Game-On Coaching Limited

Game-On Coaching Limited

Address: Office 3, Little Heath Industrial Estate, Old Church Road, Coventry, CV6 7NB Unique reference number (URN): 2804850

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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 identify apprentices’ individual needs effectively through clear, established processes. They deploy a range of initial screening methods that determine need accurately. Likewise, when new needs emerge, staff respond and adapt the support they offer so that it remains appropriate and effective for those apprentices facing barriers to learning.

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Inclusion Expected standard

Leaders and trainers work effectively together to support apprentices with additional needs. They implement targeted adjustments such as regular check-ins, flexible deadlines and structured support that helps apprentices break learning into manageable chunks and stay focused. Where needed they introduce practical, artificial intelligence-driven speech and writing support tools and ensure employers reinforce this joined ‑ up approach in the workplace. This ensures that apprentices with additional learning needs and other barriers make the same positive progress as their peers.

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Inclusion Expected standard

Leaders ensure that trainers receive appropriate training to identify apprentices’ needs and barriers to learning. However, they recognise that this training needs to be expanded and deepened further. Leaders have well ‑ established plans to extend training so that trainers can confidently support apprentices with a wider range of more complex needs.

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Leadership and governance Expected standard

Leaders provide ambitious, specialist training in marketing and realise their vision through well ‑ designed curriculums that support apprentices effectively. They maintain a precise and well ‑ informed understanding of their strengths and areas for development. Leaders use detailed self ‑ assessment to identify priorities and take improvement actions that keep apprentices firmly at the centre of their decisions.

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Leadership and governance Expected standard

Governors hold leaders to account effectively and play a central role in shaping strategic direction. Leaders provide clear, timely and relevant information that enables governors to understand performance and offer constructive challenge. Governors use this insight to make informed decisions, manage risk carefully and support leaders with expertise and rigour.

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Leadership and governance Expected standard

Leaders manage staff workload and wellbeing effectively. They set fair, realistic expectations so that staff feel valued, well supported and confident to improve their practice. Staff take genuine pride in their work for the provider.

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Leadership and governance Expected standard

Leaders work highly effectively with employers and industry specialists to design curriculums that meet precise industry requirements. They carefully align curriculum content with employers’ specific job descriptions, identifying gaps and shaping additional training to reflect exact role expectations. Employers are highly satisfied with the training that leaders offer.

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Leadership and governance Expected standard

Leaders provide structured and well ‑ tailored professional development that enables trainers to maintain very high levels of industry and marketing expertise. However, they recognise that not all trainers benefit from sufficiently targeted development to develop their teaching skills to a higher standard.

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Achievement Strong standard

Apprentices make excellent progress from their starting points. Achievement rates for apprentices, including those who face barriers to learning, are very high. The proportion of apprentices who achieve a distinction grade in their apprenticeship is also high.

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Achievement Strong standard

Apprentices build a thorough and secure understanding of their learning. They apply this knowledge consistently, making a clear and positive impact in the workplace. The skills they gain and develop are highly sought after by employers. Apprentices become proficient in search engine optimisation, leading to measurable improvements in employers’ revenue and brand presence.

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Achievement Strong standard

Apprentices produce assessed work of a very high quality, and that routinely exceeds the level of study.

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Achievement Strong standard

Apprentices are very well prepared for their next steps. A very high proportion move confidently into sustained employment and many advance rapidly into positions of increased responsibility. They are thoroughly equipped for further study and build sustained and successful marketing careers.

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Curriculum and teaching Strong standard

Leaders maintain a clear and precise understanding of the quality of the curriculum, teaching and training. They act decisively to strengthen and enrich apprentices’ learning experiences, for example by embedding chartered standard qualifications. This ensures that curriculums are meaningful, relevant and highly impactful for apprentices.

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Curriculum and teaching Strong standard

Leaders and trainers design well-planned, coherent curriculums that enable apprentices to build the knowledge, skills and behaviours they need to succeed. They carefully sequence core content with additional tailored learning, such as data analysis, influencer marketing and specific social media strategies. Apprentices benefit from frequent input from sector

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Expected standard

professionals that broadens their industry awareness and keeps the curriculum aligned with emerging trends. Apprentices confidently connect theory to real-world practice and apply their learning in a meaningful way in the workplace.

