Shaping the Future of Apprenticeship Support: Inside the Aptem Enhance Virtual Assistant Beta Trial

Across the apprenticeship sector, providers face a shared and persistent challenge: balancing high-quality learner support with increasing workloads for tutors and skills coaches. As apprenticeship standards become more complex and learner numbers grow, tutors are spending significant amounts of time answering routine, repetitive questions – often outside scheduled learner meetings. 

For learners, this can result in delays, fragmented understanding, and reduced momentum. For tutors, it creates administrative drag that limits the time available for higher‑value coaching and personalised support. 

Through extensive conversations with customers, Aptem identified a clear opportunity: learners needed faster, easier access to accurate information relating to their apprenticeship standards, while tutors needed a way to reduce repetitive queries without compromising quality or compliance. 

The result was the Aptem Enhance Virtual Assistant – an AI‑powered feature embedded directly within the Aptem Apprentice platform. To ensure the tool was accurate, usable, and genuinely valuable in real‑world settings, Aptem launched a structured beta trial in July 2024. 

This article explores the goals, findings and outcomes of that beta trial, and how customer feedback directly shaped the future of AI‑driven learner support within Aptem. 

The problem: repetition, delays and disengagement 

Before the beta trial, Aptem conducted research with tutors across its customer base. The findings were striking: 

• Over 80% of tutors reported spending between one hour and one full working day each week answering repetitive learner questions related to apprenticeship standards 

• Learners often waited for responses, impacting engagement and confidence 

• Tutors felt their expertise was being diluted by routine queries that could be handled more efficiently 

These challenges were not limited to any one provider or sector. They reflected a systemic issue in apprenticeship delivery – one that demanded a scalable, learner‑centred solution. 

When asked how valuable a virtual assistant for learners would be, 88% of tutors said they believed it would be valuable or very valuable. 

Introducing Aptem Enhance Virtual Assistant 

The Aptem Enhance Virtual Assistant was designed as part of Aptem Enhance, a suite of AI‑driven features focused on improving learner engagement, tutor efficiency and programme outcomes. 

Rather than acting as a generic chatbot, the virtual assistant is: 

• Embedded directly within Aptem Apprentice 

• Context‑aware and aligned to the learner’s specific apprenticeship standard 

• Designed to surface accurate, AI‑generated responses to frequently asked questions 

• Fully auditable, with oversight for providers 

Learners can use the assistant to: 

• Clarify Knowledge, Skills and Behaviours (KSBs) 

• Reinforce understanding of key concepts 

• Check how and when to log Off‑the‑Job training hours 

• Ask questions at the moment they arise – not days later 

For tutors and providers, the goal was clear: reduce administrative burden while empowering learners to take greater ownership of their learning.

The beta trial: Testing in real delivery environments 

Aptem launched the beta trial of the virtual assistant in July 2024, providing early access to a select group of customers: 

• BMS Progress 

• Hawk Training 

• Pareto 

The scale of the trial was significant: 

• 1,790 learners participated 

• 99 apprenticeship programmes were included 

Participants worked closely with the Aptem product team, providing structured feedback to help validate accuracy, usability and impact before general release. 

While each provider had its own objectives, five shared goals emerged: 

1. Save time and increase efficiency 
2. Reduce tutor and skills coach workload 
3. Increase learner engagement 
4. Improve compliance 
5. Support quality assurance processes 

Findings from the trial: Benefits for learners 

Empowering self‑service learning 
Learners consistently reported that the virtual assistant helped them check their understanding independently, without needing to contact their tutor for basic queries. 

At Hawk Training, most learners returned to use the assistant again within a week of first use – a strong indicator of perceived value and usability. 

Fast, accurate responses 
Pareto highlighted the importance of speed. Responses were typically delivered in under five seconds, helping learners maintain momentum and make informed decisions about how to progress their learning. 

This immediacy reduced frustration and supported more continuous engagement. 

Support beyond working hours 
For learners working shifts or studying outside traditional office hours, the assistant proved particularly valuable. It provided access to guidance when tutors were unavailable – removing delays that could otherwise stall progress. 

One learner described the experience as “having a personal skills coach available 24/7.” 

Building confidence with AI 
Providers also noted an unexpected benefit: learners gained confidence using AI in a professional, structured environment – an increasingly relevant workplace skill. 

