Learnmore Skills Ltd

Learnmore Skills Limited Maggie O’ Neil Community Centre, 433 Liverpool Road, Huyton, Liverpool L36 8HT

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report:

At the most recent full inspection, the following areas were identified as needing to improve:

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report:

Ensure that coaches help level 3 early years educator apprentices to rapidly catch up and achieve their apprenticeships so they can move on to the next stages of their career.

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Use the information gathered on apprentices’ knowledge and skills at the start of their apprenticeship to tailor training for apprentices so that all apprentices make the progress they are capable of.

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Ensure that coaches systematically coordinate apprentices’ on- and off-the-job training with apprentices’ line managers so that apprentices rapidly develop their knowledge, skills and behaviours.

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Ensure that line managers attend and participate in reviews of apprentices’ progress to ensure that apprentices can practise and apply at work what they have learned.

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Ensure that leaders accurately identify the weaknesses in the quality of education that apprentices receive and provide governors with this information.

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During the monitoring inspection, inspectors focused on the following themes:

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report:

 To what extent do staff use information about what apprentices know and can do to tailor training so that all apprentices make the progress of which they are capable? (Curriculum, teaching and training)

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 To what extent have leaders helped level 3 early educator apprentices to catch up swiftly and achieve their apprenticeship? (Curriculum, teaching and training)

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 What progress have leaders made in ensuring that coaches work with employers to plan and coordinate on- and off-the-job training effectively, so that apprentices rapidly develop their knowledge, skills and behaviours? (Curriculum teaching and training) Monitoring inspection report: Learnmore Skills Limited 17 and 18 June 2026

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 To what extent do line managers attend and participate in reviews of apprentices’ progress to ensure that apprentices can practise and apply at work what they have learned? (Curriculum teaching and training)

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 How accurately do leaders identify the weaknesses in the quality of education that apprentices receive and provide governors with appropriate information so that they can support and challenge leaders effectively? (Leadership and governance)

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and training)

Coaches do not routinely use the information gathered at the start of the apprenticeship on what apprentices already know and can do to individualise the curriculum. Leaders have recently provided coaches with training on how to use the information gathered to plan their teaching sessions. Coaches can select standard tasks for apprentices to complete or include tasks tailored to the individual. At the time of the monitoring visit, it is too soon to see the impact of this training.

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and training)

In a few instances, coaches produce teaching, learning and assessment plans personalised to the individual. For example, they provide bespoke questions for apprentices studying the cleaning hygiene operative apprenticeship to extend their knowledge of the cleaning of industrial waste. Coaches include tailored tasks, such as researching agencies and the impact on the apprentice’s workplace. However, the application of this tailored approach is inconsistent across apprenticeship standards and across coaches.

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(Achievement)

Leaders have improved the quality of training that level 3 early years educator apprentices receive. They have recruited a new coach and revised the curriculum model so that apprentices receive face-to-face teaching in addition to the online training. Leaders have redesigned teaching and learning activities so that coaches check learning more effectively and rectify misconceptions swiftly. Apprentices who previously had not completed in a timely manner have now achieved.

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(Achievement)

Leaders have stopped recruiting to the level 2 and level 3 early years apprenticeships. For the apprentices who remain on their apprenticeship, leaders have put appropriate actions in place to support them to achieve their qualification. Managers meet weekly with coaches to discuss apprentices’ progress and agree interventions. Apprentices benefit from individual support from their coaches in the workplace where they discuss Monitoring inspection report: Learnmore Skills Limited 17 and 18 June 2026

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learning goals and set targets to help them to complete their work. Coaches discuss progress with apprentices’ line managers where they identify what apprentices need to practise to develop their skills. These reviews motivate apprentices to re-engage with their learning, to catch up and achieve. Apprentices who complete their training achieve, with most apprentices gaining a distinction grade.

