Knights Training Academy Limited

Knights Training Academy Limited

Address: Unit 21 Trafalgar Way, Camberley, Surrey, GU15 3BN Unique reference number (URN): 1276254

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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 prioritise the needs of learners and apprentices with barriers to learning. They are rapidly strengthening their approach to inclusion so that it is embedded across the organisation's culture and practice. Consequently, learners and apprentices with barriers to learning become increasingly independent and resilient and achieve in line with their peers.

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Inclusion Expected standard

Leaders identify learners' and apprentices' needs effectively. Trainers build open and trusting professional relationships that encourage learners and apprentices to disclose any challenges they face. The experienced inclusion manager provides staff with well- considered training that helps them identify needs accurately and offer high-quality support.

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Inclusion Expected standard

Staff provide effective help for those who require additional support. They adapt resources and break learning into manageable steps for learners with dyslexia. Dedicated staff provide one-to-one support for learners with English as an additional language and place them in small groups where they can develop their communication skills more directly.

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Inclusion Expected standard

Leaders monitor the progress of those with additional needs closely and adjust support over time to reflect learners' changing circumstances. For example, staff review support sensitively for learners with mental health difficulties and, where appropriate, reduce it gradually to help build resilience. Leaders have recently formalised this review process, but it is too early to see its full impact.

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Leadership and governance Needs attention

Leaders and governors have a sound understanding of the quality of provision and are in the process of strengthening their quality assurance processes. In apprenticeships, these improvements have already resulted in quicker and more effective interventions. Leaders have decreased the proportion of apprentices who withdraw early. They are taking sensible steps to increase the proportion of apprentices who complete training within the expected time. However, on adult learning programmes, leaders have been too slow to intervene when learners fall significantly behind, resulting in many remaining in learning for too long. They have only recently begun to address these issues. Leaders and governors have a clear and coherent vision for the provision. They are committed to delivering high-quality apprenticeship training that meets current and emerging needs in the estate agency sector. Their adult learning programmes align with their broader

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Leadership and governance Needs attention

ambition to help learners develop the skills needed for employment and career progression.

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Leadership and governance Needs attention

Leaders are well supported by highly experienced governors. Governors have a strong understanding of the provider's strengths and areas for improvement, which they use to challenge leaders effectively. They have been instrumental in significantly improving the proportion of apprentices who remain in learning. Governors also ensure that leaders meet their statutory duties.

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Leadership and governance Needs attention

Leaders provide a well-structured development programme that builds staff expertise. They support staff to gain additional training qualifications that enhance teaching skills. Recent careers advice and guidance training helps staff effectively support apprentices and learners with their next steps. Leaders foster a supportive culture in which staff feel valued, and they manage staff's workload considerately.

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Curriculum and teaching Needs attention

Leaders recognise that their initial planning and sequencing of the curriculum was overly ambitious. They did not ensure that training and support was of a suitable level for learners, many of whom had been out of education for some time. Consequently, too many learners take longer than planned to complete their training. Leaders have taken action to improve the design and quality of training. They now use individual action plans to tailor support and ensure that all learners, including those with additional barriers, can access training. As a result of these actions, learners are now making better progress in their studies.

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Curriculum and teaching Needs attention

Leaders ensure that programmes are well designed so that learners build the knowledge and skills they need to work in their chosen sector and progress into employment or further education. Adult learning programmes are purposefully structured as pathways into employment or further training.

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Curriculum and teaching Needs attention

Suitably qualified trainers now plan and teach effectively. They ensure that essential topics, such as safe working practices, client care, and professional behaviours, are repeated throughout training so that most learners can securely develop essential knowledge and skills over time. Staff model the safe and appropriate use of gym equipment well. Learners

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Urgent improvement

understand the importance of risk assessment and maintaining active risk assessments in an open environment. Trainers assess learning effectively. However, they do not provide feedback that consistently helps learners know how to improve their work.

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Participation and development Needs attention

Staff teach learners about different cultures and groups to help them become active citizens in modern Britain. However, they do not support learners well enough to apply this knowledge to their work contexts, particularly when working with people from groups beyond their immediate experience. Trainers do not revisit important topics, such as radicalisation and extremism, often enough to ensure that learners can apply this knowledge securely in their lives.