Findings from the trial: Benefits for tutors and providers 

Efficiency gains and workload reduction 
BMS Progress used the trial to target a specific pain point: frequent five‑minute phone calls covering the same types of questions. 

The virtual assistant successfully absorbed many of these routine interactions, allowing coaches to focus on higher‑value tasks. Over time, this is expected to result in a measurable reduction in tutor workload. 

Improved quality of support 
At Pareto, reducing basic back‑and‑forth communication meant tutors could dedicate more time to complex learner needs. The result was a higher quality of personalised support – not less human interaction, but better use of it. 

Audit trails and academic integrity 
A critical differentiator was oversight. Providers could view transcripts of learner interactions with the assistant, creating an audit trail that: 

• Reduced the risk of plagiarism 

• Ensured appropriate use of AI 

• Offered transparency that external tools like Google or ChatGPT cannot provide 

This reassured providers that AI could be adopted responsibly within regulated apprenticeship environments. 

Increased engagement and platform adoption 

For Hawk Training, the assistant formed part of a broader strategy to drive engagement as learners migrated to Aptem Apprentice. Learners reported feeling more confident using the platform, increasing overall adoption and familiarity. 

What learners actually asked: Virtual assistant in practice 

During the trial, learners engaged in 3,197 conversations with the virtual assistant. Analysis of usage revealed four main categories of questions: 

• Key concepts: explanations of theories, legislation and professional practices 

• Clarification and guidance: help with portfolio or interview preparation 

• Off‑the‑Job training: how, when and what to log 

• Topic research: deeper exploration of subject‑specific questions 

Examples included: 

• “What is a goal statement?” 

• “Does this activity count towards Off‑the‑Job hours?” 

• “Can you explain attachment theory?” 

• “What is the Sale of Goods Act 1979?” 

This demonstrated that learners were using the assistant not just for quick answers, but as a meaningful learning support tool. 

Tutor and learner feedback 
Feedback from across the trial was overwhelmingly positive.

Transforming Apprenticeship Management at Scale: How the University of Portsmouth Reimagined Oversight with Aptem

When the University of Portsmouth launched its apprenticeship provision in 2017, the ambition was clear but the scale was modest. Six apprentices in a single faculty marked the starting point of a journey that would, over the next five years, expand rapidly across the institution. By 2022, apprenticeship delivery had grown to more than 800 learners across all five faculties, supported by a relatively small central team and a wide network of work-based tutors. 

This growth brought success – but also strain. Systems originally designed for traditional higher education struggled to keep pace with the distinct regulatory, operational and reporting demands of apprenticeships. Processes multiplied, spreadsheets proliferated, and answering even basic questions about learner status or compliance became time-consuming and error-prone. 

The University of Portsmouth recognised that to sustain quality, remain compliant, and continue to grow, it needed a purpose-built apprenticeship management platform. The introduction of Aptem marked a turning point – not simply as a technology change, but as a catalyst for rethinking and redesigning apprenticeship delivery from end to end. 

This article explores how Aptem enabled the University of Portsmouth to regain control, improve confidence in compliance, and deliver a more coherent experience for apprentices, tutors and employers alike. 

The challenge: Managing apprenticeships without a dedicated system 

Prior to adopting Aptem, apprenticeship management at the University of Portsmouth relied on a patchwork of systems and manual processes. While these tools worked reasonably well for traditional students, they were not designed to handle the nuances of apprenticeship delivery. 

Key challenges included: 

Fragmented data and manual reporting 

Core data, including the Individual Learner Record (ILR), was extracted from SITS through a laborious process that involved days of back-and-forth emails to resolve errors. Forecasting Qualification Achievement Rates (QAR) was entirely manual, making it both time-consuming and unreliable. 

Tracking Off-the-Job (OTJ) training hours – a critical compliance requirement – was handled through Moodle, which lacked the structure and validation needed for apprenticeships. Signed reviews, evidence and audit trails were scattered across spreadsheets, shared drives and email inboxes. 

As Claire Middleton, Degree Apprenticeships Manager, explains: 

“We had ended up with multiple systems and countless spreadsheets. It was a nightmare to manage. With the complex requirements of apprenticeships, we’d added layer upon layer of bureaucracy – and it could take days to answer a simple question like how many live learners we had.” 

Limited visibility and delayed insight 

Because data lived in so many places, the team struggled to answer key operational and compliance questions in real time: 

• When was an apprentice’s last review? 

