The College of Animal Welfare Limited

The College of Animal Welfare Limited

Address: Headland House, Chord Business Park London Road, Godmanchester, Huntingdon, PE29 2BQ Unique reference number (URN): 51224

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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 Strong standard

Leaders have established a highly inclusive culture in which all learners and apprentices receive timely support to participate fully, overcome barriers and achieve well.

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Inclusion Strong standard

Staff identify, assess and meet learners’ and apprentices’ needs effectively before and throughout their programmes. Comprehensive tracking enables leaders to maintain effective oversight of learners and apprentices with a wide range of needs and barriers to learning.

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Inclusion Strong standard

Leaders and staff adapt support extremely well as learners’ and apprentices’ circumstances change. Support plans are reviewed frequently, and interventions are tailored carefully to individual needs. Learners and apprentices make sustained progress and develop greater confidence and independence.

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Inclusion Strong standard

Leaders have developed extensive mental health and wellbeing support systems in response to learner and apprentice needs to help remove barriers to learning. Learners and apprentices have access to qualified counsellors and a 24/7 wellbeing platform. This helps them to remain engaged on their programmes.

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Inclusion Strong standard

Leaders adapt their inclusion approach based on learner and apprentice demographics and needs. Through trend analysis, leaders ensure that support arrangements remain highly effective. For example, leaders provide direct access to finance for adult learners, who may not be able to fund training through traditional routes. This enables more learners to access training, make good progress and achieve their goals.

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Leadership and governance Expected standard

Leaders have a clear vision for widening participation and supporting individuals with career progression in the veterinary sector. They have an accurate understanding of the provider’s strengths and weaknesses. They use learner, employer and staff feedback, along with performance data, to identify priorities and ensure their curriculums are aligned to industry needs. Leaders have developed strong partnerships with key sector professional bodies, such as the Royal College of Veterinary Surgeons, and with employers to ensure their curriculums cover the skills needed in the veterinary sector. This contributes to learners gaining knowledge and skills that reflect current and emerging workforce needs.

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Leadership and governance Expected standard

Directors are suitably experienced to provide effective governance. They ensure that statutory responsibilities are met. Directors provide effective support and challenge to leaders and managers, particularly around performance monitoring and use of achievement data to inform improvements needed. This remains a focus for leaders so that quality improvement is highly focused to secure sustained improvement across all provision types.

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Leadership and governance Expected standard

Leaders place a strong emphasis on staff wellbeing. Staff feel valued, supported and protected from bullying and harassment. Leaders monitor workloads carefully and provide access to wellbeing support and reasonable adjustments where needed.

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Leadership and governance Expected standard

Leaders ensure that staff receive professional development that is relevant and tailored to individuals and their roles. Staff undertake teaching qualifications, technical updating and development activities identified through quality assurance processes. This helps staff maintain current industry and teaching expertise aligned to their development needs.

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Achievement Expected standard

Adult learners make substantial progress from their starting points. They quickly develop their understanding of communication. They learn the importance of active listening, tone, context and understanding clients’ diverse communication needs. They develop new skills, such as correctly inserting intravenous drips, making them a valued member of the team within their practices.

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Achievement Expected standard

Most learners, including those with special educational needs and/or disabilities or temporary barriers to learning, achieve their qualifications. Just over half of all learners achieve distinction grades. For the very small minority of learners who did not achieve their qualification, such as level 4 accountancy, leaders have taken suitable actions that are improving current retention rates.

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Achievement Expected standard

Learners produce work of an appropriate standard. Their work shows research, systematic investigation and analysis and correct use referencing and formatting requirements.

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Needs attention

Most learners move into employment or further training in the veterinary sector.

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Curriculum and teaching Expected standard

Leaders and managers adapt the curriculum content and sequencing effectively in response to changes in industry requirements. They respond to changes in the veterinary nursing profession, including the new pharmacy requirements. This ensures that the curriculum remains ambitious, relevant and aligned to the needs of employers and learners.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that promotes accessibility and reduces barriers to learning. Flexible modes of delivery help to reduce travel requirements and allow flexibility around work and family commitments. This helps adult learners, many of whom are returning to education or reskilling, to participate in learning.

