# data[].attributes.body
Introducing learners to the story behind Debut Training Academy will help set the tone for their journey and create an immediate sense of belonging. By sharing the academy’s values, vision, and commitment to real-world success, learners can better understand the supportive environment they are stepping into. It helps to inspire trust, motivation, and pride in being part of the Debut family, making them more engaged and connected to their learning experience from the very beginning.

# data[].attributes.body
Asking learners to complete the skills scan at the start of their course will give me a detailed insight into their starting points, allowing me to better tailor my teaching and support. I have carefully chosen questions that focus on four key areas: life skills, employment skills, qualification-specific skills, and functional skills, because success in a course isn't just about academic knowledge—it's about building confidence, communication, adaptability, and essential workplace behaviours too.

By asking learners to reflect on skills like time management, problem-solving, communication, and teamwork, I can understand how prepared they feel to handle the demands of both learning and working environments. The employment skills section highlights their professionalism, adaptability, leadership, and customer service abilities, which are vital for career progression. The qualification skills section allows me to gauge their confidence in both practical and theoretical aspects of the course, helping me spot where extra support might be needed early on. Finally, including functional skills (literacy, numeracy, ICT) ensures I can identify any gaps that could impact their wider success, not just within the course, but in real-world employment too.

Overall, this skills scan gives me a full picture of each learner—not just where they are academically, but who they are as developing professionals—so I can personalise my teaching, target support where it’s most needed, and celebrate growth in all areas throughout their journey.

# data[].attributes.body
Marked By Bobbie Hales- Your Vision and Mission Statements across all four sections (Behaviour and Attitudes, Quality of Education, Leadership, and Personal Development) are clear, structured, and appropriately aligned with Ofsted’s key judgement areas. You demonstrate a strong focus on high expectations, inclusion, safeguarding, and learner voice, which strengthens the academy’s positioning.

You make good use of specific initiatives such as Steps to Excellence, Behaviour Reflection Journals, and learner-led improvement panels, showing active commitment to continuous improvement. The consistent references to CPD, quality assurance, and real-world experiences reinforce that Debut is an outcomes-driven, learner-focused provider.

Areas for development:

Some sections slightly over-explain standard practice (e.g., safeguarding, British Values) which could be summarised more tightly.

Future actions (such as exploring new initiatives) could be presented more decisively rather than as tentative ideas to show clearer strategic intent.

Next Step: Review each statement for opportunities to condense standard content and strengthen impact statements by confirming future plans as firm commitments rather than possibilities.

# data[].attributes.body
Start date - 25 Feb 2025

End of Practical Period - 01 Jun 2026

End of Programme - 08 Jun 2026

# data[].attributes.body
Maths IA- Level 1.67

# data[].attributes.attachment_link.title
Poppy-Ann Lowe Radicalisation and Extremism

# data[].attributes.attachment_link.title
Marketing Apprentices - Get to Know Your Learner

# data[].attributes.attachment_link.description
Please click the link to complete this form.

# data[].attributes.body
Poppy-Ann Lowe has successfully completed her Level 4 teaching qualification and is now embarking on her Level 5 to further strengthen her skills within the education and training sector. Originally starting her career within marketing, Poppy naturally transitioned into teaching marketing courses after gaining experience and confidence in delivering learning content. She is now focused on developing her teaching skills more deeply, with the ultimate goal of becoming a Lead Marketing Tutor and eventually building and managing her own marketing teaching team within the business.

Poppy is highly motivated, career-driven, and demonstrates strong leadership potential. Her previous experiences in recruitment, marketing, and administration, including time spent working internationally, have provided her with excellent communication, organisational, and problem-solving skills. She is a very visual and practical learner who thrives with hands-on activities and real-world application.

To support Poppy’s continued progression, key areas to focus on include developing her curriculum design skills, giving her greater exposure to curriculum planning, and helping her to implement teaching strategies that align closely with organisational goals. As she moves into leadership roles, offering opportunities to take ownership of team projects, mentor junior staff, and contribute to the strategic development of the marketing programmes will be vital.

Additionally, Poppy will need to complete her Maths and English functional skills qualifications, which are essential to her full teaching status. Supporting her through the completion of her ETF (Education and Training Foundation) courses and building her confidence in portfolio development will also help to consolidate her Level 5 journey.

Poppy has indicated that she currently feels confident managing her studies and does not require additional support, but a flexible mentoring provision should be available should she request it. With structured guidance, leadership mentoring, and targeted professional development, Poppy is very well-positioned to step into a future leadership role and drive the continued success of marketing education within the academy.

# data[].attributes.body
English IA- Level 2

# data[].attributes.attachment_link.title
Poppy Lowe - Initial Assessment Result 6

# data[].attributes.body
Sharing my background with learners at the start of their course will help build trust, connection, and credibility from day one. By explaining my journey, experience, and passion for marketing, learners can see that I genuinely understand their path and goals. It will also help create a more open, supportive environment where students feel comfortable engaging with me, asking questions, and believing in the real-world value of what they are learning. Setting this foundation early on will help motivate them and strengthen our classroom dynamic.

# data[].attributes.body
Marked by Bobbie Hales- The Scheme of Work is clearly structured and mapped to modules, focus areas, and KSBs, demonstrating good planning against the apprenticeship standard. The use of focused modules (e.g., Marketing 101) aligns well with Level 3 expectations and provides logical progression for learners over the 15-month duration.

The detail provided under each section shows a good understanding of how to balance theory and practical learning. You have embedded essential marketing terminology, team structure awareness, and business impact early on, which are critical foundation areas for multi-channel marketing roles.

Strengths:

Clear alignment to KSBs with appropriate depth for Level 3.

Logical structure with progressive building of marketing knowledge and skills.

Relevant and practical learning outcomes focusing on real-world application.

Areas for development:

Some KSBs could be broken down even further to make it clearer which specific learning activities map to which skill or knowledge component.

Include more explicit links to assessment methods or types of formative/summative activities (e.g., project work, knowledge checks) to demonstrate how learning will be measured.

Week-by-week detail is missing beyond the first introduction module. Expanding this into a fuller breakdown would make the Scheme of Work more comprehensive and Ofsted-ready.

Next Step: Build a full 15-month timeline showing module sequencing, key activities, formative assessments, and reviews to fully demonstrate planned coverage and progress checks across the apprenticeship duration.

# data[].attributes.attachment_link.title
Scheme of Work - L3 Multi Channel Marketing

# data[].attributes.body
Marked by Bobbie Hales- Your reflection is clear, detailed, and directly meets the K20 and S25 requirements. You demonstrate good awareness of how digital tools support teaching, learning, and assessment while maintaining a strong focus on safety, GDPR, and safeguarding.

Strengths:

Strong examples given (Nearpod, Kahoot, Google Forms, Zoom) to show real application.

Good balance between discussing teaching benefits and safety considerations.

Honest evaluation of challenges (e.g., engagement, technical issues) and clear actions for improvement.

You show reflection by identifying the need for learner training, streamlining content, and enhancing hybrid learning.

Areas for development:

The writing could be more concise — some points are repeated (e.g., online safety and accessibility).

The reflection could be strengthened by mentioning how you will measure the impact of your improvements (e.g., tracking engagement data, learner feedback).

Next Step: When implementing changes (like learner onboarding or hybrid tools), build in a simple evaluation method to evidence improvement in learner experience and outcomes.

# data[].attributes.attachment_link.title
Poppy-Ann Lowe Level 2 Safeguarding Cert