"Strong in Every Area"

Executive summary

Nine Dots Development Limited has achieved Strong standard in every graded area of its latest Ofsted inspection, with safeguarding standards met.

Under Ofsted's renewed inspection framework, this means more than receiving a single headline judgement. Inspectors evaluated the distinct areas that make up a high-quality apprenticeship experience and found that Nine Dots was working above the expected standard in every one of them.

The result recognises the expertise and commitment of our team, but its real importance lies in what it means for employers and apprentices:

• Relevant training
• Individual support
• High expectations
• Learning that makes a practical difference in the workplace

What is an Ofsted inspection?

Ofsted - the Office for Standards in Education, Children's Services and Skills - inspects education and skills providers in England. An inspection is an independent, external evaluation of the quality of a provider's work. It gives learners, employers and the public clear information about standards, identifies strengths and highlights priorities for further improvement.

For our latest inspection, inspectors spoke with our leaders, managers, skills coaches, governors, apprentices and employers. They considered not simply how our programmes are designed, but how consistently they work in practice and the impact they have on apprentices.

What changed under the renewed inspection framework?

Ofsted introduced its renewed education inspection framework for inspections from 10 November 2025.

Under the previous framework, providers received an overall effectiveness grade on a four-point scale: Outstanding, Good, Requires Improvement or Inadequate. Under the renewed framework, there is no single overall effectiveness grade. Instead, the important parts of a provider's work are graded separately on a five-point scale:

• Exceptional
• Strong standard
• Expected standard
• Needs attention
• Urgent improvement

Safeguarding is evaluated separately as either met or not met.

The new grades should not be treated as direct replacements for the old grades.

Strong standard is not simply a new name for Good.

Ofsted defines Expected standard as fulfilling the relevant legal, statutory and professional standards. To receive Strong standard in an evaluation area, a provider must meet all of the expected standards and all of the additional strong standards for that area.

That makes Strong a deliberately demanding benchmark. The provider must demonstrate consistent, above-expected practice across each part of an evaluation area. A strength in one aspect cannot substitute for weaker practice elsewhere. Achieving Strong standard in every graded area therefore provides detailed assurance across the whole apprenticeship experience, rather than relying on one headline judgement.

Our Results

Safeguarding: creating a culture in which apprentices feel safe

What Ofsted assesses: whether leaders and governors fulfil their safeguarding responsibilities, whether concerns are identified and acted upon, and whether learners are kept safe and feel safe.

What Ofsted found: our safeguarding standards were met. Ofsted found that leaders and those responsible for governance had established an open culture in which safeguarding is everyone's responsibility. Concerns are actively identified, acted upon and managed, helping apprentices to be safer and to feel safe.

What this means for apprentices and employers: apprentices can focus on learning in an environment where their welfare is taken seriously, staff understand their responsibilities and concerns can be raised with confidence.

Inclusion: high expectations with support tailored to the individual

What Ofsted assesses: how well a provider identifies and removes barriers to learning, including for apprentices with special educational needs and/or disabilities, additional learning needs, temporary vulnerabilities or other challenges affecting their learning or wellbeing.

What Ofsted found: leaders were described as firmly committed to providing the best support strategies for apprentices. Inspectors found that leaders and coaches consistently and skilfully identify support needs and barriers, put adaptations in place quickly and review their effectiveness systematically. Support is revised or reduced when an apprentice is ready to work more independently.

Ofsted also highlighted the close monitoring of apprentices with additional needs or temporary vulnerabilities, the detailed scrutiny of outcomes and comprehensive staff training. This included specialist development to support apprentices with dyslexia and attention deficit/hyperactivity disorder.

Our inspection feedback reinforced the importance of our individual coaching model. Coaches get to know apprentices well, adapt resources and support where required, and maintain high expectations for every learner.

What this means for apprentices and employers: support is not a generic add-on. It is identified early, tailored to the person and reviewed as their needs change. Apprentices receive the help they need to participate fully while developing the confidence and independence required in their role.

Leadership and governance: ambitious, informed and focused on improvement

What Ofsted assesses: the ambition and integrity of leadership, the accuracy of quality oversight, the effectiveness of governance, staff development and wellbeing, and whether leaders act effectively to improve apprentices' experiences and outcomes.

What Ofsted found: leaders were described as highly ambitious for apprentices' success and explicitly clear about their expectations for high-quality training and successful outcomes. Ofsted found very effective systems for oversight, monitoring and quality improvement, enabling leaders to identify concerns accurately and act swiftly.

Inspectors also found that leaders understand the quality of provision in detail, monitor performance carefully and provide targeted support where needed. Governors bring relevant expertise and offer significant scrutiny and challenge. Staff benefit from relevant professional development, focused feedback on teaching practice, subject-specific learning and support for higher-level qualifications.

The report also recognised leaders' attention to staff wellbeing and the close work undertaken with employers to create training linked to their organisations, values and leadership approaches.

