Impact Training Solutions Ltd

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 apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders identify skills gaps in the logistics and warehousing sectors and develop apprenticeships to meet these. They work well with employers to ensure that their curriculums reflect changing business needs and that they adapt them accordingly.

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Leadership and governance

Leaders appoint governors who are experts in teaching and learning. Governors challenge Impact Training Solutions Ltd The Lakeside Centre, 180 Lifford Lane, Birmingham B30 3NU

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New provider

monitoring inspection report: 26 and 27 August 2026 Monitoring inspection report: Impact Training Solutions Ltd 26 and 27 August 2026

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and support leaders in making decisions that serve apprentices’ best interests. In most instances, leaders quickly identify areas for development and take swift action to improve apprentices’ learning experiences. They implement quality assurance processes, such as lesson observations, to identify strengths and areas for improvement. In most cases, this helps leaders and governors to maintain an accurate understanding of the quality of the apprenticeships that they offer.

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Leaders appoint qualified teachers that are industry experts in the logistics and warehousing sectors. They provide training that helps teachers stay updated with industry developments and legislative changes. Leaders recognise the need to do more to support teachers to continuously improve their teaching practice.

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Inclusion

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

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Inclusion

Leaders gather information about the barriers to learning that apprentices face at the start of their apprenticeship. They share this information with teachers, who are attentive to apprentices’ support needs. Teachers discuss with apprentices what assistance they require and, in most instances, provide appropriate support. As a result, apprentices feel well supported in their training.

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Inclusion

Leaders give teachers guidance on how to support apprentices with a range of barriers to learning. However, they do not ensure that teachers receive enough training in strategies for teaching and supporting apprentices with special educational needs and/or disabilities. Leaders also recognise that many level 2 supply chain warehouse operative apprentices speak English as a second language, which can hinder their learning. When necessary, teachers translate learning materials into apprentices’ first languages so that apprentices understand the content. However, teachers do not routinely help apprentices to develop their independence by improving their English language skills over time.

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Inclusion

Leaders have recently started to review the impact of how they help apprentices overcome barriers to their education. Since this process is still new, it is too early to understand the impact it is having on apprentices’ progress.

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Curriculum, teaching and training

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

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Curriculum, teaching and training

Leaders design curriculums that meet apprenticeship requirements. They sequence them logically to ensure that apprentices build knowledge and skills over time. Level 2 express delivery operative teachers initially teach eco-safe and defensive driving. Apprentices then Monitoring inspection report: Impact Training Solutions Ltd 26 and 27 August 2026

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learn fuel-saving driving techniques and methods to reduce vehicle wear and tear. They learn to complete risk assessments, carry out vehicle safety checks and load vehicles safely. This approach helps apprentices to develop new skills quickly, enabling them to thrive in the workplace.

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Teachers mostly use effective teaching strategies. They recap previously taught content at the start of lessons to help apprentices recall previous material. They incorporate scenario-based learning and share real-world experiences to make information easier to remember. However, in a few cases, teachers do not adapt the curriculum for apprentices with prior sector experience and do not build substantially on what these apprentices already know and can do.

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Level 2 supply chain warehouse operative apprentices become more productive in their job roles as a result of their training. They gain a clear understanding of the businesses they work for and their place within them. Level 2 express delivery operative apprentices improve their safety and efficiency behind the wheel. They develop and refine their customer service skills to become ambassadors for their company.

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Safeguarding arrangements

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

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Safeguarding arrangements

Leaders have created a culture where staff and apprentices take safeguarding seriously. They ensure that staff receive training to meet their safeguarding responsibilities. Staff learn to recognise early signs of potential concerns. Teachers educate apprentices on issues such as signs of neglect and harm, the risks of radicalisation and extremism, and human trafficking. This helps apprentices to remain alert when delivering goods to customers’ homes. Apprentices feel safe and know how to raise any concerns.

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Safeguarding arrangements

Leaders have appointed a qualified designated safeguarding lead and a suitable deputy to oversee safeguarding arrangements. Leaders are beginning to build relationships with external agencies that can assist in safeguarding their apprentices. They work with the regional ‘Prevent’ coordinator to identify the local risks that apprentices need to be aware of. However, these relationships require further development as leaders have yet to establish links with a wider range of agencies that can provide additional support. Monitoring inspection report: Impact Training Solutions Ltd 26 and 27 August 2026

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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

Impact Training Solutions Limited is an independent training provider based in Kings Norton, Birmingham, delivering apprenticeships nationwide. At the time of the monitoring inspection, there were 87 apprentices in training. Of these, 70 were studying the level 2 express delivery operative apprenticeship and 17 were studying the level 2 supply chain warehouse operative apprenticeship. All apprentices were over the age of 19.

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needs funding at time of inspection

Monitoring inspection report: Impact Training Solutions Ltd 26 and 27 August 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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