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Find apprenticeship training for your apprentice

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Accessibility statement for Find Apprenticeship Training

This accessibility statement applies to Find apprenticeship training.

This website is run by the Department for Education. We want as many people as possible to be able to use this website. For example, that means you should be able to:

  • change colours, contrast levels and fonts using browser or device settings
  • zoom in up to 400% without the text spilling off the screen
  • navigate most of the website using a keyboard or speech recognition software
  • listen to most of the website using a screen reader (including the most recent versions of JAWS, NVDA and VoiceOver)

We've also made the website text as simple as possible to understand.

AbilityNet has advice on making your device easier to use if you have a disability.

How accessible this website is

We know some parts of this website are not fully accessible:

  • keyboard and screen reader focus does not always move in a logical way
  • some important messages (such as errors and updates) are not announced to assistive technologies
  • the Help Widget is not fully accessible, including issues affecting colour contrast, use at increased browser zoom and screen reader reading order and announcements
  • some form fields and controls are not clearly labelled or described
  • some content is not structured correctly, making it harder to navigate using assistive technologies
  • some interactive elements do not behave as expected or are identified incorrectly
  • some visual information is not available to screen reader users
  • some pages require horizontal scrolling at high magnification

Feedback and contact information

If you find any problems not listed on this page or think we're not meeting accessibility requirements, contact: helpdesk@manage-apprenticeships.service.gov.uk or 08000 150 600

If you need information on this website in a different format like accessible PDF, large print, easy read, audio recording or braille:

Email: helpdesk@manage-apprenticeships.service.gov.uk

Call: 08000 150 600

We'll consider your request and get back to you in 5 working days.

Enforcement procedure

The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, contact the Equality Advisory and Support Service (EASS).

Technical information about this website's accessibility

The Department for Education is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.

Compliance status

The website has been tested against the Web Content Accessibility Guidelines (WCAG) 2.2 AA standard.

This website is partially compliant with the Web Content Accessibility Guidelines version 2.2 AA standard, due to the non-compliances listed below.

Non-accessible content

The content listed below is non-accessible for the following reasons.

Non-compliance with the accessibility regulations

We aim to resolve all accessibility issues identified in this statement within 6 months of the review date listed. Where this is not possible, we will share an updated timeline in this statement.

