Rubitek Solutions Limited

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.

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Leadership and governance

Leaders have developed courses that meet the requirements of apprenticeships. Apprentices are recruited with integrity, often in new jobs with new employers. They all receive appropriate time to complete their studies and develop substantial new occupationally relevant skills which employers are delighted with. Rubitek Solutions Limited Vanilla Business Suites, 42 Coventry Road, Market Harborough, Leicestershire LE16 9BZ

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monitoring inspection report:

30 and 31 March 2026 Monitoring inspection report: Rubitek Solutions Limited 30 and 31 March 2026

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Leaders have established a clear set of procedures for evaluating the quality of their teaching and training. This includes using stakeholder feedback, sampling apprentices’ work, observing lessons and reviewing progress against key performance indicators. Although leaders have not fully implemented all these procedures, they understand their strengths and weaknesses. They use this information to produce a clear self-assessment report that identifies a range of improvement priorities. This is accompanied by a detailed quality improvement plan. Leaders do not consistently review their progress against each action, and it is too early to see the impact of several of their actions.

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Leaders have begun to establish suitable governance arrangements. They have recruited a governor with expertise in safeguarding who has started to support leaders informally with this aspect of their work. However, there is more work to do to recruit further members to the board and to commence formal reporting and meeting.

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Inclusion

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.

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Inclusion

Leaders are committed to providing an inclusive and supportive environment for apprentices. At the start of their courses, apprentices complete questionnaires about their specific learning needs alongside assessments of their English and mathematical skills. Where these activities identify support needs, staff produce suitable support plans that they use to provide effective assistance for apprentices. Staff consider apprentices’ needs during tripartite reviews and make suitable ongoing adjustments to support plans.

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Inclusion

Staff have not received clear guidance or undertaken any training in identifying temporary barriers to learning or in reviewing and adjusting support arrangements over time. However, as current apprentices do not have substantial barriers to their learning, they have not been negatively affected by this.

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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.

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Curriculum, teaching and training

Leaders have designed an employer-led curriculum around real workplace challenges. Apprentices learn new skills from their tutors and then apply these by working on projects developed through discussions with their employers. Tutors and success coaches successfully mentor apprentices throughout their projects. This helps apprentices to develop their knowledge and skills rapidly and prepares them well for their final assessment. Monitoring inspection report: Rubitek Solutions Limited 30 and 31 March 2026

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Apprentices benefit from well-planned and effective one-to-one or small group classes each week. Most tutors and success coaches have relevant teaching qualifications and expertise. They bring a wealth of occupational experience to their classes that they use bring topics to life. This helps apprentices to understand the application of theories to their own roles.

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Leaders ensure that apprentices receive appropriate time for their on- and off-the-job training. As well as lessons with their tutors, apprentices attend talks from guest speakers, undertake helpful job shadowing in other departments and complete extra courses to support their job role.

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Success coaches mark all the work produced by apprentices thoroughly. They provide apprentices with clear feedback that helps them to make improvements. Apprentices clearly learn from this and make substantial progress from their first assignments to those they complete later in the course.

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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.

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Safeguarding arrangements

Leaders have developed a suitable safeguarding policy. The policy contains relevant guidance for staff on how to deal with disclosures and concerns, including those that arise at employers’ premises. No safeguarding concerns had arisen at the time of the monitoring inspection so inspectors could not assess the effectiveness of the processes that leaders have in place. Leaders have produced a very clear ‘Prevent’ risk assessment. However, it does not make explicit reference to specific local or regional threats.

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Safeguarding arrangements

The designated safeguarding lead (DSL) is appropriately senior and suitably trained. Leaders have recently appointed a new member of staff who will deputise for the DSL. Tutors and skills coaches complete relevant safeguarding training. On the rare occasion when safeguarding concerns arise, the DSL deals with them appropriately. The DSL maintains clear records and monitors cases well.

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Safeguarding arrangements

Leaders carry out appropriate pre-employment checks on staff. They record these checks in a single central record. In the past, leaders have not consistently recorded details of references they have received from previous employers, but they have recently revised their processes to eliminate this weakness.

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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. Monitoring inspection report: Rubitek Solutions Limited 30 and 31 March 2026

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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 report on the provider’s progress in relation to the 4 themes set out above.

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At the time of the monitoring inspection, there were 13 apprentices, most of whom were studying the level 4 process leader standard. Smaller numbers of apprentices were studying the level 4 sales executive and the level 3 muti-channel marketer standards.

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funding at time of inspection

Monitoring inspection report: Rubitek Solutions Limited 30 and 31 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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