MBKB Ltd

MBKB Ltd

Address: Trading Office, 4 Parsons Street, Dudley, DY1 1JJ Unique reference number (URN): 1270933

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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 have created an inclusive culture in which apprentices belong and feel understood. They use a wide range assessment tools to identify apprentices’ individual support needs quickly and accurately before they start their programmes. They provide younger apprentices and those known to social care with individualised support to help them develop the skills that they need to succeed in their lives and in the workplace.

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Inclusion Expected standard

Leaders ensure that qualified and experienced staff are available to support apprentices with special educational needs and/or disabilities. Specialist tutors have received training in inclusive teaching and how to teach those who are neurodiverse effectively. Leaders recognise that they need to extend this training, so that all tutors consistently use adaptive teaching strategies.

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Inclusion Expected standard

Staff provide an individualised approach to supporting apprentices who face disadvantages or barriers to learning. They develop comprehensive support plans and review them quarterly. Staff regularly adapt the support that apprentices receive, which includes increasing support when needed or reducing it as apprentices grow in their independence and confidence.

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Inclusion Expected standard

Tutors work closely with employers to make reasonable adjustments in the workplace. Apprentices who face potential barriers to their learning, including social disadvantage, achieve as well as their peers.

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Leadership and governance Expected standard

Leaders demonstrate expert knowledge of the sectors in which they work. They work closely with employers and offer a wide range of apprenticeships that support several different sectors.

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Leadership and governance Expected standard

Leaders broadly understand their strengths and how to improve their curriculum. They recognise that achievement on some standards is too low. Leaders have recently taken decisive action to improve this, focusing on reducing the number of apprentices who are behind with their studies. They have provided targeted support for apprentices who are currently on a break in learning to enable them to return to study. Consequently, achievement rates have considerably increased this year.

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Leadership and governance Expected standard

Governors diligently oversee leaders' actions and offer strategic support. They bring valuable industry expertise and advise leaders on current developments in the sector and industries in which they work. However, leaders recognise that they need to develop and expand governance further to provide more support and challenge on the quality of teaching and training.

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Leadership and governance Expected standard

Leaders have developed a culture of continuous improvement in which staff feel appreciated. All staff benefit from a detailed induction and training at the start of their employment, including how to work remotely. They also benefit from flexible working arrangements and the ability to access external professionals, including mental health and wellbeing support, should they need to.

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Leadership and governance Expected standard

Leaders are highly ambitious for the organisation, its staff and apprentices. Leaders are active members of national sector advisory groups and use the feedback they receive from industry swiftly to adapt and develop their curriculums.

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Achievement Expected standard

Most apprentices who complete their apprenticeship achieve. However, on some programmes, too many apprentices do not complete their studies by their planned end date. Leaders have recognised this and have taken swift action to improve timely completion, including developing individualised targeted support plans. As a result, the proportion of apprentices completing their apprenticeships on time has increased considerably.

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Achievement Expected standard

Apprentices gain the knowledge and skills necessary to succeed in their chosen careers, including those who face considerable barriers to their learning. Tutors encourage apprentices to develop their English, mathematical and digital skills using practical examples from their workplace.

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Achievement Expected standard

Apprentices make sustained progress from their starting points and apply the skills and professional behaviours that they learn confidently in the workplace. They are well prepared for their next steps, and the majority progress to positive destinations. They often take on additional responsibilities and receive promotions at work. Apprentices are proud of their achievements.

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Curriculum and teaching Expected standard

Leaders work well with the employers they partner with to design curriculums that match employers' training needs. They consider individual apprentices' needs and sequence what they teach to match the current demands of specific job roles, including evening shift work.

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Curriculum and teaching Expected standard

Tutors skilfully adapt their curriculums to enable apprentices to build on and demonstrate their newly acquired knowledge throughout their apprenticeship. Apprentices select individualised modules to complement their work and interests as they progress through their training. Leaders have recently updated management structures so they can oversee the quality of training that apprentices receive and track their individual progress better. Managers act swiftly to resolve any concerns raised through quality assurance procedures and feedback.

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Curriculum and teaching Expected standard

Tutors have strong industry experience. However, they do not benefit from a structured professional development programme to help them improve their teaching skills. Leaders have created an induction programme for all new tutors and ongoing training to ensure consistently high-quality teaching and training.

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Curriculum and teaching Expected standard

Tutors use effective demonstration and explanation to bring theoretical learning to life. They allow apprentices the time to consider how they can apply theory to practice. Apprentices gain both confidence and competence in showing how they will use, for example, project and risk management tools to overcome barriers to project completion in challenging competitive circumstances.

