All Dimension Limited

All Dimension Limited

Address: 21 Cheffins Road, Hoddesdon, Hertfordshire, EN11 9AS Unique reference number (URN): 2625251

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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

Suitably trained tutors identify and record apprentices’ support needs from the start of their apprenticeship. These needs are communicated effectively to teaching staff so that they have the information they require about their apprentices’ potential barriers. They use this information well to give tailored support during online lessons and assessments.

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Inclusion Expected standard

Staff maintain a clear oversight of apprentices who need extra support. Each apprentice with additional needs has a detailed support plan that tutors use to monitor progress. They frequently assess and review the impact of the extra help. For example, apprentices who fall behind with their assignments due to personal circumstances have weekly tailored catch-up sessions that are reduced to monthly sessions once apprentices are up to date.

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Inclusion Expected standard

Leaders take a suitably strategic approach to staff inclusion training. For example, having identified that half of apprentices with special educational needs and/or disabilities are dyslexic, leaders provided tutors with training in techniques to support dyslexic apprentices in online lessons.

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Inclusion Expected standard

Apprentices and employers rightly note that flexible, highly individualised inclusive practices are a strength of the training that they receive. As the provision grows, leaders sensibly plan to use evidence from their quality assurance and monitoring activities to adapt and further improve their inclusion strategy.

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Leadership and governance Expected standard

Leaders have successfully steered their organisation through a period of considerable disruption, following their withdrawal from a merger with another training provider in early 2025. They quickly identified and dealt with significant priority areas, such as retention and timely achievement for apprentices. They have implemented measures, such as changes to monitoring systems and assessment preparation. These measures have contributed to a rapid improvement in achievement rates.

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Leadership and governance Expected standard

Leaders and governors have a clear vision for their organisation to provide high-quality training in their specialist areas of health and social care and early years. They invest well in areas, such as digital resources and staff training, consistently making decisions in the best interests of their apprentices.

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Leadership and governance Expected standard

Leaders have recently strengthened the governance of the organisation. Governors are well informed about strengths and areas for development. Governors have a suitably strategic and supportive role, challenging leaders appropriately to help them make continuous improvements.

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Leadership and governance Expected standard

Leaders are considerate of staff's workload and wellbeing. Tutors value the frequent contact with leaders, and they appreciate the useful feedback they receive about their teaching. Leaders invest well in staff training that helps them to develop their professional expertise. The positive relationship that leaders have forged with employers and stakeholders is a notable strength of the provision. For example, nurseries are very happy with the way that leaders work with them to develop tailored early years curriculums. They praise their highly flexible curriculum and teaching arrangements.

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Achievement Expected standard

The proportion of apprentices who complete their apprenticeship on time has increased markedly since the most recent published data. Achievement across all apprenticeships is now broadly in line with national averages. Around half of those who complete their apprenticeship achieve a merit or distinction grade.

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Achievement Expected standard

Regardless of any barriers they might have, apprentices acquire a broad range of new knowledge, skills and behaviours relevant to their roles. For example, care apprentices build the knowledge and confidence needed to care for clients and support their families during end-of-life care.

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Achievement Expected standard

The small number of apprentices who are required to study level 2 English and/or mathematics achieve their qualifications. Almost all pass their examinations at the first attempt.

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Achievement Expected standard

Staff prepare apprentices well for their next steps. On completion of their apprenticeship, apprentices generally remain with their employer. They take on additional responsibilities and, in a few cases, gain promotions.

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Curriculum and teaching Expected standard

Leaders have a clear rationale for the apprenticeship training they provide. They have substantial experience and knowledge of the care and early years sectors. They understand well the local and national demand for qualified practitioners in health and social care and early years.

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Curriculum and teaching Expected standard

Tutors plan and teach topics carefully so that new knowledge builds on what apprentices need to know and do in their employment. For example, in early years settings, managers plan relevant workplace training on paediatric first aid and basic food hygiene to enhance the taught sessions about childhood health and nutrition. Tutors, employers and apprentices plan ongoing work activities in frequent progress review meetings. Apprentices’ line managers typically contribute although they do not attend these meetings consistently well.

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Curriculum and teaching Expected standard

Tutors teach apprentices well. Tutors draw on their sector experience and use case studies effectively to connect theory with work practice. They use recap tasks at the beginning of sessions, frequent targeted questioning, online quizzes and professional discussions to check apprentices' understanding.