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Participation and development Needs attention

Leaders have raised expectations for learners' engagement and participation, recognising that previous low expectations contributed to too many learners remaining in learning beyond their planned end date. Learners now attend well and participate positively.

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Participation and development Needs attention

Staff help learners understand how to keep physically and mentally healthy. Learners understand the importance of sleep and nutrition for their wellbeing. Staff also provide useful opportunities that support learners' wider development, such as taking part in charity events relating to testicular cancer.

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Participation and development Needs attention

Learners feel safe and know how to report concerns confidently. They prioritise training that helps them work safely as physical trainers, such as using gym equipment correctly and understanding business insurance requirements.

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Participation and development Needs attention

Staff help learners understand their next steps effectively. For those not in employment, staff support them to seek work or further training.

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Achievement Urgent improvement

Too many adult learners take too long to achieve their qualifications, which significantly slows their ability to move on to further learning or work. Leaders acknowledge that, despite their best intentions, they were too slow to resolve this issue. They are now taking sensible action, but it is too early to judge the impact of their interventions.

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Achievement Urgent improvement

Generally, learners make satisfactory progress in developing new knowledge and skills. Physical trainer learners have a sound understanding of anatomical theory, which they use to develop effective training plans. They act professionally and courteously in the gym and other settings and demonstrate that they understand the importance of health and safety. Learners typically produce work of a reasonable standard. Learners are generally well prepared for their next steps. Learners in employment improve in their job roles, while those seeking work develop the knowledge and skills needed for future opportunities.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the apprenticeship curriculum. To successfully decrease the proportion of apprentices withdrawing early, they introduced additional checks at enrolment to ensure that apprentices and employers better understood apprenticeship requirements. They use individual training plans that help those who are beyond their planned end dates to progress rapidly and complete their training.

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Curriculum and teaching Expected standard

Leaders and staff use their significant experience in the housing sector to provide apprenticeship programmes that are fully aligned with industry expectations. They work closely with employers to review and design the curriculum so that it meets both sector needs and those of individual businesses. Leaders embed additional qualifications, such as National Association of Estate Agents qualifications, to prepare apprentices for forthcoming regulatory changes.

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Curriculum and teaching Expected standard

Highly experienced trainers sequence learning well. They carefully support apprentices to improve customer service skills while developing secure technical knowledge of housing legislation. Typically, trainers deliver well-designed and effective training. They explain concepts clearly, use industry vocabulary accurately, and ensure that content and resources remain current in a rapidly changing industry. In most cases, trainers use engaging teaching activities. They generally assess learning well and provide feedback that, in most instances, helps apprentices improve their work.

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Curriculum and teaching Expected standard

Leaders ensure the principles and requirements of apprenticeships are fully met. They recruit apprentices with integrity and ensure that apprentices have sufficient off-the-job training. Trainers work successfully with employers to align on- and off-the-job learning so apprentices consolidate and extend their knowledge in the workplace.

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Achievement Needs attention

Some apprentices take too long to complete their training, which delays their progress towards future goals. Leaders are taking action to address this, but it is too early to see the impact of this action. In previous years, too few apprentices remained in learning and achieved. Leaders' interventions have improved retention overall, particularly for level 2 junior estate agent apprentices, who achieve excellent outcomes.

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Achievement Needs attention

Apprentices typically produce work to a high standard and become more confident and competent in their roles. Housing and property apprentices use their secure understanding of housing legislation to advise customers accurately. Sales executive apprentices apply business analysis techniques to monitor property markets. Apprentices develop English, mathematical and digital skills well.

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Achievement Needs attention

Apprentices are generally well prepared for their next steps. However, leaders do not know the destinations of a significant minority of apprentices. Of the apprentices whose destinations leaders do know, most remain in the sector and some take on increased responsibilities.

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Participation and development Needs attention

Trainers do not help younger apprentices to learn about important topics, such as roles and responsibilities, in different types of relationships, consent and sexual health. This hinders younger apprentices' understanding of healthy personal relationships.

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Participation and development Needs attention

Trainers support apprentices of all ages to value the importance of professional workplace behaviours. Apprentices are courteous, respectful and tolerant of others. They attend well and engage fully in their training.

