Xact Consultancy and Training LtdOfsted report card, 15 Sept 2026

Xact Consultancy and Training Ltd

Address: Unit 3, Abbey Lane Court, Abbey Lane, Evesham, WR11 4BY Unique reference number (URN): 2765333

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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 Needs attention

Leaders use appropriate assessment tools to identify apprentices’ support needs at the start of the course. Where apprentices declare learning needs, leaders make reasonable adjustments, such as allowing more time for assessments and supporting apprentices to use online tools. However, trainers do not receive detailed information about apprentices’ specific barriers to learning which prevents them from adapting their training to meet individual needs.

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Inclusion Needs attention

Apprentices, including those with barriers to learning, routinely take part in progress reviews. Mentors coordinate further support, such as one-to-one coaching and helping apprentices to organise and structure their work. However, trainers and mentors do not have specific knowledge of strategies that they can use to support those who have special educational needs and/or disabilities. Some staff have recently completed training on specific learning disabilities, however, it is too early to determine the impact of this on apprentices’ experience and progress.

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Inclusion Needs attention

Leaders promote inclusivity and equality. Leaders focus on widening participation and promoting equality in the emergency services. Leaders are proactive members of the Women in Fire Safety forum, which encourages more women to enter into the fire safety industry.

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Leadership and governance Needs attention

Leaders broadly understand their strengths and areas for improvement. Leaders have taken swift action to make improvements. This includes reducing the proportion of apprentices who do not complete their full apprenticeship after gaining their professional qualification. Leaders have made improvements to provide more support to apprentices to complete their final assessments. However, it is too early to assess the full impact of their actions.

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Leadership and governance Needs attention

Leaders have responded to the needs of the fire safety industry by enabling practitioners to gain nationally recognised qualifications to perform fire safety audits in a wide range of settings. They have adapted existing commercial training to meet apprenticeship requirements. Leaders have strong links with national and regional employers which informs their design of appropriate qualifications and progression pathways.

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Leadership and governance Needs attention

Governors support leaders’ vision and plans for the future. They are experts in their field and have played significant roles in fire safety and uniformed emergency services. However, they lack specific educational knowledge and experience in order to challenge and support leaders to develop their apprenticeship provision adequately. Consequently, their actions to improve teaching and learning lacks detail and precision.

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Leadership and governance Needs attention

Leaders have encouraged staff to participate in professional learning programmes. However, these programmes have not sufficiently focused on developing trainers' teaching skills. Leaders are considerate of staff workload and wellbeing. Staff value the support they receive and are proud of the provider's growth and apprentices’ achievements.

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Achievement Expected standard

Most apprentices who remain on their programmes achieve their apprenticeships. However, too many apprentices were leaving before completing their apprenticeship after finishing their vocational qualification. Leaders were aware of this and took swift and decisive action. Consequently, achievement has improved and is now above national rates.

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Achievement Expected standard

Apprentices develop a thorough and secure understanding of fire safety protocols and procedures. Apprentices, including those with identified barriers to their learning, expertly apply their new knowledge, skills and behaviours in the workplace. They progressively gain confidence and produce work that meets the qualification requirements and industry standards.

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Achievement Expected standard

Apprentices are ready for the next stage of their employment and training. Many participate in the apprenticeship to advance their career prospects in the sector. They progress to destinations that reflect their career goals and aspirations. This includes becoming fire safety inspectors in organisations such as the fire service, housing associations and NHS hospital trusts.

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Curriculum and teaching Expected standard

Leaders have ensured that the curriculums they offer meet the needs of the fire safety industry. Apprentices follow a logical and well-planned curriculum that builds on their experience. For example, on the level 3 fire safety advisor apprenticeship, they learn the principles of fire safety before moving on to more complex subjects such as completing workplace audits. This enables apprentices to apply their understanding in the workplace.

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Curriculum and teaching Expected standard

Trainers are subject experts with extensive industry experience. They explain new information clearly and use industry vocabulary well. Trainers use group activities in breakout rooms to help apprentices apply and consolidate theory. However, trainers are less skilled in using a variety of teaching strategies to maintain apprentices’ interest during online sessions. Trainers have recently enrolled on courses to develop their craft of teaching and understanding of individual learning needs. Leaders have ensured that apprentices have sufficient time to learn, practise and consolidate new knowledge and experiences. Mentors work closely with apprentices to ensure that those who have declared additional learning needs are prepared for learning sessions. For example, they provide apprentices with the presentations and notes in advance of learning sessions and offer additional mentoring if needed.

