Excellence-Solutions Limited

Excellence-Solutions Limited

Address: Create Business Hub, 101 - 135 Kings Road, Brentwood, CM14 4DR Unique reference number (URN): 1270908

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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 staff have created an inclusive culture where apprentices feel welcomed, valued and supported. They have effective systems in place to identify the needs of apprentices early. Staff make effective use of a thorough individual learner risk assessment to support apprentices throughout their course. This enables staff to maintain a precise understanding of barriers to apprentices’ learning and to put in place suitable adjustments, including for examinations and when monitoring progress.

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Inclusion Expected standard

Leaders maintain high expectations for all apprentices, including those who have barriers to their learning. Staff use their inclusion learner register to monitor progress carefully. They ensure that apprentices receive timely support, which helps to sustain apprentices’ motivation to remain in learning and succeed. Most apprentices with barriers to their learning make expected progress in line with their peers.

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Inclusion Expected standard

Staff regularly review the support arrangements for apprentices with barriers to their learning. They reduce this support as necessary so that apprentices become more independent on completion of their course. They proactively involve employers in providing support.

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Inclusion Expected standard

Staff receive appropriate training on inclusive practice to enable them to support apprentices with barriers to their learning. Most staff apply this training well to meet the individual needs of apprentices.

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Leadership and governance Expected standard

Leaders understand their strengths and where improvement is needed. They use effective processes to improve the quality of teaching. Leaders have strengthened their systems for tracking apprentices' progress and have improved the personal development curriculum so that apprentices receive the support and guidance they need to thrive.

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Leadership and governance Expected standard

Leaders have a clear strategic vision to develop apprenticeships in sectors such as dental nursing, early years and artificial intelligence. They design courses that reflect employers' needs and national labour market priorities. Leaders work well with employers to design curriculums that enable apprentices to carry out regular structured workplace tasks through which they can apply their learning. Employers value the readiness of apprentices to take on greater responsibility.

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Leadership and governance Expected standard

Governors have an accurate understanding of strengths and areas for development. They receive suitable reports on the quality of the provision and meet with leaders frequently. They provide effective support and challenge to help leaders drive continuous improvement.

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Leadership and governance Expected standard

Leaders take effective steps to manage staff workload and wellbeing. They promote a positive working culture so that staff feel valued and supported.

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Leadership and governance Expected standard

Leaders provide a suitable professional learning offer that generally helps staff build their subject knowledge. However, this offer is not focused enough on developing tutors’ pedagogical skills.

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Leadership and governance Expected standard

Leaders proactively use feedback from apprentices and employers to adjust training and keep courses aligned with industry expectations. Apprentices benefit from personalised one- to-one training at flexible times that helps them to maintain a good work-life balance. Apprentices and employers value the high-quality training.

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Achievement Expected standard

Apprentices typically progress well from their starting points. Most apprentices, including those facing barriers to learning, achieve their qualifications. However, the proportion of apprentices who achieve distinctions is low, and the proportion of dental nurse apprentices who achieve in the planned time is not high enough.

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Achievement Expected standard

Apprentices develop the intended knowledge, skills and behaviours securely. Level 4 artificial intelligence (AI) and automation apprentices demonstrate strong technical development in responsible AI use, data protection and prompt engineering. Level 3 dental nursing apprentices develop a wide range of clinical and professional competencies, including charting, mixing materials and supporting oral surgery. Early years apprentices demonstrate a good understanding of how they can make the environment inclusive and accessible for all children in their care.

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Achievement Expected standard

Apprentices produce work at the expected standard for their level of study and they apply learning confidently in the workplace.

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Achievement Expected standard

Most apprentices are well prepared for their next steps and typically secure permanent employment with their current employer.

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Curriculum and teaching Expected standard

Leaders plan curriculums that are highly relevant to local, regional and national priorities. They have recently launched a level 4 artificial intelligence (AI) and automation course that aligns with digital transformation and national policy ambitions for responsible use of AI.

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Curriculum and teaching Expected standard

Apprentices progressively develop knowledge, skills and behaviours that directly enhance their productivity and performance at work. Dental apprentices learn about regulatory requirements and health and safety before prevention and control of periodontal disease. Early years apprentices are taught about child development and then how to create and plan activities in the learning environment to meet children’s needs and interests. AI and automation apprentices first learn about ethical use of AI before covering process mapping, workflow design and automation.

