Learning Skills Partnership Ltd

Learning Skills Partnership Ltd

Address: 16 Waterside Business Park, Livingstone Road, Hessle, HU13 0EG Unique reference number (URN): 59154

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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 accurately identify apprentices with barriers to learning. They complete comprehensive checks to determine specific support needs, including learning difficulties, and relevant history, such as being known to social care or the youth justice team. Tutors continue to identify apprentices’ support needs throughout their apprenticeship, including for apprentices with an undeclared disability or other possible indicators, such as late assignment submission or absence from lessons.

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Inclusion Expected standard

Staff take appropriate action to reduce apprentices’ barriers to learning. Where needs or barriers are disclosed, staff work closely with apprentices to establish if they require support or if they already have sufficient strategies to manage their studies independently.

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Inclusion Expected standard

Leaders ensure that work placements are suitable and appropriate for apprentices. Staff work collaboratively with apprentices and employers, ensuring that all parties have a thorough understanding of apprentices’ individual support needs and that these are implemented at work.

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Inclusion Expected standard

Leaders provide staff with suitable training that helps them to work effectively with apprentices with support needs. Staff complete training in topics such as mental health awareness, supporting learners with autism and attention deficit hyperactivity disorder, as well as strategies for working with apprentices with learning difficulties. Staff value such training as it develops their inclusive working practices.

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Leadership and governance Expected standard

Leaders have a clear vision to provider specialist apprenticeship training in the construction and business professional sectors. They work with many large employers to meet their workforce development and business needs.

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Leadership and governance Expected standard

Leaders have reasonable oversight of their provision and make necessary, and often difficult, performance management decisions. This has resulted in a few staff leaving the business. Leaders have recently recruited several new staff in subjects that are difficult to recruit to, such as in construction, which is starting to improve the quality of teaching.

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Leadership and governance Expected standard

Leaders implement appropriate actions to improve the quality of their provision and have largely dealt with the recommendations from the previous inspection. However, a few targets in their improvement plans to improve apprenticeships do not have specific or clear enough impact measures.

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Leadership and governance Expected standard

Staff are provided with appropriate pedagogical training, and those who are new receive a useful induction that includes shadowing of more experienced tutors. Workloads for new tutors are increased gradually so they are not overwhelmed. Staff also undertake back-to- industry days, so their industrial skills remain current.

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Leadership and governance Expected standard

Leaders work closely with subcontractors and meet with them monthly. They deliver joint staff development sessions and conduct routine quality assurance activities to ensure that training for apprentices is of a high standard.

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Leadership and governance Expected standard

Leaders provide board members with a wide range of data and helpful information. Board members scrutinise and challenge leaders on their data and quality processes. This challenge has contributed to the continued rise in achievement rates that are well above the national average.

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Achievement Expected standard

Most apprentices achieve their qualifications. A very high proportion pass their end-point assessment at the first attempt, and most achieve a pass grade. Apprentices with identified learning needs achieve well and slightly better than their peers.

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Achievement Expected standard

Most apprentices develop substantial new knowledge and skills. For example, level 3 civil engineering apprentices become more independent. They increase their speed and accuracy when completing tasks at work. However, several apprentices on the level 3 support technician apprenticeship make slower-than-expected progress, and a few are not prepared fully for their final examinations.

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Achievement Expected standard

Most apprentices remain in work with their current employer on completion of the apprenticeship. A high proportion of apprentices have been either promoted or recognised for the high standard and quality of their work. In many cases, these apprentices have also received pay rises that recognise and reward their achievements.

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Participation and development Expected standard

Leaders have in place varied opportunities for apprentices to develop their wider skills outside of their apprenticeship programme. They recently developed an internal ‘learner hub’, which provides apprentices with access to many interesting enrichment activities, including topics such as safeguarding, preventing radicalisation, food poverty and healthy relationships.

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Participation and development Expected standard

Tutors have high expectations of apprentices when attending online lessons. They reinforce these expectations throughout the apprenticeship, ensuring that apprentices dress

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Needs attention

appropriately, arrive on time and participate in learning activities. Consequently, most apprentices are polite and respectful and allow their peers to answer without interruption during lessons.

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Needs attention

Although most apprentices understand the progression pathways available to them, a few do not receive sufficiently helpful careers advice and guidance. In these instances, careers advice is mostly given to apprentices by employers. This results in a few apprentices being less aware of the full range of learning, development and career opportunities open to them. Most apprentices remain in their chosen career after completion of the apprenticeship.

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Needs attention

Leaders create and maintain safe and respectful environments for apprentices. Relationships with tutors during one-to-one sessions are very supportive. Apprentices report that they feel safe from harm, including from bullying and harassment, and know how and to whom to report any concerns about their wellbeing.