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Expected standard

Trainers are subject specialists in marketing who provide high-quality teaching. They use their expertise to explain concepts clearly, drawing on highly relevant industry examples to bring learning to life, and check understanding frequently. When misconceptions arise, they respond swiftly and adapt their approach so that they quickly identify and resolve misunderstandings.

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Expected standard

Trainers offer teaching that is inclusive to all apprentices. They identify needs early and tailor support effectively. For example, they adapt teaching activities and provide tools such as speech-to-text software to enable those with barriers to learning to participate confidently. Apprentices feel highly supported, build strong confidence and achieve successful outcomes across their studies.

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Participation and development Expected standard

Leaders and trainers give apprentices effective careers advice and guidance. They tailor their support carefully so that apprentices feel confident to take their next steps and can recognise and pursue appropriate opportunities beyond their studies. For example, apprentices understand the advantages and challenges of employed roles compared with freelance work.

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Participation and development Expected standard

Leaders set consistently high expectations for apprentices’ professional conduct, attendance and engagement. Apprentices maintain very high attendance, participate actively in learning and demonstrate mature, responsible attitudes to both their work and studies. Apprentices from diverse backgrounds benefit from an inclusive environment where they actively respect, value and listen to one another. They contribute to a positive and productive learning culture.

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Participation and development Expected standard

Apprentices feel safe in their studies and understand how to keep themselves and others safe. They develop a secure awareness of online risks and healthy relationships, and they recognise the importance of tolerance and respect. Through their studies they grow in confidence, independence and self-assurance.

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Participation and development Expected standard

Leaders provide effective strategic oversight of apprentices’ wider development and ensure that most benefit from opportunities beyond the core curriculum, including additional input from sector professionals. However, they recognise the need to expand these opportunities so that apprentices can make more meaningful contributions to their communities and society.

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

Apprentices highly value the training they receive. They make sustained and rapid progress from their starting points. They develop a broad range of cutting-edge marketing skills, which make them excellent marketers. These skills help them to remain highly motivated and engaged. Employers hold apprentices in high regard because they show strong technical ability and high levels of professionalism.

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

Apprentices achieve excellently. A very high proportion attain distinction grades in their studies, and almost all progress to a destination that reflects their ambitious aspirations or intended outcomes.

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

Apprentices are courteous, considerate and respectful of others and consistently demonstrate these behaviours with their colleagues and peers. They deepen their understanding and appreciation of what it means to be an active and responsible citizen in modern Britain. Through worthwhile and specialist training activities, they identify risks in their local area and understand the steps they need to take to mitigate these and keep themselves safe in their community.

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

Apprentices experience a positive and inclusive environment that helps to build their confidence and self-belief. They feel safe, valued and respected and trust that staff will respond promptly and effectively to any concerns. Staff provide timely and practical support when apprentices face challenges, enabling them to thrive in their learning.

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Next steps

Leaders should continue to enhance opportunities for professional development for trainers so that they further strengthen their teaching skills. Leaders should extend the range of staff development opportunities to ensure staff are well prepared to support apprentices with a larger range of learning barriers and increasingly complex support needs. Leaders should offer apprentices a larger range of opportunities that enable them to develop stronger personal and social responsibility, including meaningful contributions to their communities.

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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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About this inspection

Inspectors spoke with leaders, governors, trainers, apprentices and employers during the inspection.

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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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national average

2024/25 S 65 S The inspectors confirmed the following information about the provider: Game-On Coaching Limited is an independent learning provider in Coventry, that offers specialist training in digital marketing. The provider works with a broad range of employers nationally and all training takes place online. At the time of the inspection, there were 41 apprentices in learning, 8 of whom were aged between 16 and 18. All apprentices study the level 3 multi-channel marketer apprenticeship.

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national average

Director: Ashleigh Gorton '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. 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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