The Growth and Skills Levy: What Employers Need to Know

The apprenticeship system is changing—and for employers, this brings new opportunities as well as new decisions.

The government is transforming the Apprenticeship Levy into the Growth and Skills Levy. The aim is to give employers greater flexibility, create more opportunities for young people and help businesses develop the skills they need for the future.

Full apprenticeships will continue to offer a powerful way to recruit new talent, develop existing employees, address skills gaps and build a strong internal talent pipeline. However, employers will also have access to a wider range of apprenticeship products, including shorter apprenticeship units in approved occupational areas.

So, what is changing—and what does your organisation need to know?

The key changes at a glance

• Approved apprenticeship units will provide shorter, more focused training.
• Foundation apprenticeships will help more young people take their first steps into employment.
• The minimum practical period for an apprenticeship has reduced from 12 months to eight months.
• English and maths requirements are more flexible for apprentices aged 19 and over.
• Government funding for new Level 7 apprenticeships is more restricted.
• The 10% government top-up for levy accounts has been removed for new funds.
• Co-investment arrangements now depend on the apprentice’s age and whether the employer pays the levy.
• Levy-paying employers can transfer up to 50% of their annual levy funds to other organisations.

What is the Growth and Skills Levy?

The Growth and Skills Levy is the name being used for the reformed apprenticeship funding system.

Employers with an annual pay bill of more than £3 million will continue to pay the levy at a rate of 0.5% of their annual pay bill, minus the annual £15,000 levy allowance. Payments are made monthly through PAYE.

The money available for apprenticeship training is managed through the employer’s apprenticeship service account. Employers can use their available funds to pay for eligible apprenticeship training and assessment, up to the maximum funding band for their chosen apprenticeship.

Apprenticeships can help employers to:

• Recruit and develop new employees.
• Upskill or retrain existing team members.
• Develop future managers and leaders.
• Address occupational and technical skills gaps.
• Support workforce and succession planning.
• Improve employee engagement, progression and retention.

Apprenticeships are not only for new recruits. An existing employee can also undertake an apprenticeship, provided the programme develops substantial new occupational knowledge, skills and behaviours and meets the relevant apprenticeship funding rules.

More flexibility through apprenticeship units

One of the most significant changes is the introduction of approved apprenticeship units. These are shorter, focused training programmes taken from full apprenticeship standards.

They will allow employers to respond to a specific skills need without always requiring an employee to complete an entire apprenticeship. This could be particularly valuable when targeted development is needed in areas such as digital skills, artificial intelligence, leadership or other occupational capabilities.

Only units that have been formally approved and made available through the Growth and Skills Levy can be funded. Their availability, eligibility criteria, duration and funding will depend on the individual unit.

Total Training Provision has been approved to deliver apprenticeship units in artificial intelligence and can work with employers to explore how these units could support their workforce.

A new starting point for young people

Foundation apprenticeships provide an entry route into key industries for young people who may not yet be ready to begin a full occupational apprenticeship.

By combining employment with structured training, foundation apprenticeships can help a young person build confidence, develop essential workplace skills and prepare for future progression.

They are currently available in areas including:

• Construction and the built environment.
• Engineering and manufacturing.
• Health and social care.
• Digital.
• Catering and hospitality.
• Retail, service, supply and administration.

Eligible employers may receive an incentive of up to £2,000 to support a young person undertaking a foundation apprenticeship.

Does an apprenticeship now last only eight months?

Not necessarily.

The statutory minimum practical period for an apprenticeship has reduced from 12 months to eight months, but this does not mean every apprenticeship will be completed within that time.

Each apprenticeship standard has its own expected duration and minimum off-the-job training requirement. The programme must still be long enough for the apprentice to develop full occupational competence.

The apprentice’s previous learning and experience must also be assessed before the programme begins. If they already have relevant knowledge or skills, the content, duration and price of the apprenticeship may need to be reduced.

What is changing with English and maths?

For apprentices aged 19 or over when they begin their apprenticeship, working towards separate English and maths qualifications is no longer automatically required in every case.

The employer and apprentice can decide whether the apprentice should work towards a standalone English or maths qualification. However, the training provider must still assess the apprentice’s starting point and discuss any development needs.

