Blue Sky Assessing & Consultancy Ltd

Blue Sky Assessing & Consultancy Ltd

Address: Jericho, Mells, Frome, BA11 2RL Unique reference number (URN): 2510872

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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 Exceptional

Leaders have embedded inclusion as a defining feature of the organisation. They use detailed onboarding, initial and cognitive assessment, skills assessment and ongoing coaching to build a precise understanding of apprentices’ starting points and barriers. Staff use this information to agree skilfully personalised support, review its impact frequently and adapt or reduce it as apprentices become more confident and independent.

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Inclusion Exceptional

Leaders' approach to inclusion has a sustained and transformational impact, particularly for apprentices who are disadvantaged or have learning difficulties and disabilities. Staff maintain high expectations while providing targeted coaching, specialist resources and workplace adjustments. Employers confirm that these interventions substantially improve apprentices’ confidence, resilience, communication and ability to take greater responsibility. Apprentices with learning difficulties and disabilities achieve at least as well as their peers and frequently achieve higher grades.

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Inclusion Exceptional

Leaders use learner-level data, employer feedback and specialist expertise to refine their inclusive practice. Their distinctive work-readiness programme draws on research and expertise in literacy, mental health and employment to address barriers to successful employment. Leaders also identify care-experienced apprentices at onboarding and have suitably experienced staff to coordinate support when required. They extend their inclusive practice through work with employers, schools, charities and other organisations, sharing approaches that improve opportunities beyond their own apprenticeship provision.

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Leadership and governance Strong standard

A new leadership team has strengthened the provider's strategic, governance and quality arrangements substantially. Leaders have introduced systematic use of performance information, quality improvement planning and regular review so that they understand the provider's strengths and priorities in detail and can act quickly, when improvement is needed. Leaders’ decisions remain closely aligned to their goal to improve employment opportunities for disadvantaged young people. Their actions are having a clear, positive impact across the provider. Those responsible for governance bring substantial expertise in apprenticeships, funding, policy and regulated provision. They provide informed support and challenge through formal meetings, audits and deep dives, helping leaders to test strategic decisions, anticipate external change and pursue measured growth without losing sight of quality.

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Leadership and governance Strong standard

Leaders invest significantly in staff expertise and capacity. Staff have protected time for professional learning, and leaders use observations, quality reviews and individual performance information to identify very effectively focused development in teaching, sector knowledge and additional learning support. Leaders also work productively with employers, charities, regional organisations and specialists to strengthen apprentices' experiences and progression.

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Leadership and governance Strong standard

Leaders have established productive partnerships with employers, charities and specialist professionals. They use these relationships to inform developments to the curriculum and support arrangements, helping to strengthen apprentices' preparation for employment.

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Achievement Strong standard

Apprentices make very good progress from their starting points and achieve very well. Outcomes are consistently strong across almost all programmes, with many apprentices attaining distinctions and learners from more disadvantaged backgrounds often performing particularly well. Where outcomes are less positive, this reflects a period of organisational transition rather than the current quality of provision. Since the appointment of the current leadership team, the key issues have been addressed and provision has strengthened.

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Achievement Strong standard

Apprentices develop the knowledge, skills and behaviours that they need to succeed at work, and they produce work of a high standard. Many end-point assessment projects also make a useful contribution to employers' businesses. Apprentices significantly develop their confidence in communicating with key stakeholders, while targeted work on mathematical, financial and digital skills helps them to manage workplace demands and is of value in their personal lives.

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Achievement Strong standard

Apprentices achieve positive career outcomes on completing their programmes, including promotion, increased responsibilities or new employment opportunities.

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Curriculum and teaching Strong standard

Leaders have established a high-quality curriculum that is closely aligned to apprentices' occupational roles and to employers' needs. They sequence learning carefully so that apprentices build progressively on prior knowledge and can connect theory to increasingly complex workplace practice. Leaders also adapt curriculum content and sequencing in response to employer and apprentice feedback, helping to keep training relevant and purposeful. For example, in response to employer feedback, leaders introduced sales masterclasses into the level 3 customer service curriculum and brought forward relevant learning to meet workplace requirements more closely.

