AM 2 PM Group Holdings Limited

AM 2 PM Group Holdings Limited

Address: Units 1 & 2 Three Spires House, Station Road, Lichfield, WS13 6HX Unique reference number (URN): 2804857

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders identify apprentices’ individual needs effectively through well-defined and reliable processes. They provide staff with clear guidance and share information in a consistent way. This ensures that support is prompt and appropriately focused. When new needs arise, staff adjust their approach and tailor the support they provide so it continues to meet the needs of apprentices who encounter barriers to learning.

p.2

Inclusion Expected standard

Leaders reduce apprentices’ barriers to learning and wellbeing successfully through clear, well-considered actions. This support lowers barriers effectively and enables apprentices to participate fully and achieve success in their learning. Apprentices with additional learning needs and other barriers, for example those who speak English as an additional language, make the same positive progress as their peers.

p.2

Inclusion Expected standard

Leaders ensure that tutors receive appropriate training to identify apprentices’ needs and barriers to learning. However, they recognise that they need to reinforce and deepen this training so that tutors feel more confident and can provide a broader, more proactive range of support, particularly for apprentices with more complex or emerging needs.

p.2

Leadership and governance Expected standard

Leaders have a clear and ambitious vision to deliver high ‑ quality training in the manufacturing and logistics sectors that meets employers’ precise requirements and demands. They offer well ‑ structured curriculums that respond to local labour market needs effectively. Leaders maintain an accurate understanding of the provision’s strengths and areas for improvement. They use well ‑ established quality processes to identify priorities and routinely take swift action to rectify any identified areas for development.

p.2

Leadership and governance Expected standard

Governors hold leaders to account precisely and fulfil their statutory duties. They play a pivotal role in shaping strategic direction and decision-making. Governors use the clear and timely information that leaders provide to understand performance and offer constructive challenge. They use their expertise to support leaders and place apprentices at the heart of decision-making.

p.2

Leadership and governance Expected standard

Leaders manage staff workload and wellbeing well. They set fair, realistic expectations and create a culture where staff feel valued and proud of their work.

p.2

Leadership and governance Expected standard

Leaders work effectively with employers and respond quickly to their specific training needs. When employers identify training gaps, such as in English and communication skills, leaders act promptly and provide wide ‑ ranging support that benefits both apprentices and wider staff across the employer’s organisation. Employers value the training that leaders offer and speak highly about its quality.

p.2

Leadership and governance Expected standard

Leaders provide professional learning that develops staff's expertise and helps trainers maintain high levels of industry knowledge, particularly in relation to leadership and management skills. However, they do not ensure that tutors access targeted development to improve their teaching knowledge and skills to a consistently high standard.

p.2

Achievement Expected standard

Apprentices make appropriate progress from their starting points, and achievement rates, including for those who face barriers to learning, are high. However, the proportion of apprentices who achieve a distinction grade in their end-point assessment is low.

p.3

Achievement Expected standard

Apprentices develop a secure understanding of what they learn and apply their new knowledge consistently in the workplace. For example, team leader apprentices gain skills in understanding emotional intelligence and intrinsic motivation, which they use to support and motivate colleagues to achieve their best.

p.3

Achievement Expected standard

Most apprentices produce work that meets the expected standard for their level and, in some cases, the quality of work exceeds expectations.

p.3

Achievement Expected standard

Apprentices are well prepared for their next steps. A high proportion move into sustained employment with confidence, and many progress to roles with increased responsibility. They are well equipped for further study or training and for sustained careers in manufacturing or logistics.

p.3

Curriculum and teaching Expected standard

Leaders maintain a clear and accurate understanding of the quality of the curriculum, teaching and training. They ensure that the curriculums they offer meet employer needs and align closely with local labour market demands. Apprentices study programmes that are relevant, purposeful and have a sustained impact on their skills and future employment.

p.3

Curriculum and teaching Expected standard

Tutors are subject specialists who bring highly relevant industry knowledge and management experience to their teaching. They use this expertise to help apprentices develop the spoken and written communication skills that they need to be successful in the workplace. Apprentices build confidence in setting targets, leading teams and communicating effectively with a wide range of staff, including those who may be more experienced than themselves.