English and maths remain essential workplace skills and should continue to be developed where they are relevant to the apprentice’s role and programme.

They may also remain mandatory where they form an essential part of a required qualification or regulated occupation.

Different requirements continue to apply to apprentices aged 16–18.

New restrictions on Level 7 funding

For new starts under the 2026–27 funding rules, government apprenticeship funding for Level 7 apprenticeships is generally restricted to people who are:

• Aged 16–21 when they begin their apprenticeship; or
• Aged 22–24 and have an Education, Health and Care plan or experience of local-authority care.

This restriction applies to apprenticeships starting from 1 August 2026. It does not retrospectively remove funding from eligible apprentices who began their programme under earlier funding rules.

Where government apprenticeship funding is unavailable, employers may still choose to fund a Level 7 programme privately.

How levy funding is changing

The government top-up has been removed

The government previously added a 10% top-up to funds entering levy-paying employers’ apprenticeship service accounts.

From 1 August 2026, this top-up no longer applies to new funds entering levy accounts.

This makes it particularly important for employers to review their current levy balance and forecast future spending before committing to additional apprenticeship programmes.

What happens when levy funds run low?

For new apprenticeship starts from 1 August 2026, where a levy-paying employer does not have enough money in its apprenticeship service account:

• For apprentices aged 16–24, the government funds 100% of eligible training and assessment costs, up to the funding band maximum.
• For apprentices aged 25 or over, the employer contributes 25% and the government contributes 75%, up to the funding band maximum.

For employers that do not pay the levy:

• For apprentices aged 16–24, the government funds 100% of eligible training and assessment costs.
• For apprentices aged 25 or over, the employer normally contributes 5%, with the government funding the remaining 95%.

Any amount agreed above the apprenticeship funding band maximum must be paid in full by the employer.

Put unused levy funds to work

Levy-paying employers can transfer up to 50% of their annual levy funds to other organisations.

This can be a powerful way to create apprenticeship opportunities beyond your own workforce while supporting your wider business, sector or community goals.

A transfer could support organisations within your:

• Supply chain.
• Sector.
• Local community.
• Strategic partnership network.
• Priority geographical area.

Transferred funds can be used to pay for eligible apprenticeship training and assessment for a new apprenticeship start.

The apprentice can be an existing employee of the organisation receiving the transfer, but they must not normally have started the apprenticeship before the transfer is approved.

The transferring employer commits to funding that apprenticeship for its full duration, with payments leaving its account monthly. Employers should therefore forecast their own apprenticeship needs before making a long-term transfer commitment.

What financial support is available?

From 1 October 2026, eligible non-levy-paying employers may receive a hiring payment of up to £2,000 when recruiting a new apprentice aged 16–24, subject to the detailed funding rules.

Employers may also receive a separate £1,000 additional payment where an apprentice is:

• Aged 16–18 when they begin their apprenticeship.
• Aged 19–24 and has an Education, Health and Care plan.
• Aged 19–24 and has been in local-authority care.

Learning support funding may also be available. This can help a training provider put appropriate reasonable adjustments in place for an apprentice with a learning difficulty or disability.

Ten actions employers can take now

The new system makes careful apprenticeship planning more important than ever. To prepare, employers should:

1. Review the current balance in their apprenticeship service account.
2. Forecast how much funding will enter and leave the account.
3. Identify levy funds that may otherwise remain unused.
4. Map current and future skills gaps across the organisation.
5. Identify suitable roles for recruiting new apprentices.
6. Explore how existing employees could progress through apprenticeships.
7. Review the effect of the Level 7 funding restriction.
8. Consider approved apprenticeship units for targeted development.
9. Explore levy transfers that could support supply-chain or community partners.
10. Make sure managers can give apprentices time, mentoring and opportunities to apply their learning.

Turn apprenticeships into a workforce strategy

Apprenticeships can do much more than fill an entry-level vacancy.

When apprenticeship training is connected to wider organisational goals, it can help businesses to:

• Strengthen leadership and management capability.
• Introduce new digital and AI skills.
• Build succession pipelines.
• Improve productivity and service quality.
• Increase employee engagement and retention.
• Support employees to progress into more responsible roles.
• Create a more inclusive approach to professional development.