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Curriculum and teaching Strong standard

Coaches teach apprentices well. They use their industry experience, case studies, knowledge checks, reflective activities and frequent retrieval of prior learning to deepen understanding and help apprentices apply new knowledge confidently. Assessment is used particularly effectively. Coaches use questioning and short tests to identify gaps, while written work is marked thoroughly with precise feedback that helps apprentices improve both subject knowledge and communication.

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Curriculum and teaching Strong standard

Leaders ensure that the curriculum remains accessible to apprentices with additional needs. Onboarding and cognitive assessment identify barriers early, and staff implement tailored support, including additional reviews, assisted technology and adapted learning resources. Employers are closely involved in progress reviews and off-the-job training, helping apprentices to practise and consolidate new learning in the workplace. As a result, apprentices experience consistently high-quality teaching and training that prepares them well for achievement and progression.

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Participation and development Strong standard

Leaders have established a broad and ambitious approach to apprentices' wider development. Coaches reinforce knowledge of professional conduct, equality, respect, safeguarding and the 'Prevent' duty throughout learning and review activity. This helps apprentices to become more confident, resilient and socially responsible. Attendance is high, and apprentices participate well in lessons and show strong commitment to their programmes and workplaces.

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Participation and development Strong standard

Leaders and coaches provide apprentices with a wide range of opportunities that extend beyond the requirements of their qualifications. They encourage apprentices to participate in leadership and ambassador activities, engage with alumni and contribute to community- focused projects. Coaches also help apprentices develop important financial, digital and employability skills. As a result, apprentices broaden their perspectives, gain confidence and understand how they can contribute positively in the workplace and wider society.

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Participation and development Strong standard

Leaders have embedded careers education, information, advice and guidance throughout apprentices' programmes. Coaches support apprentices to explore progression routes, leadership opportunities and future career pathways, helping them to make informed and ambitious decisions about their next steps. Leaders and coaches also ensure that apprentices understand how to identify and report bullying, discrimination, harassment and inappropriate behaviour. This supports apprentices' abilities to contribute positively to respectful, inclusive and professional workplace cultures.

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

Apprentices experience an exceptionally supportive and ambitious environment in which staff know them well and respond quickly, when barriers emerge. For apprentices who are disadvantaged or have additional needs, the impact of this support is transformational. Carefully tailored coaching, adjustments and work-readiness support help these apprentices to overcome barriers that might otherwise restrict their progress.

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

Apprentices make excellent progress from their starting points and develop the knowledge, skills and behaviours that they need to succeed at work. They become increasingly confident in applying what they learn, and many achieve the highest grades. Employers identify clear improvements in apprentices' resilience, communication and ability to take on greater responsibility.

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

Apprentices develop new technical knowledge and skills that far exceed the requirements of their qualification. Those who are new to employment learn how to communicate professionally, understand workplace expectations and build positive relationships with colleagues. Wider activities strengthen apprentices' financial awareness, digital confidence and understanding of how to contribute positively in work and wider society.

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

Apprentices feel safe, know how to access support and understand the importance of respectful behaviour. They know how to raise concerns about bullying, discrimination, harassment and inappropriate conduct. They develop a secure understanding of safeguarding, the 'Prevent' duty and wider risks relevant to their lives and work.

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

Apprentices are ambitious for their futures. Staff carefully guide apprentices to make informed decisions about their next steps, leadership opportunities and future career choices. For many, the transformational combination of high expectations, personalised support and strong employer involvement changes not only how well they participate in their apprenticeship but also how they see their potential and future opportunities.

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Next steps

Leaders should sustain their quality and governance arrangements so that high standards are maintained consistently across all aspects of 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 by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Roger Pilgrim, Ofsted Inspector Steve Caunter, 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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 18 August 2026

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Apprenticeships overall achievement rate

Inspectors spoke with senior leaders, trainers, staff, employers, apprentices and other key stakeholders during the inspection.

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Apprenticeships overall achievement rate

Blue Sky Assessing & Consultancy Ltd is an independent learning provider that delivers apprenticeship programmes nationally. It provides training for apprentices in a range of occupational areas. The provider was acquired by its current owners in January 2025. At the time of the inspection, the provider had 211 apprentices. The largest programmes were the level 4 associate project manager, level 2 customer service practitioner and level 3 HR support apprenticeships.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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