p.3

Curriculum and teaching Expected standard

Tutors use assessment effectively and provide clear, constructive feedback that is both positive and developmental. Through this feedback, apprentices know how to improve their work, and they act on it consistently. Apprentices reflect on their performance in the workplace, apply their theoretical knowledge with confidence and understand how to improve their leadership skills.

p.3

Curriculum and teaching Expected standard

Leaders and tutors ensure that curriculums are accessible and supportive for all apprentices. They put in place appropriate support strategies and encourage apprentices to develop effective approaches to overcome barriers to learning. For example, apprentices who speak English as an additional language learn to identify key words and extract essential information, which helps them understand and remember their learning more clearly.

p.4

Participation and development Expected standard

Apprentices attend their training well and they show positive attitudes to their studies. When they are unable to attend, tutors support them to catch up quickly. Apprentices treat one another, their peers and their tutors with respect, which helps create a calm and purposeful learning environment. They participate enthusiastically in lessons and take an active role in their training.

p.4

Participation and development Expected standard

Leaders provide apprentices with suitable opportunities to support their wider development. Apprentices learn about the importance of businesses acting responsibly and giving back to their communities. This helps prepare them for future leadership roles and builds their understanding of professional expectations in the workplace effectively.

p.4

Participation and development Expected standard

Leaders and tutors ensure that apprentices have a suitable understanding of the range of career pathways available to them. However, tutors do not routinely ensure that apprentices develop a detailed knowledge of their potential future pathways or feel fully confident in knowing how to take their next steps.

p.4

Participation and development Expected standard

Apprentices have not encountered bullying, unlawful discrimination, harassment or victimisation throughout their training. They learn and work in safe, professional settings. They know what steps to take if they have concerns and trust that staff will respond appropriately and take their issues seriously.

p.4

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

As a result of their studies, apprentices develop into effective leaders and managers. They learn how to manage colleagues with a range of personalities and performance levels. They use clear, positive and constructive language to motivate others and improve outcomes in the workplace. They become confident in dealing with challenging situations, such as tackling underperformance or managing conflict, and understand how to do this in a professional and respectful way.

p.4

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

Apprentices study in a supportive and inclusive environment where they build confidence quickly and take pride in their work. They develop useful, sought-after practical skills and apply them directly in the workplace with confidence. They understand clearly how their role contributes to wider business success. As they progress, apprentices learn to take initiative, manage tasks independently and support colleagues effectively.

p.4

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

Apprentices study in well-resourced learning environments and are highly satisfied with their training, particularly those who have been away from education for some time. They are motivated to achieve and enjoy taking part in lessons. Tutors know apprentices well and quickly identify any gaps in their prior learning. Apprentices benefit from a well-planned range of activities, including coaching, one-to-one support and frequent feedback, which help them close gaps in their knowledge and make steady progress.

p.5

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

Apprentices feel safe, welcome and well supported by approachable staff who take their wellbeing seriously. They understand the risks they may face in everyday life, including the dangers of radical and extremist behaviours, and know how to respond. Apprentices know how to raise concerns and feel confident to do so. They trust staff to deal with any issues quickly and professionally.

p.5

Next steps

Leaders should continue to strengthen the professional development of tutors so they teach to a consistently high standard. Leaders should equip staff to support apprentices with a broader range of barriers and more complex learning needs well. Leaders should increase the proportion of apprentices who achieve distinction grades in their apprenticeship. Leaders should further strengthen the quality of careers education and guidance, so that apprentices understand their future pathways and know how to take their next steps with confidence.

p.5

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.

p.5

About this inspection

Inspection activities: Inspectors spoke with apprentices, employers, leaders, tutors, governors and support staff during the inspection.

p.5

About this inspection

Inspectors confirmed the following information about this provider: AM2PM Group Holdings Limited is an independent learning provider based in Lichfield, Staffordshire, specialising in the delivery of leadership and management apprenticeships. Apprentices are employed across a range of manufacturing and logistics workplace settings, primarily in the Midlands region.

p.5

About this inspection

At the time of inspection, there were 39 apprentices enrolled. A a very high proportion were studying the level 3 team leader apprenticeship. All apprentices were aged 18 or over.

p.5

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.7

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

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 .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8