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Most learners demonstrate appropriated theory knowledge and practical skills for the level of programme

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Across the provision learners attendance in off-the-job ESW sessions is low.

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The provider develops and annual SAR. However, staff at all levels are not routinely involved and the document does not identify areas for improvement well enough.

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In the best cases staff give employers a wide range of information about apprenticeship programmes.  This means that employers can support their apprentices effectively in the workplace.

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The provider has established a compressive professional learning environment for its staff including partners. Staff have access to and undertake a wide range of mandatory and self requested training events.

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The lead provider does not communicate well with its partners, as a result each partner is not clear how well they are doing and what they need to do to improve.

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Middle leaders across the provider manage their staff well. They are careful when matching Welsh speaking staff to learners and when considering assessor caseloads.

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The teacher used effective, probing and questioning techniques and as a result many learners demonstrated their understanding by giving extended answers.

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The use of high quality resources engage learners successfully in a wide range of theory and practical classes.

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A few learners complete ESW in numeracy at a higher level than the framework.

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The provider has a clear management structure with well-defined roles and responsibilities. Leaders at all levels are empowered to support staff to reach their potential.

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Assessors undertake learner progress reviews thoroughly and give sound levels of personal support. They engage learners and employers well in the setting of assessment targets and in the best cases have high expectations of their learners.

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All teachers, trainers and assessors establish productive working relationships with learners that supports their learning, progression and wellbeing

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The provider does not have a clear and up-to-date safeguarding and Prevent strategy. Staff are not routinely updated about procedures and the provider does not have a clear timeframe for renewing staff DBS checks

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The provider and its partners takes too long to identify learners individual support needs. This is because they do not use initial diagnostic testing well enough at the start of programmes.

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Across the partnership, teachers, trainers and assessors do not use learners individual learning plans (ILPs) well enough to set and monitor assessment targets.

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Before starting programmes learners receive little information about their courses. As a result the early leaver rates in foundation apprenticeship programmes is high.

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In a theory session the teacher overestimated learners’ prior learning and as a result learners did not make appropriate progress.

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The provider has established clear systems and practices to help identify and support learners wellbeing. With this support learners have remained on-programme when they otherwise may have left.

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A few learners do not engage well in off-the job theory sessions

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Learners with an additional learning need are well supported by the provider and as a result outcomes are the same as non ALN learners.

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Overall, learner attainment rates on apprenticeship programmes are well below the national comparator. However, foundation apprenticeship rates are slightly above the national comparator.

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Nearly all apprentices engage well in their learning and work enthusiastically and respectfully with their peers

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Apprentices at all levels develop sound skills that enables them to become valued members of their employers staff. They interact with their peers, employers and clients particularly well using the correct technical terms and phrases.