Apprenticeships can therefore provide both an effective recruitment route and a structured, cost-effective way to develop and retain the people already working within your organisation.

How Total Training Provision can help

Understanding the funding rules is only one part of creating a successful apprenticeship programme.

Total Training Provision can help you turn your workforce priorities into a practical recruitment, training and levy strategy.

Our support can include:

• Reviewing your workforce and skills needs.
• Identifying suitable apprenticeship standards and units.
• Developing an apprenticeship recruitment plan.
• Helping you set up and use your apprenticeship service account.
• Supporting applications for levy-transfer funding.
• Advertising apprenticeship vacancies.
• Screening applicants for suitability and eligibility.
• Providing candidate profiles and CVs.
• Supporting shortlisting and interview arrangements.
• Completing apprentice onboarding and initial assessment.
• Working with managers to tailor training to the employee’s role.
• Providing regular progress information throughout the programme.
• Preparing apprentices and employers for assessment and progression.

Our support continues after the apprentice starts.

We work with the apprentice, their manager and the wider organisation to monitor progress, identify support needs and help the apprentice put their learning into practice in the workplace.

Ready to explore your options?

Whether you are a levy-paying employer, an SME looking for government or levy-transfer funding, or an organisation interested in apprenticeship units, Total Training Provision can help you understand the opportunities available.

Contact our team to arrange a workforce and apprenticeship needs discussion—and discover how apprenticeships can support your organisation’s growth.

Funding rules and eligibility requirements may change. Employers should confirm the latest requirements before making funding or recruitment decisions.

Spotlight on Stacey Roberts, Director of Business Services

1. Can you introduce yourself and explain your role as Director of Business Services at TTP?

I’m Stacey Roberts, Director of Business Services at Total Training Provision. I oversee the teams and services that help TTP run effectively, including data and compliance, finance, IT, MIS/Data and HR. My role is to make sure our people have the systems, information and support they need to deliver a good experience for our learners and employers.

2. How long have you worked at TTP, and what has your journey within the organisation looked like?

My journey at TTP started in April 2022 and has included several different leadership roles. I was Head of Apprenticeships before moving into the role of Head of Data and Compliance. In March 2026, I became Director of Business Services.

Having worked across both delivery and business support has helped me understand how different parts of the organisation connect and the challenges our teams face.

3. What first attracted you to working in the training and education sector?

The opportunity to do work that makes a difference to people’s lives. Training can help someone build confidence, find a new direction or take the next step in their career.

I like working in a sector where the decisions we make and the support we provide can have a lasting impact.

4. What does a typical working day look like for you?

There is usually a plan, but there is also something unexpected!

My day might include reviewing performance or financial information, supporting a colleague, working through a compliance query or progressing improvements to our systems.

I work with people across TTP, so a big part of the role is listening, solving problems and making sure priorities keep moving.

5. What are your main responsibilities as Director of Business Services?

My main responsibilities are overseeing our business support functions, maintaining effective controls and making sure we have reliable information to support decisions.

That includes financial oversight, data accuracy, compliance, HR, IT and administration. I also look at how we can improve processes so they are clear, practical and able to support the organisation as it grows.

6. What do you enjoy most about your role?

I enjoy taking something complicated and making it easier for people to understand and manage. That might be improving a process, resolving an issue or helping a colleague work through a challenge.

It is particularly satisfying when a change makes someone’s working day easier and gives them more time to focus on what they do best.

7. What are you most proud of achieving during your time at TTP?

I’m most proud of the part I’ve played in helping TTP move forward through change, particularly the improvements in our apprenticeship provision, stronger achievement rates and our Ofsted “Good” outcome.

Those were team achievements, and it was rewarding to see everyone’s hard work make a difference for our learners.

Having worked across different areas of the business, I’ve also been able to bring people together, work through challenges and improve how we do things. Seeing colleagues grow in confidence and knowing we’ve built something stronger together gives me a real sense of achievement.

There is always more to do, but it’s good to step back occasionally and recognise how far we’ve come.

8. How does the Business Services team support TTP’s learners, employers and the wider organisation?

Much of our work happens behind the scenes, but it influences the whole experience of working with TTP.

From processing enrolments and maintaining accurate records to supporting staff, managing finances and keeping systems working, we help delivery run smoothly.