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Curriculum and teaching Expected standard

Tutors provide apprentices with detailed and constructive feedback to help them improve their written assignments. For example, early years apprentices are guided to link their work more explicitly to the special educational needs and disability code of practice. Apprentices generally respond positively to feedback.

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Curriculum and teaching Expected standard

Tutors make sure that all apprentices benefit from their teaching and assessment. They adapt tasks appropriately for apprentices who need extra help. For example, tutors break tasks into smaller sections and allow additional information to be submitted by voice recordings. This helps apprentices to complete assignments to meet deadlines.

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Participation and development Expected standard

Leaders set high expectation for apprentices’ attendance and participation. During sessions, tutors expect apprentices to contribute to discussions and answer questions. Apprentices are motivated, and attend their training well. Tutors and apprentices work together in a calm and respectful atmosphere.

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Participation and development Expected standard

In their teaching and one-to-one sessions, tutors teach apprentices about wider topics. For example, how to recognise and protect themselves from radicalisation and extremist views. They remind early years apprentices that they often work with the most vulnerable people and teach them about their ‘Prevent’ duty. Apprentices develop a sound understanding of their responsibilities.

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Participation and development Expected standard

Tutors give apprentices useful guidance about careers and education throughout their training. For example, they highlight university open days for level 3 care apprentices who want to do nursing degrees. Early years apprentices know about pathways into teaching or promotion in their nursery setting. Apprentices are well informed about their potential next steps.

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

Apprentices enjoy their training. Many apprentices are in their first jobs in nurseries or the care sector. They find that the clear, high expectations from staff help them to develop positive professional and academic behaviours. Apprentices attend their training well, work hard and thrive. When they struggle to attend or stay motivated, tutors work with apprentices’ line managers to provide frequent, tailored support that helps them to get back on track quickly. Apprentices value the support of their kind tutors who are always available to help if they are struggling with an assignment or topic. Apprentices quickly gain skills regardless of their starting points or barriers. For example, health and social care apprentices who speak English as an additional language are very happy with extra one-to-one online lessons that help them rapidly improve their written and spoken English. They can increasingly

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

communicate confidently with their clients.

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

Apprentices across the different subjects and levels are happy with their experience. They quickly gain a sense of belonging because group sessions provide opportunities to meet other apprentices and share experiences from different workplaces. Staff provide apprentices with suitable opportunities to extend their interests within and beyond their professional sphere. They make apprentices aware of additional learning, such as health and social care updates, e-safety and the use of artificial intelligence. While apprentices generally have an appropriate understanding of healthy relationships, leaders recognise the need to enhance this area of the curriculum for 16 to 18-year-old apprentices.

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

A notable strength of the training is how well apprentices develop a secure understanding of the fundamental British values and respect for cultural diversity. For example, tutors teach health and social care apprentices the importance of respecting service users' beliefs. Early years apprentices recognise the role they play in raising the next generation of respectful young people.

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Next steps

Leaders should implement plans for age-appropriate education about healthy relationships for their 16 to 18-year-old apprentices. Leaders should continue to develop their approach to inclusion so that they have a consistently positive impact on apprentices’ experience and education. Leaders should increase and sustain the proportion of apprentices who achieve their apprenticeship within the anticipated timeframe. Leaders should increase the participation of apprentices’ line managers in progress reviews.

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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 governors, directors, apprentices, employers and assessors during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

All Dimension is a small independent training provider that provides level 2, 3, 4 and 5 apprenticeships. Training takes place online. Most apprentices work in the health and social

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Lead inspector:

Claudia Harrison, His Majesty's Inspector

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Team inspectors:

Sarah Wilding, Ofsted Inspector Paul Manning, 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 15 September 2026

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Apprenticeships overall achievement rate

care and early years sectors and are based in London and Kent. At the time of the inspection, there were 59 apprentices. The largest programmes were the level 3 early years educator with 33 apprentices and level 2 early years practitioner with 9 apprentices. There were fewer than 5 apprentices on levels 4 and 5 early years and level 2, 3, 4 and 5 health and social care standards and level 3 business administration.

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Apprenticeships overall achievement rate

Co-directors: Caroline Knight and Jacqueline Lee

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have suppressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have suppressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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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