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Curriculum and teaching Expected standard

Tutors generally have the expertise and resources needed to teach effectively, and most plan and teach curriculums well. They have excellent subject knowledge and provide clear explanations of key concepts. They carefully plan high-quality and well-structured workplace assignments to help apprentices reinforce their learning between monthly training sessions.

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Curriculum and teaching Expected standard

Following assessment, most tutors provide constructive feedback that supports apprentices to improve and refine their skills. However, they do not consistently correct errors in apprentices' written work to help them to improve their English skills. A few apprentices repeat errors in subsequent assessments.

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Participation and development Expected standard

Leaders have taken effective action to develop a coherent age-appropriate personal development curriculum. The curriculum covers key topics such as mental and physical health, healthy relationships and online safety. Tutors frequently integrate these themes into their teaching and progress review sessions to help apprentices understand and value the importance of these topics.

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Participation and development Expected standard

Leaders and staff monitor apprentices' attendance carefully to identify any trends and quickly implement strategies for improvement. Apprentices’ attendance is high.

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Participation and development Expected standard

Leaders work effectively in partnership with employers to ensure that apprentices are safe from bullying, discrimination and harassment.

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Participation and development Expected standard

Most apprentices receive coherent careers guidance through informal discussions with tutors and employers, helping many secure promotions or alternative job roles. Most progress to positive destinations.

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Participation and development Expected standard

Apprentices understand fundamental British values and how they relate to the workplace. They gain a sound understanding of legislation, equality and diversity and making workplace adjustments for individuals with a disability.

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Participation and development Expected standard

Leaders provide apprentices with structured opportunities for reflection, confidence building and discussion of current issues. However, a few apprentices are not aware of the additional activities and courses that are available to develop their knowledge further.

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

Apprentices develop new knowledge, skills and professional behaviours which they apply confidently at work. Level 4 artificial intelligence (AI) and automation apprentices build advanced technical capability, integrating AI tools into workplace processes with increasing independence. Level 3 dental nursing apprentices develop a wide range of clinical and professional skills that they confidently use with patients. Early years apprentices rapidly acquire and apply new knowledge about key child development concepts and early learning theory which they use to support children’s development in daily routines.

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

A high proportion of apprentices achieve their qualifications, with overall achievement being significantly above the national average.

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

Apprentices value the personalised, high-quality individual training that they receive. They feel listened to, understood and supported, which builds trust, strengthens their sense of belonging and encourages sustained engagement.

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

Apprentices benefit from calm, welcoming learning environments that help them feel settled, respected and ready to learn. This positive experience enables apprentices to focus, participate confidently and engage productively with training activities. Apprentices develop a strong sense of belonging and become more willing to ask questions and seek clarification when needed.

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

Apprentices who have experienced barriers to their learning receive timely and tailored support from staff. This ensures that difficulties are identified early and do not escalate. The support helps them build confidence and reduces anxiety about assessments or workplace tasks.

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

Apprentices develop broad personal and professional skills, including communication and digital literacy. These skills strengthen their readiness for sustained employment and enable them to contribute more effectively in their workplaces. For example, enhanced digital literacy allows them to complete tasks more efficiently and adapt to new technologies. As apprentices recognise their own growth, their self ‑ belief increases. Apprentices are highly motivated, which enables them to stay resilient when work is demanding and to apply their learning purposefully in the workplace.

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Next steps

Leaders should strengthen the professional training offer so that tutors develop their teaching skills further. Leaders should take action to increase the proportion of apprentices who achieve distinctions and the proportion of dental nurses who achieve in the planned time. Leader should ensure that tutors accurately identify errors in apprentices' written work and and provide feedback that enables apprentices to develop their English skills.

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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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Team inspectors:

Joanna Walters, His Majesty's Inspector Penny Fawcus, 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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72

Inspection activities: Inspectors spoke with senior leaders, managers, apprentices, employers and key stakeholders during the inspection.

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72

The inspectors confirmed the following information about the provider:

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72

Excellence-Solutions Limited is an independent learning provider that provides training for employers nationally. Training is delivered online.

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72

At the time of inspection, there were 72 apprentices. Fourteen apprentices were aged 16 to 18 years of age. The largest cohorts were studying level 3 dental nursing, with 35 apprentices, and level 3 early years educator, with 14 apprentices. The provider also offers early years and artificial intelligence apprenticeships at levels 2 and 5. There were 16 apprentices studying towards level 2 functional skills qualifications in English and/or mathematics.

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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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