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Curriculum and teaching Needs attention

The quality of teaching is not of a consistently high standard. For example, during level 3 civil engineering lessons, tutors do not provide apprentices with enough time to consolidate learning before moving on to more complex topics. Staff provide better-quality teaching in other subjects, such as the level 3 project controller apprenticeship, where tutors use highly engaging, interactive teaching activities based on their own vocational experience and expertise.

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Curriculum and teaching Needs attention

Leaders have a reasonably accurate understanding of the strengths and areas for improvement in the quality of apprenticeship provision. They have largely identified appropriate actions to improve the curriculum. These actions include providing apprentices with helpful, developmental feedback on their mathematical skills so that they develop the skills they need at work.

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Curriculum and teaching Needs attention

Leaders have planned the curriculum logically across all apprenticeships. For example, on the level 4 quantity surveying apprenticeship, apprentices study historical construction before studying enhanced technologies, such as ‘building information modelling’, that they incorporate into their final assignments. This helps apprentices understand the limitations when blending new technologies into older, existing structures compared to designing modern, energy-efficient buildings.

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Curriculum and teaching Needs attention

Leaders have in place suitable staff to identify and support apprentices with barriers to their learning. Where appropriate, tutors adapt teaching and provide support to meet apprentices’ individual needs. They implement support plans for apprentices that include one-to-one sessions, additional examination time and breaking down learning into manageable steps.

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

Construction and civil engineering apprentices apply newly learned mathematical knowledge and skills throughout their apprenticeship. They accurately estimate resources required for construction sites and solve complex mathematical problems associated with large-scale road infrastructure projects.

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

Apprentices value the way that tutors use their subject expertise and vocational knowledge to contextualise learning. This helps apprentices to build their confidence at work. For example, level 3 business administrator apprentices find practising conflict resolution strategies improves their confidence as well as their own and their team’s work output.

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

Apprentices discuss their wellbeing during progress reviews. They understand how to maintain their posture and wellbeing while working online and the importance of positive mental health. Apprentices talk openly about the support arrangements they have in place at home and at work. They know how to access additional support should they need it.

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

Apprentices enjoy learning about interesting, informative topics such as sexual health, food poverty, personal finance, budgeting and dangerous driving. Apprentices aged 16 to 18 understand that banter, bullying and misogynistic behaviours are not appropriate in any circumstance.

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

Apprentices understand how to keep themselves safe. They learn about local threats, including risks related to radicalisation and extremist activity, by accessing the recently introduced ‘learner hub’. However, a few apprentices struggle to recall the precise nature of these topics as they are not revisited often enough.

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

Apprentices thrive through working together. They discuss enthusiastically their own experiences at work, contributing and articulating clearly what they have learned, and they listen to other apprentices discussing their experiences. For example, level 4 site supervisor apprentices describe how they apply what they have learned about performance management on construction sites.

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

Several apprentices on the level 3 construction support technician and level 4 quantity surveying apprenticeships have experienced poor-quality teaching, which has negatively affected their learning and progress towards their final examinations.

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Next steps

Leaders should improve the quality of teaching, so that apprentices across all apprenticeships receive the same high-quality teaching. Leaders should ensure that tutors support apprentices to achieve their full potential, so that a higher proportion achieve merit and distinction grades in their final examinations. Leaders should provide apprentices with consistently high-quality careers information, advice and guidance throughout their apprenticeship, so apprentices have a clear understanding of the potential opportunities available to them.

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Team inspectors:

Sarah Seaman, His Majesty's Inspector Glenise Burrell, His Majesty's Inspector Joanne Stork, His Majesty's Inspector Pauline Hughes, Ofsted Inspector Toni Rhodes, 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 set realistic and measurable targets for improvement in their quality plans that have a discernible impact on the quality of their provision.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Learning Skills Partnership is an independent learning provider located in Hessle, near Hull, that offers apprenticeship training.

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About this inspection

At the time of the inspection, the provider had 753 apprentices studying one of 19 apprenticeships, from levels 2 to 5. The provider offers apprenticeships in the construction, engineering, manufacturing, business and accounting sectors. Most apprentices study at levels 3 or 4 and are aged 19 and over, with 67 apprentices aged between 16 to 18 years.

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About this inspection

There were 30 apprentices working towards achieving mathematics and/or English qualifications.

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About this inspection

The provider uses one subcontractor, 20/20 Insight Limited, which provides specialist, technical training for the level 3 project controller technician apprenticeship.

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About this inspection

Managing Director: Simon Alsop This data is from 2 June 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.

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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

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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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