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training)

Leaders have taken positive action to improve the coordination of on- and off-the-job training for apprentices studying within bespoke employer groups. They collaborate with these employers to develop a suite of workplace scenarios supported by supplementary learning materials to help apprentices apply their knowledge and skills in the workplace. Although this initiative is new, employers report that the planning of training is more cohesive and better aligned to workplace needs. Apprentices apply what they are learning swiftly in their job roles.

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training)

Coaches do not routinely liaise with individual employers to plan opportunities for apprentices to apply and practise knowledge and skills in the workplace. This slows the progress that apprentices make. Leaders have very recently changed how coaches review the progress of apprentices so that they work with employers more effectively to plan apprentices’ learning in the workplace. Where coaches have used this new process, they have planned opportunities with employers for apprentices to apply skills at work. For example, they have planned for team leader apprentices to hone their data analysis skills by identifying trends in recyclable materials to inform productivity in waste management. However, at the time of the monitoring visit, these plans had not been implemented fully.

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teaching and training)

Leaders have improved the attendance of line managers at progress reviews for apprentices studying within bespoke employer groups. They have organised training for apprentices’ line managers so that they understand their role. These employers have established a ‘buddy’ system to ensure that line managers who are new to supporting apprentices receive guidance from more experienced colleagues. Leaders closely monitor attendance of these line managers at progress reviews. Where line managers do not routinely attend, leaders inform the employer. As a result, attendance at progress reviews is high. Monitoring inspection report: Learnmore Skills Limited 17 and 18 June 2026

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The attendance of line managers at progress reviews for those apprentices in individual employers is inconsistent. Too few line managers routinely attend and actively participate in reviews of apprentices’ progress. Where line managers do attend progress reviews, coaches do not liaise with them to identify the knowledge and skills that apprentices need to practise and develop in the workplace. This slows the progress that apprentices make. Leaders recognise that improving attendance of line mangers to progress reviews remains a key priority. They have taken steps to improve this and are in the process of revising the line manager handbook to provide additional guidance on the roles and responsibilities of line managers.

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leaders effectively? (Leadership and governance)

Following the previous inspection, leaders have implemented a new leadership structure to oversee the quality of provision. They hold monthly meetings to review key data where they evaluate apprentices’ progress, identify concerns and implement actions when apprentices fall behind in their studies. This means that leaders now largely identify the weaknesses in the quality of education that apprentice receive. However, leaders have not acted swiftly enough to improve all the weaknesses. For example, the quality of reviews of apprentices’ progress is too variable.

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leaders effectively? (Leadership and governance)

Leaders have appointed an external governor with significant expertise in the education sector to provide external scrutiny and challenge. Leaders now provide useful information to governors so that governors have an effective oversight of the provision and provide useful challenge and support to leaders to improve. Governors receive information on key performance indicators, such as the numbers of apprentices that are on a break in learning, the numbers of apprentices that have achieved and the numbers of apprentices that are beyond their planned end date. Leaders and governors understand the strengths and areas of weakness in the quality of education that apprentices receive.

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Additional next steps

Leaders should continue to work to address the areas identified as needing improvement in the full inspection report.

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About this inspection

This is the first monitoring inspection following publication of the inspection report on 4 June 2025 which found the provider to be requires improvement overall. Monitoring inspection report: Learnmore Skills Limited 17 and 18 June 2026

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The provider’s previous full inspection was carried out under the Education Inspection Framework (EIF) at that time. The renewed EIF took effect from 10 November 2025. The areas for improvement identified at the provider’s full inspection have been cross- referenced to relevant evaluation areas in the inspection toolkit for consideration on this monitoring inspection.

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The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to identify and report on the provider’s progress in addressing the areas identified as needing to improve since the provider’s previous inspection.

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Lead inspector

Alison Humphreys His Majesty’s Inspector

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needs funding at time of inspection

Monitoring inspection report: Learnmore Skills Limited 17 and 18 June 2026

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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