What we do

Creative Learning Zone (CLZ)

In the digital age in which we operate, rapid access to learner information and the ability to track their progress, has become a necessity. Most providers rely on generic Learner Management Systems and e-portfolios.

We have designed our own – it’s called Creative Learning Zone

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Functional Skills Training

Our approach to the delivery of Functional Skills is highly flexible and can be readily adapted to meet the needs of individual clients and learners. We work with our clients to design an approach which is specific to their requirements and tailored to meet any special circumstances.

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Apprenticeships

Whether you are a private training provider, an FE College or a commercial organisation running your own embedded Apprenticeship programme, Functional Skills represents a major challenge.

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Traineeships

In September 2013, the government launched a new traineeship programme. The programme is aimed squarely at the nearly 1million young adults currently classified as “NEETs” (Not in Education, Employment or Training).

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ESOL (English Lessons)

Many companies in the UK now employ significant numbers of workers for whom English is a second language, from a wide range of countries. They often lack the ability to communicate effectively with their fellow workers and with management and this can lead to additional difficulties for employees already facing the challenge of working in a foreign environment.

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Employer Consultancy

The introduction of a major reform programme and the implementation of the Levy, have put employers at the very heart of the Apprenticeship programme. As a result, many companies have been re-assessing their strategy and developing their own programmes in line with their individual people development plans, whilst outsourcing specific parts of the programmes to partner providers.

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Core Skills

Core Skills are the Scottish equivalent of Functional Skills. Each Core Skill is available at levels 2 to 6 of the Scottish Credit and Qualifications Framework (SCQF).

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