Trainspeople Limited

Trainspeople Limited Monitoring visit report

p.1

Name of lead inspector: Christine Sherwin, Ofsted Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Gleneagles House Vernon Gate Derby DE1 1UP Monitoring visit: Trainspeople Limited, 16–17 April 2019

p.1

Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by ESFA and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the Further education and skills inspection handbook, especially the sections entitled ‘Providers newly directly funded to deliver apprenticeship training provision’ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Established in 2013, Trainspeople Limited (Trainspeople) is part of Shorterm Limited (Shorterm). Trainspeople provides a wide range of specialist commercial training for the rail and utilities sectors. Trainspeople was awarded a contract to deliver apprenticeships in 2017. The company began delivering the level 2 gas network team leader standards apprenticeship to eight adult apprentices in 2017. They all successfully completed their qualification in 2019. At the time of the monitoring visit, 41 adult apprentices were in learning on standards-based apprenticeships, 28 on the level 3 principles of management and leadership and 13 on the level 5 principles of management and leadership.

p.2

Reasonable progress

Leaders have a clear vision to provide high-quality skills training for the rail and utilities sectors. By offering apprenticeships they aim to provide more comprehensive solutions to employers and meet their skills needs more effectively. Leaders ensure that their apprenticeship programmes are planned and delivered to meet apprenticeship requirements. For example, all apprentices are in permanent employment.

p.2

Reasonable progress

Managers ensure that apprentices develop the substantial new knowledge, skills and behaviours required for their current and future roles. Many gain promotions at the end of their apprenticeship. For example, the first group of gas apprentices have either become, or are taking up, team leader roles, having completed their apprenticeship. Leaders ensure that apprentices have the required off-the-job training time. Apprentices use this time effectively to complete their apprenticeship successfully. All of the first group of eight gas apprentices passed and one achieved the first and only distinction for the new standard.

p.2

Reasonable progress

Leaders work effectively with employers to ensure that the apprenticeships they offer meet employers’ and apprentices’ needs. The apprenticeship programme covers all Monitoring visit: Trainspeople Limited, 16–17 April 2019 the required skills for further career progression with their employer. For example, gas apprentices develop the necessary skills, through additional qualifications, to take up team leader roles on completing their apprenticeships. Leadership and management apprentices have their training on budgeting applied to their individual business circumstances by the finance manager from their employer.

p.2

Reasonable progress

Managers maintain regular communication with both employers and subcontractors. The progress of each apprentice is discussed in a weekly meeting between managers from all parties. As a result, managers understand comprehensively the progress that apprentices make with their assessments. However, staff do not always intervene swiftly and take appropriate action when issues are identified. They rely on apprentices contacting their individual skills coaches and asking for help.

p.3

Reasonable progress

Leaders have put appropriate quality arrangements in place to ensure that learners complete their training to a high standard. Leaders and managers work closely with subcontractor partners to monitor the quality of their programmes. However, managers’ observations of teaching and learning do not always evaluate the progress that apprentices make in developing new knowledge, skills and behaviours, or whether learning activities meet the needs of individual apprentices. As a result, few actions are identified to improve teachers’ skills.

p.3

Reasonable progress

Governance arrangements through the board of Shorterm are effective. The board approves all new apprenticeship programmes. In the process, they effectively support and challenge leaders to ensure that planned apprenticeships meet apprenticeship standard requirements while remaining financially viable.

p.3

Reasonable progress

Apprentices make good progress in developing new knowledge, skills and behaviours. The new skills they gain help them to improve within their job roles. For example, gas apprentices were recruited to the apprenticeship with none of the specialist skills that they have developed quickly through their programme. Apprentices on leadership and management programmes manage colleagues with whom they were once peers very effectively. They ensure that working relationships and business efficiency are improved as a result of learning about and applying leadership and management techniques.

p.3

Reasonable progress

Apprentices effectively learn the skills they require for their future career plans. For example, leadership and management apprentices recognise their individual areas for development in leading teams, such as skills in being assertive and in conflict resolution. They use self-reflection effectively to implement personal development plans with their line managers to improve these skills. Monitoring visit: Trainspeople Limited, 16–17 April 2019 Staff provide highly constructive and useful feedback to apprentices on their assessed work. Staff clearly identify what apprentices have achieved and how they can improve their work further. Apprentices use feedback well to improve the standards of their work. Feedback also helps apprentices to improve their spelling, punctuation and grammar.

p.3

Reasonable progress

Apprentices benefit from useful peer learning. In workshops, the more experienced apprentices effectively help their peers with concepts that are new to them. For example, apprentices who have accountancy experience help their peers to be successful in completing the budgeting unit. In addition, leadership and management apprentices have started their own peer support network through social media where they provide additional help and resources for each other.

p.4

Reasonable progress

Staff reviews of apprentices’ progress have improved and are effective. Staff hold detailed discussions with apprentices on the knowledge they have acquired and how they have applied their skills at work. Line managers are routinely involved in reviews and usefully support apprentices’ progress at work. They ensure that apprentices have opportunities to practise the new skills they have learned. For example, apprentices carry out tasks that are not formally part of their job roles, such as chairing team meetings.

p.4

Reasonable progress

The standard of apprentices’ work is high, and in a few cases is above the level of their programme. Apprentices have good literacy skills and make few errors in their writing. Work produced demonstrates that they have made good progress in developing new knowledge.

p.4

Reasonable progress

Apprentices on leadership and management programmes do not receive enough support between their reviews to make good progress. Too few apprentices attend the optional skills coaching sessions provided. Staff do not discuss apprentices’ ongoing progress between reviews.

p.4

Reasonable progress

Staff do not make good use of the information on leadership and management apprentices’ starting points to ensure that all make rapid progress in developing new skills and knowledge. Individual learning plans had not yet been completed for most of these apprentices. As a result, the most able apprentices are not challenged to extend their skills further.

p.4

Reasonable progress

Leaders and managers are very focused on keeping staff and apprentices safe in the hazardous environments in which many of them work.

p.4

Reasonable progress

For example, gas apprentices complete detailed risk assessments for all their assessed activities to ensure that they can identify and avoid all potential risks. Apprentices on leadership and management programmes are aware of the Monitoring visit: Trainspeople Limited, 16–17 April 2019 importance of understanding vulnerabilities in adults and how this links to good management skills. Apprentices feel safe in their learning and at work.

p.4

Reasonable progress

Senior managers and governors oversee safeguarding arrangements, including those of subcontractor partners effectively. They review and approve relevant policies and procedures and ensure that managers carry out appropriate pre-employment checks through safer recruitment practices.

p.5

Reasonable progress

The designated safeguarding officer is suitably qualified and knowledgeable about her role. Appropriate arrangements to handle disclosures are in place. Staff are aware of the current policies and procedures for safeguarding and for meeting the requirements of the ‘Prevent’ duty and ensure that apprentices are also suitably aware. Staff working with apprentices, including those employed by subcontractors, have completed online training on the ‘Prevent’ duty. However, staff do not benefit from more specific training to ensure that they understand fully how the latest guidance on safeguarding and the ‘Prevent’ duty is relevant to their own apprentices.

p.5

Reasonable progress

Apprentices have a good understanding of the dangers of radicalisation and extremism. They are well informed of processes for reporting concerns through the provider and their employer. However, apprentices do not always understand how to keep themselves and others safe when working online. Monitoring visit: Trainspeople Limited, 16–17 April 2019 the guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . Learner View Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

p.5

Reasonable progress

Employer View Employer View is a website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too. To find out more go to www.employerview.ofsted.gov.uk .

p.6

Reasonable progress

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to

p.6

Reasonable progress

the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6