When those foundations work well, learners receive timely support, employers get useful information and colleagues can concentrate on delivering quality training.

9. What qualities do you think are essential for someone working in business services?

Being organised, approachable and willing to take responsibility is essential. You need attention to detail, but you also need to understand how your work affects other people.

Good communication, sound judgement and the confidence to ask questions are just as important. You also need to be adaptable because priorities can change quickly.

10. What is the most rewarding part of seeing learners or colleagues develop and succeed?

Seeing someone become more confident in their own ability.

A qualification or promotion is a great achievement, but often the biggest change is how someone sees themselves and what they believe they can do next. Knowing that you or your team have played a part in that is very rewarding.

11. What are your ambitions for the future of Business Services at TTP?

I want Business Services to keep developing as an approachable, reliable team that colleagues feel comfortable coming to for support. My priorities include better-connected systems, less duplicated administration and clearer information to help us plan ahead.

Developing our people is a big part of that ambition. I want to create clear pathways for colleagues to build their skills, gain experience and progress within TTP, with support that reflects their own interests and ambitions.

Alongside this, I want to strengthen our financial planning and make the best use of our resources, creating more opportunities to reinvest in our people and recognise the contribution they make.

For me, building a stronger business should also mean making TTP an even better place to work and grow.

12. What advice would you give to someone considering a career in business services or the training sector?

Be curious, ask questions and take the time to understand why your work matters. A passion for helping learners succeed is essential, whether you work directly with them or support them behind the scenes.

Be willing to share your experience and skills, listen to what people need and help them build the confidence to move forward.

Accountability and good decision-making are key. Take ownership of your work, follow through on your commitments and understand how your decisions affect others. Build the confidence to make informed choices, recognise when you need advice and be honest when something hasn’t gone to plan so you can learn from it.

You do not need to know everything straight away, but being reliable, willing to learn and open to feedback will take you a long way. Never underestimate the difference your knowledge, patience and encouragement can make to someone’s future.

1. How would you describe your role as Managing Director of Total Training Provision?

My role is to set the direction of the business and make sure our team has the support, skills and clarity to deliver it. That means balancing the quality of our training, the needs of learners and employers, and the long-term success of TTP. I care about the whole learner journey. I want people to leave us with a qualification, greater confidence, practical skills and more choices for their future.

2. What first inspired you to work in education, training and employability?

My own experience of education has really influenced me. I tried A levels and went to university, but that style of teaching and learning didn’t suit me, and I really struggled. It wasn’t until I started working at Next and training other staff that I discovered a real love of teaching and helping others develop.

That experience showed me how much the right learning environment matters. It’s a big part of why I’m passionate about apprenticeships and practical learning. I want people to understand that struggling in one setting doesn’t mean they aren’t capable of achieving—they may simply need a different approach.

3. Can you tell us about your journey to becoming Managing Director?

My journey wasn’t a straightforward academic route. After struggling with A levels and university, I found something I really enjoyed at Next, where training colleagues sparked my passion for helping others learn.

My father, Paul Hoyle, founded TTP in 2013, and I took over ownership in 2016. I was thrust into the role and had to learn a great deal while doing it. That taught me resilience, the importance of listening and the value of having good people around you. As TTP has developed, I’ve developed alongside it, learning to lead through others and think about the organisation’s long-term future.

4. What does Total Training Provision mean to you personally?

TTP means a huge amount to me. There is the personal connection of continuing something my dad started, alongside the responsibility I feel towards our staff, learners and employers.

My own experience means I understand how discouraging it can feel when learning isn’t working for you. Being able to help create a different experience for someone else is incredibly rewarding. I want TTP to be somewhere people feel supported, challenged and encouraged to recognise their potential.

5. Your father, Paul Hoyle, founded TTP in 2013. How has his original vision influenced the way you lead the organisation today?

Continuing what my dad started gives me a strong sense of responsibility and pride. The way I want to carry that vision forward is by keeping people and opportunity at the centre of the organisation.

As we grow, I want us to retain that personal care while being ambitious about the quality of our provision and the difference we can make. For me, building on his legacy means creating a business with a strong future that continues to open doors for others.

