Skills4Stem LtdOfsted report card, 8 Sept 2026

Skills4Stem Ltd

Address: Skills4Stem Ltd, The Innovation Centre, Stannard Way Priory Business Park, Bedford, Bedfordshire, MK44 3RZ Unique reference number (URN): 1278685

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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 introduced an appropriate structured approach to their inclusion practices. Leaders ensure that apprentices complete thorough initial assessments, and staff use these assessments effectively to quickly identify apprentices’ support needs. Where apprentices demonstrate lower levels of English and mathematical skills, staff put in place the extra help they need to adjust to higher levels of learning.

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Inclusion Expected standard

Staff support apprentices on their courses effectively, including using a range of targeted strategies and individual learning plans. Staff introduce apprentices to the situation, task, action and result (STAR) method to help them structure their responses in preparation for their final assessments.

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Inclusion Expected standard

Staff review the support that individual apprentices receive effectively. They respond to changes in apprentices’ individual needs to help them remain on their courses. Staff help apprentices to organise their workload, renegotiate deadlines and formulate action plans where necessary. However, leaders have introduced further inclusive practices and it is too early to see the overall impact of these approaches.

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Inclusion Expected standard

Staff assist apprentices who experience temporary barriers to learning effectively. Pastoral support officers continually check on apprentices who face health and wellbeing challenges. They develop individual plans with apprentices to enable them to return to learning successfully.

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Leadership and governance Expected standard

Leaders have a clear strategic purpose for the apprenticeships they provide. They use their experience in the building services and construction sector to offer apprenticeships in these specific areas. Leaders work closely with employers to develop courses that meet current skills gaps.

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Leadership and governance Expected standard

Leaders have in place appropriate arrangements to oversee their provision, working with an advisory board. Board members have a wealth of experience in construction, engineering, finance, leadership and apprenticeships. However, leaders have only recently formed this advisory board. Board members are starting to hold leaders to account but it is too early to see the full impact of this oversight.

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Leadership and governance Expected standard

Leaders recruit trainers who have expertise in the construction and built environment sector. Trainers keep their subject knowledge relevant through frequent vocational updating. Leaders provide useful training for teaching staff on teaching and assessment techniques, such as the use of computer-aided design. Staff feel that leaders are considerate of their workload and wellbeing.

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Leadership and governance Expected standard

Leaders have a clear overview of the quality of their apprenticeships. They complete valuable activities to check that apprentices receive effective teaching and assessment. They use the results of these activities to plan for improvements, such as enhancing the careers education for apprentices and training for staff on how to help apprentices to achieve merit and distinction grades in their final assessments.

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Achievement Expected standard

Most apprentices, including those with special educational needs and/or disabilities, achieve their apprenticeships. Achievement rates have improved over the previous 3 years. Leaders have taken positive action to reduce the proportion of apprentices who study beyond their planned end dates. Several of these apprentices had fallen behind and struggled to complete the mandatory qualifications. There remain a few of these apprentices who staff continue to work with to complete their apprenticeships.

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Achievement Expected standard

Apprentices develop substantial new knowledge and skills from their starting points, many with no prior knowledge from the sector. They become confident in using specialist software and improve how they communicate with subcontractors.

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Achievement Expected standard

Apprentices become valued team members. Building services engineering apprentices take an active part in projects, produce technical drawings and attend client meetings.

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Achievement Expected standard

On completion of their apprenticeships, most apprentices remain in full-time employment. High proportions of apprentices take on additional responsibilities or achieve promotion.

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Curriculum and teaching Expected standard

Leaders have designed flexible and individualised apprenticeship courses that meet the needs of the construction sector. There are clear progression routes from level 3 to level 5. This helps apprentices to develop the skills and knowledge they need to be successful in their careers.

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Curriculum and teaching Expected standard

Trainers provide high-quality training sessions. They have considerable knowledge of the construction sector that they use to provide clear explanations during sessions. They use their experience effectively to contextualise learning on areas such as ethics. Trainers use a range of teaching approaches highly effectively. They are skilled at using case study scenarios to help apprentices apply their learning. They ask challenging and probing questions to extend apprentices’ understanding. This encourages higher level debate and helps develop apprentices’ critical thinking skills.