What this means for apprentices and employers: quality is actively managed. Employers can expect a provider that listens, responds and keeps improving; apprentices benefit from knowledgeable coaches whose practice and subject expertise are continually developed.

Achievement: knowledge and skills that translate into workplace impact

What Ofsted assesses: the progress apprentices make from their starting points, the knowledge, skills and professional behaviours they develop, the quality of their work, successful completion and readiness for their next steps.

What Ofsted found: leaders' work to improve quality had produced substantial improvements in achievement. A very high proportion of apprentices, including those without prior English and mathematics qualifications and those with additional needs, now achieve their apprenticeship. Apprentices with additional needs were found to outperform their peers, while distinction grades and first-time pass rates were on an improving trend.

Across the curriculum, Ofsted found that apprentices master new concepts securely, refine their skills and apply their learning fluently and to a high standard at work. Their work leads to tangible improvements in organisational processes, systems and decision-making. Apprentices are also well prepared to take on greater responsibility and move into positive destinations.

The report gives practical examples of apprentices handling difficult workplace conversations more effectively and completing annual reviews independently.

What this means for apprentices and employers: achievement is about more than completing a qualification. Apprentices develop the confidence and capability to use what they learn, improve how work is done and contribute more strongly to their organisations.

Curriculum, teaching and training: expert, current and relevant to real work

What Ofsted assesses: what is taught, how learning is sequenced, the expertise of trainers and coaches, the quality of teaching and assessment, the relevance of training to employers, and whether the curriculum is ambitious and accessible to all.

What Ofsted found: leaders have a highly accurate understanding of curriculum and teaching quality and act quickly when concerns arise. Curriculum plans are reviewed and adjusted frequently so that content remains aligned with industry standards and apprentices have time to learn, practise and apply new knowledge.

Inspectors found that employers are closely involved in ensuring training is relevant to workplace practice. Apprentices benefit from a rich, carefully tailored curriculum that includes valuable additional knowledge and professional skills beyond the core programme.

Trainers and coaches were recognised as industry experts who explain complex concepts clearly and connect learning directly to workplace contexts. Targeted questioning, scenario-based activities and purposeful assessment deepen understanding. Inspection feedback also highlighted frequent checks on learning, constructive feedback and the use of real-world examples. On newer subjects such as artificial intelligence, curriculum content was being reviewed frequently to keep pace with apprentices' and employers' needs.

Ofsted also found the curriculum to be highly inclusive: barriers are identified early and teaching, resources and support are adapted so that all apprentices can participate fully.

What this means for apprentices and employers: learning is not delivered as a standard package. It is current, carefully structured and connected to the apprentice's role. Employers help shape relevant training, while apprentices learn from subject experts and have repeated opportunities to practise and apply their skills.

Participation and development: motivated apprentices prepared for what comes next

What Ofsted assesses: attendance and participation, professional conduct, wider personal development and wellbeing, careers guidance, and how well apprentices are prepared for future learning and employment.

What Ofsted found: leaders and staff set very high expectations for conduct and achievement. Apprentices attend well, arrive punctually, submit work on time and participate readily. They respond positively to feedback, take ownership of their progress and show resilience while managing workplace pressures.

Ofsted found that apprentices benefit from a comprehensive range of wider-development resources and activities. Careers guidance was described as purposeful, ongoing and highly effective: aspirations are established early and revisited so that apprentices can understand progression routes and plan their next steps with clarity and confidence.

Apprentices told inspectors that they were extremely satisfied with their training. They valued interactive workshops, high-quality resources and online learning tools, as well as coaches who were experienced, friendly and constructive. Individual coaching was described as motivating and immensely supportive.

What this means for apprentices and employers: apprentices develop more than technical knowledge. They build professional behaviours, confidence, resilience and career awareness - qualities that help them succeed on programme and contribute effectively at work.

What Ofsted asked us to keep developing

Strong performance does not mean standing still. Ofsted identified two next steps for our continued development:

• Continue building meaningful opportunities for apprentices' wider development into the curriculum
• Maintain close oversight of teaching quality and apprentices' progress, including on newly introduced courses

These priorities align with the continuous improvement already recognised throughout the report: reviewing the curriculum, responding to evidence and maintaining consistently high standards as our provision develops.

What this means overall

For employers, our inspection result provides evidence that Nine Dots offers more than apprenticeship delivery. We work closely with clients to make training meaningful in the workplace, respond to organisational needs and support apprentices to turn learning into improved performance. Employers told inspectors that their apprentices became more skilful and confident and made positive contributions to their organisations.

For apprentices, it means access to expert teaching, relevant and ambitious learning, highly effective individual coaching and support that reflects their circumstances. It means high expectations alongside an inclusive approach, a safe learning environment and clear preparation for future roles and progression.

Most importantly, Strong standard in every graded area shows that these are not isolated strengths. They run through the full learner journey: from curriculum design and teaching to individual support, achievement, personal development and leadership oversight.

That is the quality of education and service our clients and apprentices can expect from Nine Dots - and the standard we are committed to building on.