6. What achievement during your time at TTP makes you most proud?

I’m proud of building on what my dad started and seeing TTP grow to create opportunities for more people. What matters most to me is the impact behind that growth: learners overcoming barriers, gaining confidence, finding employment or progressing in their careers.

I’m also proud of seeing colleagues develop and take on responsibilities they might not previously have felt ready for. Knowing that TTP has played a part in someone recognising their own potential is something I never want to take for granted.

7. What do you enjoy most about leading the TTP team?

I enjoy seeing people develop, contribute ideas and take pride in the difference they make. Everyone brings different strengths and experiences, and it’s rewarding to see those come together to support a learner or solve a problem.

I particularly enjoy hearing the stories behind the results—what someone was struggling with, how the team helped and what changed. Those conversations remind us why our work matters and give us something meaningful to celebrate together.

8. What qualities do you believe make someone an effective leader?

An effective leader needs integrity, self-awareness and the ability to listen. They need to be clear about expectations, consistent in their decisions and willing to have honest conversations.

For me, care and accountability go together. People deserve support and encouragement, alongside clear feedback and high expectations. A good leader also recognises that they don’t have every answer. You need to trust others, welcome different perspectives and be prepared to reflect on your own approach.

9. What is the biggest lesson you have learned during your career?

That you cannot do everything yourself. When you care deeply about a business, it’s easy to get involved in every detail. But building a strong organisation means developing people, giving them ownership and making sure they understand what they are accountable for.

I’ve also learned that avoiding a difficult conversation rarely helps anyone. Addressing issues early, fairly and clearly gives people the best chance to improve and prevents problems from becoming bigger than they need to be.

10. How do you ensure learners and employers remain at the heart of TTP’s decisions?

I want us to keep asking what difference a decision will make to the learner or employer. That means understanding learners’ starting points, ambitions and barriers, alongside the skills employers need within their businesses.

We need to listen through regular conversations, reviews and feedback, then act on what we hear. I also believe we should look beyond qualification results to consider confidence, progress and what happens next. The real test is whether our training helps people move forward and enables employers to develop the skills they need.

11. What do you think makes Total Training Provision different from other training providers?

For me, it’s the combination of personal support, practical learning and high expectations. We want to understand the person behind the enrolment: what they want to achieve, what might be holding them back and what will help them succeed.

My own experience has made me passionate about recognising that people learn differently. We aim to bring that understanding into our delivery while working closely with employers to make learning relevant. I want people to feel that we care about their progress and are committed to helping them achieve it.

12. Is there a particular learner, employer or team success story that has stayed with you?

The successes that mean most to me are those where someone begins with very little confidence and gradually starts to believe in themselves. Because I struggled with an approach to education that didn’t suit me, that kind of change has a particular significance for me.

A qualification or a new job can be the visible outcome, but behind it may be someone finding the confidence to ask questions, try again or believe they have something valuable to offer. Those are the stories I want us to capture and celebrate, because they show how much progress can mean to an individual.

13. What are the biggest opportunities facing the education and training sector?

I see a real opportunity to build closer relationships between employers and training providers, so that learning responds to the skills people need at work. AI and digital skills are areas where we can help people build confidence, understand new tools and use them thoughtfully.

There is also an opportunity to make learning more accessible and flexible. I’m particularly interested in how we reach people who might feel that education isn’t for them, and how we create practical routes into employment and career progression that help them see what is possible.

14. What is your vision for the future of TTP?

My vision is for TTP to keep growing in a way that strengthens our quality and increases the difference we make. I want us to be a provider that learners recommend, employers trust and people are proud to work for.

That means investing in our team, developing training that meets real needs and building strong partnerships. I want us to remain ambitious, open to new ideas and focused on helping more people overcome barriers and make lasting progress in their lives and careers.

15. What advice would you give to someone beginning their career or considering an apprenticeship?

You don’t need to have your whole career mapped out before taking the first step. My own experience taught me that the route you initially choose might not be the one that brings out your strengths, and that’s okay.

Be curious, ask questions and make the most of the people who can support you. An apprenticeship gives you the chance to learn and put your skills into practice, so take ownership of that opportunity. If you’re struggling, speak up early. Your starting point doesn’t determine how far you can go.