  1. On pages containing bar charts, individual bars can receive keyboard focus. This creates additional, unnecessary tab stops and may imply that the chart elements are interactive when they are not (2.4.3 Focus Order)
  2. When active filters are removed on results pages, keyboard and screen reader focus is returned to the start of the page. This can require users to navigate through previously viewed content again, which may be inefficient and frustrating (2.4.3 Focus Order)
  3. When some controls are used, screen reader and keyboard focus does not move in a clear or consistent way, which can make it hard for users to tell what has changed or where they are on the page (2.4.3 Focus Order)
  4. On some pages, selecting an option from a dropdown moves keyboard and screen reader focus to a part of the page that may be unexpected or illogical for users, which can cause confusion (3.2.2 On Input)
  5. On the ‘Search for a training provider’ page, the input field’s accessible name does not clearly describe its purpose and does not match the visible label, which may cause confusion for some users (2.5.3 Label in Name and 2.4.6 Headings and Labels)
  6. When zoomed to 400%, the ‘Cookies’ page requires horizontal scrolling, making it harder for users with low vision to read content comfortably (1.4.10 Reflow)
  7. After some actions, success or error messages appear but focus does not move to them and may instead move to an illogical location, meaning some users, particularly screen reader users, may miss important updates (4.1.3 Status Messages and 2.4.3 Focus Order)
  8. Some content is not placed within clear page regions (landmarks), making it harder for screen reader users to navigate and find information efficiently (1.3.1 Info and Relationships)
  9. Some form content and instructions are not grouped clearly, which can make it harder for screen reader users to understand how they relate to the available options (1.3.1 Info and Relationships)
  10. Some controls are marked as links but act like buttons by changing content on the page, which can be confusing for screen reader users who expect links to navigate (4.1.2 Name, Role, Value)
  11. Some controls rely on a visual ‘remove’ icon, but this is not clearly communicated to assistive technologies, making it unclear to some users that the control will remove a filter. This may also make the controls harder to use for people using voice control (1.1.1 Non-text Content)
  12. The ‘View shortlist’ link, which appears on several pages, does not include the number of items in its accessible name, so some users may miss this information or find it harder to use with voice control (1.3.1 Info and Relationships and 2.5.3 Label in Name)
  13. Hint and error text is visible on the page but is not announced when related form fields receive focus, so screen reader users may miss important instructions or feedback (1.3.1 Info and Relationships)
  14. Some error messages do not include the word ‘Error’ or provide a clear programmatic indication of the error state, so screen reader users may find it harder to identify which fields are in error (4.1.2 Name, Role, Value)
  15. Some content that is marked up as lists is not always recognised by VoiceOver, meaning screen reader users may not be told that items are part of a list or how they relate to each other (1.3.1 Info and Relationships)
  16. Headings do not always reflect the structure of the page, which can make it harder for screen reader users to understand how content is organised and to navigate between sections (1.3.1 Info and Relationships)
  17. On the ‘Training provider results’ page, the ‘Training options’ checkbox group does not clearly communicate relationships or state, which may make it harder for screen reader users to understand how the options work (1.3.1 Info and Relationships and 4.1.2 Name, Role, Value)
  18. Star rating information is not fully communicated to screen readers, meaning some users may miss details about the rating value and number of reviews (1.3.1 Info and Relationships)
  19. Some headings do not include nearby contextual text, so screen reader users may not hear the full information needed to understand the section or page (1.3.1 Info and Relationships)
  20. Description lists are used for more complex content than intended, which may make it harder for screen reader users to understand the relationship between items (1.3.1 Info and Relationships)

Help widget

The help widget is delivered by a third-party supplier, and we are unable to make direct fixes to this component. We are working with the supplier to address the accessibility issues identified below.

  1. The text input field border and focus indicators on some buttons have insufficient colour contrast against the background and may be difficult for some users to perceive (1.4.11 Non-text contrast)
  2. The placeholder text used as a label in the text input field has insufficient colour contrast and may be difficult for users with low vision to read (1.4.3 Contrast (minimum))
  3. The focus state on some links is indicated by a change in text and underline colour, which may not be sufficiently distinguishable from the default state for some users (1.4.1 Use of Color)
  4. The chat window does not support use at higher magnification levels (300% and above) on some screen sizes, which will prevent some users from accessing or using it (1.4.10 Reflow)
  5. Navigating the widget using common screen reader commands may be difficult for some users due to issues with the underlying code, meaning users may need to rely on trial and error to complete tasks (4.1.2 Name, role, value)
  6. When a new question is submitted to the chatbot, the entire conversation is announced again by a screen reader, making it difficult to identify new content (4.1.3 Status messages)
  7. Screen readers cannot identify who each chat message is from due to missing code, which may make conversations difficult to follow (1.3.1 Info and relationships)
  8. Subheadings within the article content may not be correctly marked up, which may make it difficult for screen reader users to understand the structure (1.3.1 Info and relationships)
  9. Feedback options are not programmatically associated with their overall label and are not grouped, which may make them difficult for screen reader users to understand (1.3.1 Info and relationships)
  10. Focus management and reading order within the chatbot are inconsistent, which may make it difficult for screen reader users to navigate content and locate new or relevant information (2.4.3 Focus order)

Disproportionate burden

We have determined that there is no disproportionate burden to meet all the requirements.

Preparation of this accessibility statement

This statement was prepared on 29 May 2025. It was last reviewed on 23 October 2026.

This website was last tested on 21 April 2026. The test was carried out by accessibility specialists within the Department for Education.

A total of 10 pages were tested. Pages were selected based on common user journeys and to cover a range of components.