of a boiler work when it is switched on. This helps consolidate apprentices’ learning that they confidently apply in practice, contributing to them making effective progress on their apprenticeship.

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Curriculum, teaching and training

Trainers suitably check apprentices’ knowledge and understanding through questioning and correct apprentices’ mistakes. However, they do not consistently explore incorrect answers fully to deepen apprentices’ understanding.

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Curriculum, teaching and training

Apprentices gain new knowledge, skills and behaviours swiftly. They learn how gas safety controls work on various domestic appliance such as cookers and boilers. For apprentices who have previously studied plumbing qualifications, learning builds effectively on previous knowledge.

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Curriculum, teaching and training

Apprentices develop their knowledge of mathematics specific to their job role, including measuring, calculations and interpreting meter readings. They improve their written English through completion of portfolio work. However, apprentices have limited opportunities to develop the specific communication skills they will need in their everyday roles.

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Curriculum, teaching and training

Staff discuss with employers the opportunities that apprentices have for putting what they learn in lessons into practice at work, such as installing boilers independently under supervision. This helps develop apprentices’ confidence and practical skills.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Leaders have created a culture where apprentices feel safe. They have in place relevant safeguarding and ‘Prevent’ duty policies and procedures to ensure that apprentices are kept safe. Leaders are aware that they need to continue to enhance the clarity of policies, procedures and reporting to reflect fully their new operating model.

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Safeguarding arrangements

Leaders have an appropriate safeguarding staffing structure in place. Designated safeguarding leads complete suitable training to make them effective in their safeguarding roles. All staff complete safeguarding, ‘Prevent’ duty and equality and diversity training, as well as annual updates to legislation. Staff are confident in raising concerns. Any concerns that have been raised have been dealt with swiftly and appropriately. Monitoring inspection report: CK Assessment and Training Ltd 25 and 26 March 2026

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Apprentices have a sound understanding of how to keep themselves safe from the threats of radicalisation and extremist views. They learn about online safety and how they can protect themselves from online threats such as sharing too much information.

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Apprentices feel safe. They confidently explain who the safeguarding officers are and how to report concerns. Tutors and staff support apprentices effectively, who help ensure that they are not subject to any forms of bullying or harassment at work and in learning.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of apprenticeship training provision where the provision offered is in scope for 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 report on the provider's progress in relation to the 4 themes set out above.

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About this inspection

CK Assessment and Training Ltd is an independent learning provider based in Broxbourne, Hertfordshire and a wholly owned subsidiary company of Hertfordshire Regional College, established in 2001. It was awarded a direct apprenticeship contract at the end of 2024 and started offering the level 3 gas operative apprenticeship in January 2025.

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About this inspection

At the time of the monitoring inspection, there were 30 apprentices in learning, of whom 7 were under the age of 19. Apprentices attend training on day release at the provider.

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About this inspection

The provider works with employers located around Essex, London and Hertfordshire. Most employers have worked with the provider for a number of years for apprenticeships and commercial courses.

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Lead inspector

Rochelle Saneria His Majesty’s Inspector

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Team inspector

Sue Hasty His Majesty’s Inspector Monitoring inspection report: CK Assessment and Training Ltd 25 and 26 March 2026

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funding at time of inspection

Monitoring inspection report: CK Assessment and Training Ltd 25 and 26 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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