• What issues were raised, and who signed them off? 

• Which learners were approaching their planned end dates? 

Often, answers could only be compiled after official data publications, limiting the University’s ability to act proactively. 

Pressure on staff and tutors 

Work-based tutors felt the impact too. Tracking learner progress, identifying gaps in Knowledge, Skills and Behaviours (KSBs), and preparing evidence for employers or inspections required significant manual effort. Faculty staff also found it difficult to manage changes of circumstance, such as breaks in learning or changes of employer, within existing systems. 

The cumulative effect was growing operational risk at a time when apprenticeship numbers – and scrutiny – were increasing. 

Selecting Aptem: A purpose-built solution for higher education apprenticeships 

Recognising the need for change, the University of Portsmouth undertook a formal and detailed market review. Clear criteria were established, and each platform was rigorously assessed against the realities of delivering degree apprenticeships within a higher education context. 

What set Aptem apart was not just functionality, but fit. 

During the evaluation process, the Aptem team worked through the University’s requirements in detail, demonstrating a deep understanding of both apprenticeships and the HE sector. This sector-specific expertise proved decisive. 

The University team also spoke with other higher education institutions already using Aptem, including Middlesex University. The overwhelmingly positive feedback from peers gave further confidence that Aptem was a proven and reliable choice. 

As Claire Middleton recalls, Aptem was selected “with flying colours”. 

Implementation: A collaborative and carefully paced transition 

Implementation began in June 2022 and was deliberately approached as a partnership rather than a simple system rollout. 

Key milestones included: 

• June 2022: Implementation commenced 

• September 2022: Learner onboarding began within Aptem 

• October 2022: Full ILR import completed 

Rather than rushing, the University worked closely with its Aptem Implementation Consultant to review and redesign processes that had evolved organically over several years. 

Matthew Cullis, Customer Service Level 3 Apprentice at Marston’s, and Alice Probert, Hospitality Supervisor Level 3 Apprentice at Marston’s explain how the combination of a supportive coach and supportive technology – Aptem, enabled them to achieve.  

Starting from the learner’s reality 

The learner experience highlighted in the case study reflects a common challenge: balancing learning with work, personal responsibilities, and existing commitments. For many learners, returning to structured learning can feel daunting, particularly if previous experiences of education were not positive. 

Aptem addresses this by providing a learning environment that is accessible, supportive, and built around individual needs. From the outset, learners are able to engage with content in a way that fits around their lives, rather than having to adapt their lives around learning. 

Matthew spoke to the logical nature of how everything was broken down module by module into bite-sized chunks and was easy to digest and follow. Off-the-job-training hours were very simple to log with reasons and notes. 

As the skills landscape continues to evolve, tutors play an increasingly important role in helping learners navigate change, build confidence, and sustain progress over time.

Hadyn Jeffery, Learning Coach in Hospitality at Lifetime Training, shares his experience as a coach using Aptem.   

The changing role of the tutor 

Tutors today are expected to do far more than deliver content. They support learners with diverse backgrounds, varying levels of confidence, and competing personal and professional commitments. At the same time, they are required to evidence progress, maintain quality, and adapt provision to changing employer and learner needs. 

The case study demonstrates how Aptem supports tutors in this expanded role by providing a single, integrated platform that brings together learning delivery, assessment, progress tracking, and communication. 

Haydn describes Aptem’s role as being really key to the learner’s experience of their apprenticeship. The ability to log in at any point, complete what needs completing, and continue progressing is key.  

Enabling personalised learning journeys 

A key benefit highlighted is the ability to tailor learning to individual needs. Aptem enables tutors to use diagnostics, assessments, and modular content to build learning journeys that reflect each learner’s starting point and goals. This flexibility allows tutors to adjust pace and focus, ensuring learners are neither overwhelmed nor under-challenged. 

If the learner needs extra resources to stretch them to a higher outcome, Aptem supports this. Or if the employer wants bespoke materials added, Aptem is flexible enough to enable this.  

For tutors, this means they can spend less time navigating systems and more time supporting learners in a way that feels meaningful and relevant. 

Improving visibility and learner engagement 

There is a lot of data surrounding effective delivery of apprenticeships. “Aptem is brilliant at giving us the data that we need to progress our learners” said Haydn.  

The platform gives tutors clear visibility of learner activity and progress. Dashboards and status indicators make it easier to identify learners who may need additional support, intervene early, and celebrate progress where things are going well. 