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Curriculum and teaching Expected standard

Tutors use appropriate teaching strategies effectively to help learners to understand topics. Tutors use a wide range of techniques and assessments, such as multiple-choice tests at the start and end of every session to check learners’ level of understanding. Tutors use the results of these quizzes to check for gaps in learning and revisit topics, where this is needed.

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Curriculum and teaching Expected standard

Staff prepare learners well for their end assessments and examinations. Veterinary nurses can attend monthly mock examinations in examination conditions until they feel ready for their final practical tests.

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Participation and development Needs attention

Too few learners participate in the personal development curriculum that is available. Leaders have developed a useful personal development curriculum. They share information on topics, such as healthy relationships, fundamental British values and risks associated with radicalisation and extremist views at the start of courses. However, tutors do not revisit these topics often enough. As a result, learners’ knowledge of how to protect themselves and others from radicalisation and of the broader topics is too superficial.

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Participation and development Needs attention

Adult learners are highly motivated and proud of their achievements. They attend sessions well. They demonstrate the professional behaviours expected in the workplace by being helpful and respectful.

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Participation and development Needs attention

Learners understand how to protect their own mental health and support their customers' mental health. They are aware of the support available to them and how to report any concerns should they have any. This contributes to learners feeling safe in learning and at workplaces.

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Participation and development Needs attention

Tutors do not focus on careers guidance sufficiently throughout adult learning courses. Although most adult learners feel informed about available career choices within the sector, a few learners are less confident or aware of the career options available to them beyond their course.

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Achievement Expected standard

Apprentices gain significant new skills and knowledge that they use in their job roles. For example, apprentices in veterinary nursing understand the anatomy of a bulldog and the need to elevate their chest in preparation for surgery. Accounting apprentices understand the importance of using effective communication skills, such as communicating the correct type of statistical data.

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Achievement Expected standard

Apprentices produce work that is at the expected standard for the level of study. Their written work shows a suitable level of research, referencing, reflective writing and work- based practice, and appropriate use of academic and technical terms.

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Achievement Expected standard

Apprentices largely achieve their qualifications, including those with special educational needs and/or disabilities. A high proportion of apprentices achieve distinctions. Leaders have taken sensible steps to resolve retention issues on level 3 veterinary nursing, which shows an improving picture.

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Achievement Expected standard

Most apprentices move into further training or employment associated with their training.

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Curriculum and teaching Expected standard

Leaders have developed a flexible, accessible curriculum that they tailor to meet the needs of apprentices and that aligns well with their workplace. Tutors work closely with employers to coordinate on- and off-the-job training.

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Curriculum and teaching Expected standard

Apprentices use equipment that replicates industry standards, such as radiography machines and surgical gloves and gowns. Veterinary nurse apprentices benefit from the opportunity to study additional qualifications, such as the Suitably Qualified Person certification, which allows them to dispense a wider range of medications.

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Curriculum and teaching Expected standard

Leaders ensure that apprentices are taught by expert tutors with significant sector experience. Tutors use this expertise effectively in lessons to explain technical knowledge,

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Needs attention

such as skin conditions, skin infections and diagnosis tools.

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Needs attention

Tutors use a range of teaching strategies to provide clear explanations and to check apprentices' understanding. For example, they use questioning techniques effectively to draw out apprentices' understanding of the pharmaceutical cascade system and the veterinary medicines regulations. Tutors ensure that any misconceptions are clarified before moving on to new topics.

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Needs attention

Tutors use a wide range of interactive assessments during online and face-to-face lessons, such as polls, quizzes and break-out groups. This helps apprentices to explore topics in detail to secure a sound understanding.

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Needs attention

Leaders ensure that apprentices have very effective support in the workplace. They set clear expectations and ensure that clinical supervisors undertake training and receive resources and quality assurance checks. This helps apprentices to apply their learning in the workplace and continue to make good progress.

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Participation and development Needs attention

Too few apprentices have an in-depth understanding of local risks, radicalisation and extremism or how these relate to them at work or in their personal lives. Although apprentices complete learning activities on these topics as part of their induction, tutors do not revisit them often enough in training. As a result, apprentices do not understand the relevance of these topics to them and their workplace.