16. Finally, what is something colleagues or learners might be surprised to learn about you?

I play the saxophone, and I love all things history—particularly the Tudors and Stuarts. A castle or historical site is my idea of a great day out, although my family might disagree with how long it takes me to get around!

They make fun of me because I have to stop and read every sign. I don’t want to miss anything, and there’s always something else to learn. Perhaps that says quite a lot about me: I struggled with learning in one setting, but put me somewhere that captures my interest and I want to know everything!

Finding Another Way Forward: Helping Every Learner Succeed

Success in learning is rarely a straight line.

For one learner, progress might mean achieving a qualification or securing a promotion. For another, it could begin with attending regularly, rebuilding confidence or completing a piece of work that once felt impossible.

At Total Training Provision, we recognise that every learner brings different strengths, experiences and circumstances to their programme. Our role is to understand where they are starting from, identify anything standing in their way and help them find a route forward.

Understanding the Barriers Learners Face

A barrier is anything that makes it harder for someone to access learning, remain engaged or achieve their potential.

Some learners may have low confidence in maths or English, gaps in previous learning or negative experiences of education. Others may need support relating to dyslexia, autism, ADHD, a disability, a health condition or anxiety.

Practical circumstances can also have a significant effect. Financial pressures, caring responsibilities, limited internet access, shift patterns and changing job roles can all make learning more difficult.

Sometimes, the biggest barrier is simply believing that success is possible.

Overcoming a barrier does not always mean removing it completely. It may mean reducing its impact, adapting the way learning is delivered or helping someone develop the confidence and strategies to manage it.

Support That Responds to the Individual

There is no single approach that works for every learner. Effective support starts with listening and understanding what will make the greatest difference.

This could involve breaking learning into smaller, achievable milestones, offering shorter and more frequent appointments or arranging face-to-face support. A learner may benefit from additional help with maths, English, digital skills or study techniques, while another may require reasonable adjustments or a different assessment approach.

Someone returning after a break in learning might need a realistic plan to rebuild momentum. A learner experiencing anxiety may need reassurance, consistency and time to develop confidence. Others may benefit from specialist services, wellbeing support or clear information and guidance about their next steps.

Our Mindset Masterclasses also help learners strengthen their confidence, resilience, communication and professional behaviours—skills that can make a lasting difference both inside and outside the workplace.

Working With Employers

Employers play an important part in an apprentice’s journey.

Open communication between the learner, employer and training team can help identify challenges before they become serious. Protecting learning time, providing appropriate workplace support and recognising progress can all help apprentices remain engaged and apply their developing skills more effectively.

This partnership benefits everyone. Learners feel supported, while employers develop more confident, capable and resilient team members.

Bringing Learning to Life

Recent quality observations across our programmes have highlighted engaged learners who feel safe, supported and confident enough to contribute.

Strong subject expertise and effective questioning are helping learners develop their knowledge and explore ideas more deeply. Learning is also being connected to real workplace situations, making it more relevant, memorable and valuable to both learners and employers.

We continue to strengthen the learner experience by creating more opportunities for reflection, self-assessment and learner-led discussion. Wider themes—including safeguarding, British Values, digital resilience and the responsible use of artificial intelligence—are woven into learning to help people prepare for modern workplaces and wider life.

Celebrating Every Form of Success

A completed qualification is an important achievement, but it is not the only sign of progress.

Success can also mean:

• Returning to learning after time away.
• Improving attendance and engagement.
• Catching up after falling behind.
• Achieving maths or English.
• Becoming more confident in the workplace.
• Improving communication and professional behaviour.
• Remaining on programme instead of withdrawing.
• Achieving a positive end-point assessment result.
• Securing employment, promotion or greater responsibility.

We are proud to support people from a wide range of backgrounds, including those returning to education, individuals with experience of the judicial system and service leavers moving into civilian employment.

Often, the most meaningful changes begin quietly: a learner asks for help, attends an appointment, completes a difficult task or starts to believe in their own ability.

With the right teaching, personalised support and strong employer partnerships, those small steps can become life-changing progress.

The Difference Learning Makes

A qualification can open a door, but the real difference often begins long before the certificate arrives.
It can be the moment a learner finds their confidence, handles a difficult situation differently or realises that a goal they once doubted is within reach.