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Curriculum and teaching Expected standard

Trainers use a range of teaching approaches that meet the specific needs of apprentices with special educational needs and/or disabilities well. Staff provide adapted resources to help these apprentices.

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Curriculum and teaching Expected standard

Staff provide extensive feedback to apprentices on their work. This clearly identifies strengths and how work can be improved.

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Curriculum and teaching Expected standard

Staff typically work closely with apprentices’ line managers. Staff contact employers to discuss how apprentices’ can apply their new knowledge in their workplaces. However, staff do not involve employers at an early enough stage in assessing apprentices’ progress in developing the skills and behaviours that they need in their apprenticeships. This means that staff are not fully aware of gaps in these areas until towards later in the apprentices’ programmes.

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Participation and development Expected standard

Leaders have developed a thorough careers programme. This includes informative sessions on setting career goals and self-employment. Apprentices can watch a wide range of informative careers webinars that are specifically contextualised to the construction sector. Apprentices learn about writing effective curriculum vitae. Staff provide clear information to apprentices on possible further training and many plan to continue their studies at higher levels.

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Participation and development Expected standard

Staff provide a comprehensive wider personal development programme that includes fundamental British values, healthy relationships and safeguarding. Apprentices typically have a sound understanding of these topics. They know how to spot the signs of radicalisation in others and how to report any concerns.

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Participation and development Expected standard

Leaders offer an appropriate programme of wider opportunities to apprentices. They provide information to apprentices on applying for chartered status and information about sector webinars and networking events. A few apprentices mentor newer apprentices. However, few apprentices can recall taking part in this wider curriculum offer as they concentrate on their busy jobs.

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Participation and development Expected standard

Apprentices are mostly well motivated and rates of attendance to sessions are high. They do not experience bullying and harassment and are confident leaders would take appropriate action were this to occur.

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

Apprentices are satisfied with their experiences on their apprenticeships. They enjoy their teaching sessions and feel well supported by trainers and pastoral support officers. They can contact staff at any time and receive a quick response. Apprentices value the flexible online training sessions that mean they can study around their day-to-day job roles.

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

Apprentices quickly develop new knowledge, skills and behaviours and become valued members of their workplace teams. They develop their confidence while on their courses. Site supervisor apprentices who are in their first jobs learn about the importance of professional working relationships. They know the importance of adapting their approach depending on the situation and the importance of clear communication. Construction site supervisor apprentices gain a greater appreciation of different communities and cultures and the importance of respectful relationships. They find this helpful when they work in different community settings.

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

Apprentices feel safe at the provider and on building sites. They are aware of the health and safety requirements at their worksites and when working online. They know who to contact should they have safeguarding concerns for themselves or other apprentices or colleagues.

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Next steps

Leaders should continue to work closely with apprentices and their workplace line managers so that apprentices remain on track with their studies and achieve their apprenticeships in a timely manner. Leaders should broaden the range of wider opportunities available to apprentices and encourage higher proportions of apprentices to participate. Leaders should continue to work closely with employers to monitor apprentices’ progress in developing their skills and behaviours throughout their apprenticeships. Leaders should ensure that the overall impact of the support that they offer, and their new inclusion practises, are fully reviewed and adapted as required.

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About this inspection

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

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About this inspection

Inspectors spoke with leaders, those responsible for governance, apprentices, trainers, pastoral support officers and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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Team inspectors:

Sue Hasty, His Majesty's Inspector Christine Blowman, Ofsted Inspector Jonny Wright, His Majesty's Inspector Penny Fawcus, His Majesty's 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 8 September 2026

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Percentage of learning aims successfully achieved

Skills4Stem Ltd is a national independent learning provider of apprenticeships in construction based in Bedford. Leaders focus on developing leadership skills as well as technical skills for the construction sector. Trainers teach apprentices online.

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Percentage of learning aims successfully achieved

At the time of the inspection, there were 176 apprentices studying standards at levels 3 and 4. This included 59 apprentices studying construction quantity surveying technician, 43 studying building services engineering senior technician, 23 studying construction site supervisor and 23 studying building services engineering service and maintenance engineer. The remaining apprentices studied a range of other construction and building services 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. 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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