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Participation and development Needs attention

Trainers have established safe working environments. They prioritise apprentices' safety and wellbeing. Trainers ensure that apprentices are keenly aware of the importance of personal safety by studying criminal cases relating to estate agents. As a result, learners feel safe and know how to report any concerns.

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Participation and development Needs attention

Trainers provide suitable opportunities to support apprentices' wider development needs. They help younger apprentices improve their understanding of personal finance so that they are better prepared for adulthood. Trainers model fundamental British values and teach related topics skilfully, helping apprentices appreciate life in modern Britain. Apprentices develop a secure understanding of the rule of law, including the positive impact of legislation on ensuring safe and secure housing.

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Participation and development Needs attention

Trainers provide apprentices with useful information about their next steps. They encourage apprentices to engage with professional organisations to understand the career options available.

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

In previous academic years, too many apprentices did not remain in learning. As a result of leaders' actions, substantially more now stay on programme and achieve well. Leaders are successfully reducing the proportion of apprentices who remain beyond their planned end date. Apprentices make rapid progress, achieve strongly and become more effective in their jobs.

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

Too many learners are still beyond their planned end date, which has hindered their progress. Leaders are now acting to resolve this. Learners are beginning to develop the knowledge and skills they need for work or further training.

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

Leaders and staff create a safe, respectful environment for all apprentices and learners, including those with barriers to learning. Apprentices attend well and participate actively. Learners attend and engage increasingly well as expectations for behaviour and participation have risen.

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

Apprentices and learners demonstrate positive professional behaviours. They are respectful and tolerant of those with whom they study and work. Apprentices work safely and responsibly with clients from varied backgrounds. Learners understand the importance of appropriate gym etiquette and apply this to help clients exercise safely.

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

Since the previous inspection, leaders have significantly improved careers advice and guidance. Apprentices and learners now have a strong understanding of their next steps and the opportunities available once they complete their training.

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

Apprentices and learners typically have suitable opportunities to learn about topics beyond their qualifications. They gain valuable insight into life in modern Britain and appreciate how concepts such legislation and equalities shape their personal and professional lives. However, younger apprentices do not develop a secure understanding of healthy personal relationships.

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Next steps

Leaders should continue to act swiftly to reduce the proportion of both adult learners and apprentices who go beyond the planned completion dates of their training. Leaders should ensure that younger apprentices have sufficient opportunities to develop their understanding of healthy relationships. Leaders should ensure that adult learners develop a secure and deep understanding of equality and diversity themes and how they may apply these in their work contexts. Leaders should ensure that adult learners have opportunities to revisit training on topics related to radicalisation and extremism throughout their training so that they can consistently recall these key themes. Leaders should ensure that staff on adult learning programmes provide sufficient feedback to learners so that they know how to improve their work.

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Team inspectors:

Roland White, His Majesty's Inspector Martin Hughes, Ofsted Inspector Matt Hann, His Majesty's Inspector Jo Folwell, Ofsted 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. Leaders should improve their understanding of apprentices' destinations so that they can securely evaluate the effectiveness of apprenticeship provision. Leaders should continue to strengthen their approach to monitoring, reviewing and adapting the support for those with barriers to learning.

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About this inspection

Following our updated 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 leaders, governors, staff, apprentices, learners and employers.

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About this inspection

Knights Training Academy Limited is a small national independent learning provider that offers a range of apprenticeships and adult learning programmes, alongside acting as a subcontractor for several providers. Knights Training offers most of its provision to the estate agency sector for both learners and apprentices, but also provides for a small number of learners studying gym instructor qualifications.

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About this inspection

At the time of the inspection, there were 155 apprentices, of whom 43 were studying level 3 housing and property management apprentices, 32 level 4 senior housing and property management apprentices, 29 level 2 junior estate agent apprentices, and 26 level 4 sales executive apprentices. The few remaining apprentices were studying a range of level 2 and 3 apprenticeships, including business administration and content creator. There were 25 adult learners, of whom most were studying the level 3 diploma in gym instructor qualification. A small number of adults were studying level 3 business administration in the housing estate sector.

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About this inspection

Yvonne Warner: Managing Director This data is from 17 March 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. 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

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Urgent improvement

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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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