The Institute of Telecommunications Professionals

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

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 progress in leadership and governance – this means how much progress leaders and those responsible for governance have made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision, and is identifying and supporting the needs of apprentices

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 progress in inclusion – this means how much progress leaders have made in identifying the needs of individual apprentices and putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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 progress in curriculum, teaching and training – this means how much progress leaders and managers have made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices

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 progress in ensuring effective safeguarding arrangements – this means how much progress leaders and managers have made in ensuring that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. The Institute of Telecommunications Professionals

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Leadership and governance

Paramount House, 1 Delta Way, Egham, Surrey TW20 8RX

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monitoring inspection report:

19 and 20 August 2026 Monitoring inspection report: The Institute of Telecommunications Professionals 19 and 20 August 2026

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Leaders and governors have a clear ambition to support the telecommunications sector. As the professional industry body, they work very closely with organisations in the sector and have a comprehensive understanding of its challenges. They have developed the apprenticeship programme to help fill skills and education gaps in the industry. Leaders partner with training providers that specialise in dedicated technical and safety training so that apprentices can achieve qualifications in areas such as working at height, radio frequency awareness, and rigging and lifting. Leaders have effective oversight of the quality of the subcontracted provision, ensuring that this element of the apprenticeship meets their expectations.

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Leaders have a sound understanding of what they do well and where they need to improve. They implement a range of quality assurance processes to evaluate the effectiveness of the provision. Where they identify areas for improvement, they take actions that are in the best interests of their apprentices.

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Leaders and governors manage staff workloads and wellbeing effectively and support staff to be successful in their roles. Trainers complete technical updating to ensure their skills remain relevant and up to date. Leaders support those who are new to teaching to gain a teaching qualification.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders are ambitious for all apprentices, including those who need support. They consider apprentices’ learning needs and are generally aware of any support needs from the outset. Where support is deemed appropriate, such as for those with a learning difficulty and/or disability, leaders implement appropriate plans so that those who work with apprentices know how to support them. Leaders are beginning to consider how to meet the needs of others who may join the apprenticeship programme and require different forms support.

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Inclusion

Leaders ensure that appropriate processes are followed to monitor the effectiveness of the support apprentices receive and to confirm that it remains appropriate. They have appointed a wellbeing lead with responsibility for the coordination of inclusion, who receives appropriate support to carry out their role effectively.

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Inclusion

Apprentices value the support they receive from skills coaches to help them reduce barriers. For example, skills coaches help apprentices develop strategies to overcome fears of working at height so that they can meet the demands of working in the telecommunications sector. Leaders ensure that employers complete training on apprentices’ potential wellbeing and neurodiversity needs and on how to support them in the workplace. Monitoring inspection report: The Institute of Telecommunications Professionals 19 and 20 August 2026

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Curriculum, teaching and training

Leaders implement and sequence the apprenticeship effectively so that, over time, apprentices gain a range of skills that are valued in the sector. Trainers are experts in the subjects they teach. They use this knowledge to help apprentices understand and use the correct industry terminology.

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Curriculum, teaching and training

Trainers use a range of appropriate teaching strategies to help apprentices learn and remember more. They relate teaching to real-life scenarios and encourage apprentices to share their industry experiences through useful group discussions. Trainers ensure that apprentices have time to practise and consolidate what they learn in workshop sessions. Apprentices benefit from mostly useful feedback on their work, which helps them to improve.

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Curriculum, teaching and training

Skills coaches work effectively with employers to review apprentices’ progress and plan further activities that can be carried out in the workplace. Consequently, employers are aware of how best to support their apprentices in the workplace. For example, they provide opportunities for apprentices to access different sites so that they can master the skills they have learned, such as completing site surveys. Employers value the skills, knowledge and behaviours that apprentices develop, such as communication, teamwork, and the ability to test and maintain electrical circuits.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders and governors ensure a positive culture in which safeguarding is everyone’s responsibility. All staff complete safeguarding and the ‘Prevent’ duty training to help them recognise those who may be at risk of harm and know how to support them effectively. Leaders have appointed designated safeguarding leads who are appropriately experienced to carry out their roles effectively. They work closely with employers to understand how to support their apprentices and whom to contact if they have a concern.

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Safeguarding arrangements

Apprentices are trained to recognise risks and stay safe. They complete training on safeguarding and the risks of radicalisation and extremism at the start of their apprenticeship. These topics are revisited throughout the programme during progress reviews, through additional online learning, and through updates in regular newsletters. Apprentices are aware of the safeguarding support available to them and know how to Monitoring inspection report: The Institute of Telecommunications Professionals 19 and 20 August 2026

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access it if they have a concern. Apprentices learn early on how to work safely in the telecommunications sector.

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Leaders have implemented and follow appropriate safeguarding policies and procedures. They follow safer recruitment processes to ensure that those who work with apprentices are suitable to do so. Governors support leaders effectively in meeting their statutory responsibilities.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of apprenticeship training provision where the provision offered is in scope for inspection.

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About this inspection

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 report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

The Institute of Telecommunications Professionals is an independent learning provider and a professional body for the telecommunications and digital technology sectors, based in Egham, Surrey. Leaders offer the cellular network field engineer apprenticeship. At the time of the monitoring inspection, there were 15 adult apprentices in training. There were fewer than 5 apprentices also studying English as part of their apprenticeship.

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Team inspector

Jo-Ann Henderson His Majesty’s Inspector Monitoring inspection report: The Institute of Telecommunications Professionals 19 and 20 August 2026

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funding at time of inspection

Monitoring inspection report: The Institute of Telecommunications Professionals 19 and 20 August 2026

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regulates and inspects to 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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