This visibility also supports more productive reviews and one-to-one conversations. Rather than relying on sporadic updates, tutors can base discussions on real-time evidence, helping learners understand their progress and next steps. 

Aptem also supports the need to document and evidence learner support. 

Supporting flexible and remote delivery 

The case study also reflects the growing importance of flexible delivery. Aptem enables tutors to manage learning remotely, supporting online sessions, independent learning, and blended approaches. This flexibility is particularly valuable for learners balancing work, family, and training. 

For tutors, it removes many logistical barriers and allows them to maintain consistent contact and support, regardless of location. 

Reducing administrative burden 

Another recurring theme is efficiency. By bringing learning delivery, evidence capture, and tracking into a single system, Aptem reduces duplication and manual processes. Tutors are able to record interactions, monitor outcomes, and manage reviews more efficiently, freeing up time to focus on learner support rather than administration. 

This streamlined approach also helps maintain consistency and quality across delivery. 

However there is still more scope for technology here. Haydn referenced at least a day each week being taken up by apprenticeship admin tasks, reinforcing the need for the recently developed Aptem Enhance features that remove the burden of this administration and give back teaching time to coaches.   

A platform that works for tutors and learners 

The case study shows that Aptem is not just a learner-facing solution, but a powerful tool for tutors. By combining flexibility, visibility, and efficiency, it supports tutors to deliver high-quality learning experiences that adapt to individual needs and changing demands. 

In an environment where tutors are under increasing pressure, having technology that genuinely supports delivery can make a meaningful difference—to tutors, learners, and outcomes alike. 

As employers across the UK and beyond face accelerating skills shortages, rising workforce churn, and increasing pressure to demonstrate return on investment from training, the focus is shifting from short-term interventions to long-term, sustainable skills development. 

In this video Paul Fellows, Learning and Development Partner for Apprenticeships at Marston’s, a Lifetime employer customer, describes the impact Aptem has had on his team and his learners. 

The video explores a number of themes  

The importance of data and a system: 

Marston’s makes a lot of data led decisions, and for apprenticeships, what’s happening in the landscape is crucial to the learning and development team. Having a system that gives this overview is critical to the team. Paul uses the Aptem dashboards daily to understand how all apprentices using Aptem are performing, then drills deeper to see where there are potential areas of success and concern.  

Scaling apprenticeship delivery: How Steve Willis Training Centres transformed growth, quality and experience with Aptem

Founded in 2000, Steve Willis Training Centres specialises in gas, plumbing and electrical training. The organisation began delivering apprenticeships as a subcontractor in 2004, before joining the Register of Apprenticeship Training Providers (RoATP) as a main provider in 2017. That shift marked the beginning of a period of significant growth – and the point at which existing systems began to show their limits  

Rapid growth brings new challenges 

Since becoming a main provider in 2017, Steve Willis Training has expanded substantially. Directly funded learner numbers grew from around 50 to nearly 500 by 2022, representing almost a tenfold increase in five years.  

At the same time, the organisation achieved a strong quality benchmark, receiving a “Good” Ofsted rating with Outstanding areas, including behaviours and attitudes.  

However, this success came at a cost. The organisation was relying on a combination of manual processes, spreadsheets, internal drives and paper-based portfolios to manage apprenticeship delivery. What had once been workable became increasingly “vast and cumbersome” as learner numbers scaled, according to David King, consultant and Aptem Project Lead for Steve Willis Training.  

Paper portfolios needed printing, filing and storing. Learner tracking relied on disconnected systems. Tutors and administrators were spending significant time managing documents rather than supporting learners. As growth continued, it became clear that the model was neither efficient nor scalable. 

A fragmented onboarding experience 

One of the most pressing challenges was onboarding. Prior to implementing a delivery system, onboarding and ILR processes were largely managed via email, creating a poor experience for learners at a critical point in their journey. The admin team spent large amounts of time chasing learners, collating information and managing paperwork – often during the stage when learner attrition is highest.  

Employers also felt disengaged. An internal employer survey revealed that many did not have easy access to information about apprentice progress, limiting their ability to support learners effectively.  

Meanwhile, tracking learner progress across tutor, management and senior leadership levels required a monthly cycle of manual analysis, which was both time-consuming and reactive. 