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Curriculum and teaching Expected standard

Apprentices receive high-quality resources to support their learning. This includes detailed workbooks which provide examples and activities related to the fire safety industry, with clear links to up-to-date legislation and regulations. Trainers use assessment appropriately to check apprentices understand key knowledge and skills. Apprentices receive helpful feedback from trainers that helps them improve their work.

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Participation and development Expected standard

Leaders have accurately identified the wider skills that apprentices need to succeed in the fire safety sector. Apprentices gain confidence by participating in realistic scenarios and performing fire safety audits in different building environments. Through these experiences, apprentices learn how to manage complex situations, build resilience and develop their customer service skills.

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Participation and development Expected standard

Leaders have developed a personal development curriculum that enables apprentices to build on their knowledge of healthy lifestyles, safety and wellbeing. Mentors signpost apprentices to professionally produced resources in their progress reviews. However, leaders have recognised the need to broaden this curriculum to include activities that help apprentices to develop their confidence to deliver community fire safety information sessions.

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Participation and development Expected standard

Leaders have high expectations for apprentices’ professional behaviours, including attendance. As a result, apprentices attend training sessions and progress reviews well. Apprentices demonstrate an understanding of appropriate standards and professional behaviours in the workplace, including respect for others. Staff promote inclusivity in their online learning environments and do not tolerate discrimination, bullying or harassment.

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Participation and development Expected standard

Apprentices are well prepared for their future career. Trainers and mentors ensure that they understand how their training can help them reach their career goals. Staff encourage them to consider alternative career pathways including in healthcare, commercial and civic sectors.

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

Apprentices feel safe and supported in their learning. They know who to speak to if they have concerns and staff respond quickly to their individual needs. Leaders have developed an inclusive learning environment and ensure that all apprentices and staff adhere to a professional code of conduct.

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

Apprentices make progress from their starting points and mostly achieve well. They enjoy their courses and develop the skills and knowledge required to work as successful fire safety advisers and auditors. As a result of their apprenticeships, many apprentices move into new roles or take on new responsibilities in the workplace. Level 3 fire safety adviser apprentices gain vital industry knowledge and often progress to the level 4 apprenticeship.

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

Apprentices on the level 4 fire safety inspector apprenticeship complete a vocational qualification as part of their programme which gives them a licence to practice. In the past, too many apprentices have left after gaining the qualification and before completing their apprenticeships.

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

Apprentices benefit from participating in industrial simulations and role plays. Level 4 fire safety inspector apprentices gather evidence on an incident and present their findings at a simulated magistrates' court. Legal and law enforcement experts teach apprentices how to take witness statements in real time and interview individuals. Professional actors play different roles to prepare apprentices for situations that they may face, including cross examination and presenting their findings accurately.

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

Apprentices learn about living and working in modern Britain. They discuss personal safety, tolerance and respect, as well as how to recognise the signs of abuse and how to support those who are vulnerable. However, in a few cases, apprentices do not have a thorough working knowledge of the potential threats posed by extremist behaviours.

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Next steps

Leaders should ensure that those responsible for oversight have sufficient knowledge of high-quality apprenticeship education to offer appropriate challenge and support to leaders. Leaders should provide further professional development for trainers to develop their teaching skills. Leaders should ensure that staff complete training in supporting apprentices with special educational needs and/or disabilities and wider barriers to learning. Leaders should ensure trainers have the information that they require to adapt their training to meet individual apprentices’ needs.

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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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About this inspection

Inspectors spoke with advisory board members, leaders, trainers, mentors, employers, administrators and apprentices during the inspection.

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About this inspection

Xact Consultancy and Training is a national training provider based in Evesham. They teach the level 3 fire safety adviser and the level 4 fire safety inspector apprenticeships. At the time of the inspection, 85 apprentices were enrolled. Most apprentices study the level 4 fire safety inspector apprenticeship, and all apprentices are over the age of 19.

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Team inspectors:

Richard Deane, Ofsted Inspector Helen Kinghorn, 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 15 September 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

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

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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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