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Curriculum and teaching Expected standard

Tutors make learning accessible by adapting training and resources. This includes using speech captioning software, colour-adjusted materials and online tools that enable apprentices to adapt the materials to match their preferences. Tutors offer both individual and group sessions to meet apprentices’ individual needs.

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Curriculum and teaching Expected standard

Tutors thoughtfully adjust training schedules to enable apprentices to learn at times that work best for them. Tutors encourage apprentices to use artificial intelligence appropriately to enhance their learning.

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Participation and development Expected standard

Apprentices thrive in a calm and focused online learning environment where they work well with their peers, make professional connections with each other and continue to build on their prior skills and knowledge.

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Participation and development Expected standard

Apprentices’ attendance is high. Staff set high expectations for attendance and monitor it effectively through weekly meetings. If apprentices miss their classes, tutors swiftly arrange catch-up sessions. Tutors celebrate and value apprentices' experience. Throughout the programme, tutors consistently reinforce and model the professional standards and behaviours required in the industry.

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Participation and development Expected standard

Leaders provide a programme of workshops, including how to develop a healthy lifestyle, communication skills and active listening, to enable apprentices to develop beyond their apprenticeship standard. Those who join these workshops become more confident and build resilience. However, not enough apprentices participate and benefit from these workshops.

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Participation and development Expected standard

Leaders and managers do not tolerate bullying or harassment. Apprentices are confident that tutors would take swift and appropriate action if this occurred. They demonstrate a clear understanding of tolerance and respect.

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Participation and development Expected standard

Most apprentices benefit from timely and tailored careers advice and guidance. Tutors use training plans effectively to support apprentices in achieving their future career aspirations. However, some do not discuss this until late in their programme.

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

Apprentices enjoy their studies and feel motivated to learn new knowledge, skills and behaviours that help them in their job roles and to advance in their careers. Staff have created an inclusive and supportive environment where apprentices feel they belong and can succeed. Apprentices feel safe participating in online learning and at work.

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

Apprentices build their confidence and communication skills, which improves their performance and impact at work. Most apprentices progress well from their starting points, take on additional responsibilities and gain promotion. Apprentices on level 5 programmes often lead projects and actively contribute to the strategic direction of their employer. Leaders have taken decisive action to resolve low achievement rates on some apprenticeship standards, which has led to an increase in the number of apprentices achieving this year.

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

Apprentices show positive and professional attitudes. Those on level 3 and level 4 apprenticeships learn how to work independently and manage their own projects, diligently planning and tracking their tasks. They develop communication skills and learn how to manage customer enquiries with professionalism and courtesy, often solving problems calmly and quickly.

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

Apprentices appreciate the support that they receive from their tutors who take time to get to know them and understand their needs. Tutors quickly notice when work pressures or other issues affect apprentices’ performance. They helpfully liaise with support tutors and employers to make sure apprentices get the support they need quickly.

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

Apprentices benefit from experienced tutors who plan engaging lessons and provide effective guidance to help apprentices to apply their learning confidently in the workplace. However, the quality of teaching and training that apprentices receive is not consistently effective across some apprenticeships.

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

Tutors listen to apprentices and treat them with respect. Apprentices feel valued by both their tutors and employers. They also appreciate how tutors take time to match learning plans to their interests and career aspirations.

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Next steps

Leaders should continue to take action to improve achievement rates across all apprenticeships. Leaders should further strengthen the professional development that staff receive to deepen their expertise and enhance their teaching skills. Leaders should ensure that apprentices receive timely careers advice and guidance during their apprenticeships.

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Team inspectors:

Alastair Mollon, His Majesty's Inspector Andrew John Thompson, Ofsted Inspector Claire Beaman, Ofsted Inspector Victoria Sylvester, Ofsted Inspector Richard Brennan, Ofsted Inspector

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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. Leaders should strengthen and develop governance, so that governors offer oversight and guidance that results in high-quality teaching and training.

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About this inspection

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

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About this inspection

Inspectors spoke with leaders, managers, governors, designated safeguarding leads, employers and apprentices during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: MBKB Limited is an independent learning provider based in Dudley in the West Midlands. At the time of the visit, 2,194 apprentices were in learning, of whom 40 were aged 16 to 18. All training takes place online. Apprentices study a wide range of apprenticeship standards ranging from level 2 to level 7. There were 242 apprentices studying operations manager at level 5, 234 studying people professional at level 5, 175 studying payroll administrator at level 3 and 163 studying coaching professional at level 5. There were a further 152 apprentices studying business administrator at level 3,145 studying associate project manager at level 4, 142 studying senior people professional at level 7 and 126 studying customer service specialist at level 3. The remaining apprentices were studying across a wide range standards in sectors including accountancy, early years, business, leadership

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About this inspection

Lisa Elcocks: Chief Operating Officer 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

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 .

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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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