Overcoming cultural resistance to change 

Despite recognising these challenges, there was initial inertia around adopting new technology. As David King explained, many staff were engineers by background and naturally comfortable with paper-based processes. Introducing a new system into such an environment required a careful, people-led approach to change management.  

Rather than focusing solely on technology, the organisation framed the change around organisational benefits – reducing admin burden, improving learner experience and enabling future growth. This emphasis on people, rather than systems alone, became a defining feature of the project. 

Defining clear objectives and KPIs 

Before selecting a system, Steve Willis Training undertook a full market review, grading potential platforms against organisational objectives using Bronze, Silver and Gold criteria. The requirement was clear: an end-to-end apprenticeship delivery system capable of managing the entire learner journey from enrolment to EPA, with flexibility to adapt programmes over time.  

The organisation also defined measurable KPIs for the first 12 months, including: 

• Reduced costs associated with paper-based processes 

• Reduced admin time spent onboarding and chasing learners 

• Reduced attrition at onboarding 

• Increased employer engagement 

• Improved learner retention through early identification of risk 

• Evidence of continuous programme optimisation  

This structured approach ensured the system selection was grounded in long-term strategy, not short-term convenience. 

Why Aptem was chosen 

Following system demonstrations, Aptem was shortlisted and selected at the end of 2021. While not the cheapest option, Aptem was chosen for its flexibility, customisability and ability to grow with the organisation. As David King noted, an “out of the box” solution would not have met their ambitions, whereas Aptem aligned closely with their KPIs and future direction.  

A phased and methodical implementation 

Implementation began in January 2022, using a carefully phased migration strategy. Learners in Year 3 remained on the existing system, while those entering Year 1 and Year 2 were migrated onto Aptem. The full migration was planned over 18 months, reducing risk and disruption.  

By May 2022, new learners were onboarding through Aptem and ready to start their programmes. A critical success factor was the involvement of the Admin Team Leader, who immersed herself in the system and took ownership of how onboarding should work in practice. Working closely with Aptem’s Implementation Consultant, the team customised onboarding steps to match real operational needs. 

Redesigning onboarding for engagement 

Previously reliant on phone calls and face-to-face meetings, onboarding was redesigned into a three-stage digital process: 

1. Eligibility review 
2. Interview conducted through Aptem 
3. Full application  

Even in the early stages of adoption, this approach led to higher learner and employer engagement, with positive feedback and reduced chasing by the admin team. Crucially, staff were freed up to focus on activities that directly reduced attrition and improved experience.  

Embedding change across the organisation 

Change management was treated as an ongoing process rather than a one-off event. Regular internal sessions focused on why changes were being made, what had been achieved, and what was coming next. Nearly everyone across the organisation attended at least one session, supporting engagement and confidence in using the system. 

A “train the trainer” approach ensured internal capability, with Aptem’s Implementation Consultant supporting the project team throughout. According to Aptem’s consultant, the implementation was smooth due to the organisation’s methodical planning, strong leadership support and early scoping of requirements. 

Real-time visibility and data-driven delivery 

Beyond onboarding, Aptem transformed how learner progress was tracked and shared. Where paper files and individual tutor records once dominated, all learning plans and progress data are now held centrally and accessible to those who need it – including employers.  

The introduction of embedded Power BI dashboards provides real-time insight into learner status, enabling earlier intervention and more informed decision-making at every level of the organisation. 

Tangible value beyond implementation 

While still on a journey, Steve Willis Training is already seeing financial and efficiency gains, alongside strong internal positivity about the system. The organisation views Aptem not as a static tool, but as a platform that can continue to evolve alongside programmes and market needs.  

Lessons for other apprenticeship providers 

The case study concludes with practical advice for organisations considering an apprenticeship delivery system: 

• Define short- and long-term objectives upfront 

• Be clear about programme design and delivery models 

• Ensure teams use consistent language 

• Invest in internal ownership and stakeholder involvement 

• Empower teams by demonstrating how the system supports their roles  

A foundation for sustainable growth 

The experience of Steve Willis Training Centres shows that scaling apprenticeship delivery is not simply about handling higher volumes. It requires systems that support quality, visibility and engagement, alongside a thoughtful approach to change. 

By implementing Aptem, the organisation has laid a digital foundation that supports growth, improves learner and employer experience, and enables data-driven decision-making – ensuring apprenticeships remain both scalable and sustainable in a rapidly changing skills landscape.