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Participation and development Needs attention

Apprentices develop a clear understanding of mental health and how to protect their own. They know how to support their customers' mental health, especially when dealing with euthanasia of their pet. They are aware of the college support team, whom they go to for help. Apprentices, where appropriate, access counselling support services to help them overcome potential barriers to their learning.

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Participation and development Needs attention

Leaders have developed a wider curriculum through podcasts, awareness calendar of events and congress events involving guest speakers from the sector. However, too few apprentices participate in the wider curriculum or are aware of resources that cover health- related topics, such as healthy relationships and maintaining good physical health and nutrition.

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Participation and development Needs attention

Apprentices receive individual careers advice and guidance as part of their apprenticeship. They discuss their next steps with tutors, and they are aware of how to progress with their career plans.

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

Adult learners and apprentices enjoy their learning and demonstrate positive attitudes to their studies. They value the welcoming, inclusive and supportive culture, where they feel safe, respected and able to contribute their views.

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

Learners and apprentices benefit from a strong sense of belonging and do not experience bullying or harassment. They play an active role in shaping their learning experience through learner voice activities, equality, diversity and inclusion initiatives and wellbeing campaigns.

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

Apprentices develop a secure understanding of fundamental British values, diversity and workplace expectations. Adult learners' understanding of wider personal development themes, including healthy relationships, life in modern Britain and British values, is less well developed.

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

Apprentices receive useful information about future study and career opportunities within the sector. However, careers guidance for adult learners is not sufficiently developed or revisited throughout their programmes to help learners explore the wider range of opportunities available beyond their immediate learning goals.

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

Adult learners and apprentices highly value the support they receive from tutors and learning support staff. Learners, including those with identified support needs, receive effective academic and pastoral support that helps them remain engaged in their studies and overcome barriers to learning. They develop confidence, improve their English and study skills and learn effective strategies for managing their time and workload. Consequently, they become more independent learners and make good progress from their starting points.

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

Apprentices quickly develop substantial vocational knowledge and skills that they apply confidently in veterinary practice. They benefit from highly supportive relationships with tutors, clinical supervisors and employers. Apprentices demonstrate high levels of professional behaviour, attend well and grow in confidence as they develop their practical skills and take on greater responsibility in the workplace. Clinical supervisors report that apprentices add value to their practices and work increasingly independently.

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Next steps

Leaders should further enhance the curriculum for apprentices, so that they develop a deeper understanding of healthy relationships and physical health and how to protect themselves from the risks associated with extremist views. Leaders should further promote and embed the personal development curriculum for adult learners, so that learners develop a deeper understanding of healthy relationships, fundamental British values and other topics that help them navigate modern life safely and confidently. Leaders should further develop the careers guidance they provide for adult learners, so that it is reviewed more frequently and enables learners to understand the steps that they

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Lead inspector:

Rochelle Saneria, His Majesty's Inspector

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Team inspectors:

Penny Fawcus, His Majesty's Inspector Claire Griffin, Ofsted Inspector Teresa Kiely, Ofsted Inspector Sarah Reynolds-Golding, Ofsted Inspector Angela Twelvetree, Ofsted Inspector need to take to achieve their future goals. Leaders should continue to strengthen their quality assurance and improvement processes, so that improvement actions are more sharply focused and lead to swift and sustained improvements in the quality of teaching on apprenticeship and adult learning programmes.

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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, managers, tutors, clinical supervisors, employers, apprentices and adult learners during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

The College of Animal Welfare Limited is an independent learning provider that primarily works with veterinary practices nationwide. Teaching and training is delivered by a blended approach of face-to-face training at their Huntingdon, Leeds and London centres, online learning and practical sessions in the workplace and satellite centres.

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About this inspection

At the time of the inspection, there were 502 apprentices in training, of whom 36 were aged 16 to 18. The majority of apprentices were studying the level 3 veterinary nursing standard. There were 58 apprentices studying level 2 animal care and welfare and 7 apprentices studying level 3 accounting apprenticeships. There were fewer than 5 apprentices studying on apprenticeships from levels 2 to 5 in customer service, accounting, coaching and business administration. There were fewer than 5 apprentices studying towards English and/or mathematics functional skills qualifications.

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About this inspection

There were 68 learners on adult learning programmes. Most learners were studying veterinary nursing, with fewer than 5 studying dog grooming and accountancy.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 28 July 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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