London General Transport Services Limited

London General Transport Services Limited Monitoring visit report

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Name of lead inspector: Peter Nelson, Her Majesty’s Inspector

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Address:

1 Warner Road London SE5 9LU Monitoring visit: London General Transport Services Limited, 26–27 May 2021

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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 the Education and Skills Funding Agency 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 ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

London General Transport Services Limited is part of the Go-Ahead group. The company runs around a quarter of the bus routes across Greater London. The company teaches the level 2 passenger transport driver apprenticeship standard to new recruits, to train them as bus drivers for the company. The company started teaching the programme in January 2020. The company recruits a new cohort nearly every week. At the time of the visit, there were 337 apprentices in training.

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Context and focus of visit

During the COVID-19 (coronavirus) restrictions, managers adapted much of the theoretical components of the programme so teachers could teach them online. They introduced safety procedures so they could continue delivering the practical components to apprentices safely. The impact of COVID-19 has been taken into account in the findings and progress judgements below.

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Reasonable progress

Leaders have developed a programme that fulfils the requirements of the apprenticeship standard and adds significant value to the business objectives of the company. They use the programme to recruit keen, aspiring drivers. Through improving driver training, they have helped reduce staff turnover and increase employees’ job satisfaction.

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Reasonable progress

Managers have used their experience of previous driver training programmes to develop a detailed and well-structured apprenticeship programme. Apprentices acquire the knowledge and skills they need to carry out their role to a high standard. For example, within a few weeks of commencing their programme, apprentices gain the foundation and licence they need to start working as drivers on bus routes, under mentor supervision. As apprentices progress through the programme, they Monitoring visit: London General Transport Services Limited, 26–27 May 2021 acquire broader knowledge and skills, which give them the confidence and competence they need to work autonomously and fulfil their role within the company.

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Reasonable progress

As apprentices progress through their programme, they gain a very good understanding of the broader work of the company, including scheduling of services, maintenance of vehicles and fleet coordination. As a result, apprentices develop an insight into possible longer-term career and progression opportunities within the company.

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Reasonable progress

Managers successfully use the apprenticeship programme to help develop a strong corporate identity and brand loyalty from employees. Apprentices attend training smartly dressed, in line with the high expectations set by tutors and managers. Staff actively reinforce to apprentices the importance of recognising and respecting equality and diversity and of adopting a zero-tolerance approach, for example, to racism, intimidation or abuse of any kind.

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Reasonable progress

Managers recognise that the English and mathematics functional skills component of the programme is not yet fully effective. Too few apprentices achieve their apprenticeship in a timely manner, primarily because they are slow to achieve their functional skills qualifications. Managers are exploring a range of initiatives to improve the relevance and effectiveness of functional skills components within the programme.

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Reasonable progress

Managers and teachers have designed a detailed training programme which incorporates clear, sequential practical and theoretical activities. The programme provides induction, practical driving instruction and route and vehicle familiarisation, followed by further, blended theoretical and practical training. It includes a diverse range of subjects, including pre-service checks, safety and accident management, business awareness, hazard perception and understanding the effects of fatigue on drivers. As a result, apprentices develop the knowledge, skills and behaviours they need to become accomplished bus drivers.

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Reasonable progress

Apprentices learn valuable new transferable skills as part of their apprenticeship, including improved verbal communication skills through training to make announcements, better customer engagement and improved appreciation of customer safety and welfare. Tutors promote apprentices’ understanding of equality and diversity. For example, apprentices reflect on how Douglas Bader and Stephen Hawking continued to be at the cutting edge of their respective vocations, despite their disabilities. Monitoring visit: London General Transport Services Limited, 26–27 May 2021 Apprentices learn how the decisions they make have an impact on other areas of the business. For example, they learn the importance of staying on schedule on the bus routes, and how this has a bearing on performance bonuses for the company. Consequently, apprentices recognise their responsibilities and the high level of professionalism required. This helps them complete their work to a high standard.

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Reasonable progress

All staff involved in teaching the apprenticeship have substantial industry knowledge and experience. The training resources, facilities and accommodation are also of a very high standard. For example, apprentices receive training on the full range of buses, so they are competent to drive any vehicle in the fleet.

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Reasonable progress

English and mathematics functional skills tutors struggle to create suitable examples that are relevant to the day-to-day work of the apprentices. Assessors do not reinforce with apprentices the importance of their English and mathematics development during reviews. As a result, apprentices struggle to see the relevance of this component of the programme and are slow to achieve their qualifications.

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Significant progress

All staff provide detailed information to apprentices about safeguarding, the ‘Prevent’ duty and general well-being, both of the apprentices and of members of the public. For example, apprentices learn about the importance of checking buses at the beginning and end of their shift for suspicious packages. Managers well support apprentices who have personal issues that may affect their progress. For example, they adapt apprentices’ schedules if they need extra time to deal with personal issues.

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Significant progress

All staff reinforce the company’s zero-tolerance approach to sexual harassment, racism and any form of bullying. Teachers place a strong focus on teaching apprentices about their responsibilities to help assure the well-being of members of the public. For example, teachers provide clear explanation of how to recognise passengers who might be vulnerable. They stress the customer-focused nature of the job role, and identify the potential risks and actions that apprentices should take if they have concerns around the safety or welfare of customers.

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Significant progress

Apprentices feel safe. They know who they should speak to if they have any concerns. Monitoring visit: London General Transport Services Limited, 26–27 May 2021 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.

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Significant progress

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Significant progress

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Significant progress

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Significant progress

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

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