GTG Training Limited

GTG Training Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Richard Deane, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Bearing Drive Wolverhampton WV11 3SZ Monitoring visit: GTG training Limited, 22 January 2020

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Context and focus of visit

GTG Training Limited was inspected in May 2019. At that time, inspectors judged the overall effectiveness of the provider to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in addressing the main areas for improvement identified at the previous inspection.

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Context and focus of visit

GTG offers 253 apprenticeships at levels 2 and 3 in engineering and manufacturing technologies, and retail and commercial enterprise. Some 168 apprentices follow standards-based apprenticeships, and 85 follow frameworks in the automotive sector for a large national employer, with the rest working in the logistics and customer care sectors. Just over 50% of all apprentices are aged 16 to 18. Fewer than 10% are aged over 24 years old. Around 10% of apprentices are female. The majority of apprentices are based across local authorities in the Midlands and the North.

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Reasonable progress

Since the previous inspection, leaders have invested significantly in their management and delivery staff in order to improve apprenticeship provision. They now have managers responsible for quality assurance and improvement who work directly with delivery staff to improve the quality of education. They have also introduced a new e-portfolio and monitoring system to help identify accurately apprentices’ progress. Additionally, they survey routinely apprentices’ views so that they can resolve any of their concerns quickly. Leaders have now taken effective action to raise trainers’ expectations and ensure that apprentices benefit from a productive learning environment. Trainers share their ideas with each other and plan activities so that apprentices develop new knowledge. These include recap exercises, tests, and quizzes to help apprentices remember knowledge long-term. Although leaders provide effective support for trainers, a few

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Reasonable progress

have failed to improve sufficiently and have left the organisation. Leaders have recruited a specialist teacher responsible for the teaching of English and mathematics skills. They set all apprentices, including those exempt from English and mathematics qualifications, targets to achieve skills in these subjects to at least level 2. They work effectively with trainers and coaches to help apprentices Monitoring visit: GTG training Limited, 22 January 2020 understand mathematical equations and theories, for example Ohm’s Law. However, trainers do not set apprentices sufficiently challenging activities beyond level 2 in order to support their career progression. Trainers do not link closely enough the requirements for end-point assessment with their learning activities, so that apprentices know clearly what they need to know and do to achieve the highest grades. Leaders have only recently appointed new board members to strengthen the

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Reasonable progress

governing body. Governors have the appropriate expertise in areas such as education, finance and law to hold leaders and managers to account. Although governors question leaders on their actions to improve provision, it is too early to judge their effectiveness in ensuring sustainable improvement.

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Reasonable progress

Leaders and managers have structured the training team and realigned the role of delivery coaches to improve the support for apprentices with their learning and skills. As a result, an increasing proportion of apprentices are now on target to achieve their apprenticeship on time. Trainers use information of apprentices’ starting points sufficiently to plan purposeful learning that challenges apprentices to master and extend their industry knowledge. They ensure that the curriculum links closely to the specific training requirements of apprentices’ programmes and helps them to develop the confidence and automotive skills needed in their future roles. Managers and employers ensure that apprentices receive the appropriate off-the-job training associated with their specific training programme. They plan carefully their on- and off-the-job programme so that trainers and coaches order learning and skills development activities logically and effectively. As a result, apprentices apply

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Reasonable progress

thoroughly the theory and skills gained at the training academy in the workplace. This meets apprentices’ needs and interests well and motivates them to work hard. At the end of their training blocks, coaches now provide apprentices with more helpful feedback, setting out precisely what they do well and where further improvement is needed. As a result, apprentices are motivated and committed to complete their training in the time allocated. In a few cases, workplace mentors do not receive sufficiently detailed information about what the apprentice does well and the vocational skills they need to develop. As a result, these mentors are unable to plan sufficiently targeted support to help apprentices extend their skills as quickly as most other apprentices in the workplace. Monitoring visit: GTG training Limited, 22 January 2020

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Reasonable progress

Leaders have revised their recruitment and induction processes to ensure that all apprentices now receive the appropriate advice and guidance about their career ambitions. Trainers, coaches and workplace mentors provide apprentices with additional information about different job roles available to them within the industry, including an MOT tester, parts manager or master technician. Leaders have not yet ensured that all apprentices are aware of the wide range of options available to them both inside and outside of the workplace.

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Reasonable progress

Most apprentices now have a secure and informed understanding of the principles underpinning British values and the ‘Prevent’ duty. They know how to protect themselves and others from the dangers associated with radicalisation and extremism in the workplace and in their local communities. During training and reviews, coaches explore routinely apprentices’ understanding of social and personal issues to help them prepare well for life in modern Britain. Apprentices readily incorporate British values into their professional behaviour. Employers value and benefit from apprentices’ professionalism and courtesy, enabling them to provide improved service and support to customers. Monitoring visit: GTG training Limited, 22 January 2020 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

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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 .

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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 .

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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 looked after children, 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

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

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

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