At Total Training Provision, those moments matter. Recent feedback from our learners and employer partners shows that effective training is not only about gaining knowledge. It is about creating practical change that reaches individuals, teams and the people they support every day.

Confidence That Changes What Feels Possible

Confidence appears again and again in our learners’ stories. For Emma Whitehead, completing the Level 4 Mentoring programme strengthened her confidence in her role and added new skills she could use at work. Just as importantly, the support recognised how she learns best.

“I have gained confidence in carrying out my role and developed additional skills. The support has been fantastic and tailored to my neurodivergent differences.”
Emma Whitehead, Level 4 Mentoring

Karen Kelly had a similar experience during her Level 3 Team Leader apprenticeship. She described moments when she struggled, but also the reassurance of having a knowledgeable Skills Coach ready to point her in the right direction.

“The training helped me gain knowledge about other areas of my job role and helped me gain more confidence.”
Karen Kelly, Level 3 Team Leader

Learning That Makes a Difference at Work

The strongest learning does not stay on the page. It changes how people approach real situations. Tessa Culshaw used a learning model from her Level 4 mentoring programme to support a mentee who was struggling. By creating and explaining a clearer plan, she helped that person move forward successfully.

“I used a learning model to work out a plan, presented it clearly, and the mentee then proceeded to work well.”
Tessa Culshaw, Level 4 Mentoring and Skills

Cath Lambert also put her learning into practice. Through the Level 3 Team Leader apprenticeship, she became more aware of how her leadership style affected others and learned to adapt her approach to different people and situations.

“This has strengthened relationships, improved team morale and helped create a more supportive working environment.”
Cath Lambert, Level 3 Team Leader, Age UK Bolton

Support That Keeps Learners Moving Forward

Behind every successful learning journey is consistent, human support. Our learners spoke about coaches who explained expectations clearly, offered constructive feedback and remained available when challenges arose.

Kirsty Woodvine credited her Skills Coach, Amy, with helping her reach the finish line on the Level 4 Learning and Skills Mentor programme. She has already recommended the course to a colleague because of its value for both personal and professional development.

“Amy was excellent throughout. She was very supportive, provided clear details of what was expected, and enabled me to gain the qualification.”
Kirsty Woodvine, Level 4 Learning and Skills Mentor

Tracy Johnson described her monthly meetings with Amy as a highlight of her learning journey and summed up the support in three words.

“Absolutely brilliant. Ten out of ten.”
Tracy Johnson, Level 4 Mentoring

Amelia Hogan-Stokes also highlighted the impact of personalised guidance during her Level 3 Business Administration apprenticeship.

“The training has helped me develop massively. The support from my Skills Coach, Hannah, has been incredible.”
Amelia Hogan-Stokes, Level 3 Business Administration

Impact That Reaches the Whole Workplace

The difference is visible to employers too. At Busy Bees Durham, Nursery Manager Carey-Anne Bonser said the training helped the nursery maintain a strong ratio of qualified staff. Team members who had once doubted whether they could achieve a qualification went on to succeed with distinctions.

“Staff started with little confidence and believed they could not achieve their goals. They have achieved their qualifications – with distinctions.”
Carey-Anne Bonser, Nursery Manager, Busy Bees Durham Ltd

Carey-Anne praised Skills Coach Natalie Hibbert for the dedication, patience and understanding she brought to the team. That same accessibility stood out to Julie Boardman at Home From Home Day Nursery, where employees completed Level 3 and Level 5 childcare qualifications.

“The team have been upskilled, and this is reflected in their practice. The support has been fantastic – nothing but positives.”
Julie Boardman, Company Director, Home From Home Day Nursery

More Than a Qualification

Taken together, these stories show what high-quality training can achieve. A learner gains confidence and becomes more effective in their role. A mentor finds a better way to support someone who is struggling. A leader strengthens morale. A nursery develops the qualified team it needs to deliver excellent care.

Each outcome is personal, but the effect travels further. It reaches colleagues, employers, customers, service users and communities.

That is why we focus on learning that is relevant, supportive and connected to the workplace. We want every learner to feel that progress is possible and every employer to see that development creates meaningful results.

Could training make a difference to you or your team? Speak to Total Training Provision and take the next step.