North Humberside Motor Trades GTA

Further education and skills inspection report

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Inspection of North Humberside Motor Trades GTA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

North Humberside Motor Trades Group Training Association (GTA) is a registered charity based in Hull. It was established in 1972 and started to deliver apprenticeships for levy-paying employers in September 2017. At the time of the inspection, there were 42 apprentices completing standards-based apprenticeship programmes. There were 28 apprentices on level 3 light vehicle service technicians, seven level 3 heavy vehicle service technicians and seven level 2 auto care technicians. Around two thirds of apprentices were aged between 16 to 18 years, and the remainder were 19 years and older.

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Information about this provider

In addition to the direct contract to deliver apprenticeship programmes, GTA delivers motor vehicle courses for young people and adult learners as a subcontractor. These programmes were not in the scope of this inspection. 9–11 November 2021

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What is it like to be a learner with this provider?

Leaders create a purposeful and professional learning environment. They set out clearly their high expectations of apprentices’ behaviour and attitudes to learning. Apprentices meet these expectations well, and they value this respectful and professional culture. Apprentices remove their hats and hoods when they enter classrooms, and they are quickly ready to learn.

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What is it like to be a learner with this provider?

Apprentices benefit from a well-equipped motor vehicle workshop in which to learn and practise their practical skills. Leaders have provided modern vehicles for apprentices to work on, and apprentices appreciate these resources and the value they add to their learning.

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What is it like to be a learner with this provider?

Apprentices receive effective support from their knowledgeable teachers, which they rightly value. They make good progress in their training as they quickly develop their technical knowledge and understanding, which they use well in the workplace.

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What is it like to be a learner with this provider?

Apprentices feel safe and know how to stay safe, both in the training centre and in the workplace. They know who to go to should they have any concerns. Apprentices are provided with useful training that helps them understand issues that may impact on their own and other people’s well-being, including the risks of radicalisation and extremism, staying safe on-line and more localised risks such as county lines.

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What does the provider do well and what does it need to do better?

Leaders and managers use their extensive knowledge of the local motor vehicle industry to design an effective curriculum that meets the skills needs of the employers with whom they work and the apprentices they employ. For example, leaders recently began to deliver the level 2 auto care standard to meet the needs of a local employer. Apprentices develop the knowledge, skills and behaviours required to gain and sustain employment as vehicle technicians in the Humberside area.

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What does the provider do well and what does it need to do better?

Leaders and managers ensure that teachers plan and sequence the curriculum effectively. Teachers start by teaching apprentices about health and safety. They then move on to ensure that apprentices have a secure understanding of the correct tools and equipment to use for different tasks before covering more complex topics. Apprentices quickly learn to select the right tools to carry out a routine service and are then able to perform vehicle servicing to the required standard at work.

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What does the provider do well and what does it need to do better?

Teachers are experienced and use their technical knowledge and skills well to teach apprentices. Lessons contain a combination of theoretical knowledge and practical skills, which teachers link together well. Apprentices develop their skills quickly and can safely change tyres and complete oil and filter changes early into their apprenticeship. They make a valuable contribution to their employers’ businesses.

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What does the provider do well and what does it need to do better?

Staff recruit apprentices and match them successfully with local employers based on apprentices’ interests and career ambitions. Staff provide helpful advice and 9–11 November 2021

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guidance to prospective apprentices and, consequently, apprentices are well prepared to commence their apprenticeship.

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Although staff collect useful information about apprentices’ starting points, they do not use this information well enough to plan training programmes for the few apprentices who have some existing motor vehicle knowledge when they join the programme. Staff do not provide information to apprentices about how to achieve a high grade on the end-point assessment early enough in the programme. As a result, a few apprentices do not make all the progress of which they are capable.

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Leaders, managers and staff communicate well with employers to link the on- and off-the-job training that apprentices receive. As a result, apprentices get the opportunity to practise their new skills extensively in the workplace. Teachers ensure that employers are informed of the progress that apprentices make, and that they help to support apprentices to make good progress.

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Staff regularly participate in professional development activities to keep their vocational knowledge current. Teachers use this knowledge to teach apprentices about contemporary topics such as how to service and repair hybrid and electrical vehicles.

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Teachers help apprentices to develop relevant technical vocabulary, which apprentices use accurately. They also ensure that apprentices can apply mathematical knowledge accurately in their job roles. However, teachers do not do enough to help apprentices improve the quality or presentation of their written communication.

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Teachers prepare apprentices well for their next steps. Throughout the apprenticeship, teachers talk extensively about what it is like to work in the profession and the different skills required to work in a prestigious dealership or in a local garage. Apprentices make good progress towards their goal of being a mechanic, almost all remain in employment, and a few gain promotions.

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Teachers raise apprentices’ awareness of issues relating to equality of opportunity appropriately. They discuss important topics such as the nine protected characteristics and actions that employers in the motor vehicle industry can take to create a diverse workforce.

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Leaders ensure there are suitable arrangements in place for governance. GTA operates as a charity and benefits from a board of trustees. Managers rightly recognise that those holding a governance role need to scrutinise the quality of education more fully to hold leaders to account for the quality of the apprenticeship provision.

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Safeguarding

The arrangements for safeguarding are effective. 9–11 November 2021

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Leaders and managers have suitable safeguarding arrangements in place. Apprentices feel safe and know to whom they should report any concerns. GTA has an appropriate system in place to enable apprentices and staff to report any concerns, which are dealt with effectively.

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Leaders and managers have appointed a suitably qualified safeguarding lead, who has a clear understanding of local issues which may impact on apprentices. Staff focus on ensuring that apprentices’ mental health is supported well. The safeguarding lead has established helpful networking arrangements to ensure that she receives relevant up-to-date information.

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What does the provider need to do to improve?

 Ensure that apprentices are aware earlier in their programme of what they need to do to attain a high grade at end-point assessment.  Ensure that the information that teachers gather about apprentices at the beginning of their course is used to help apprentices make rapid progress from their starting points.  Ensure that teachers help apprentices to develop their written communication skills more effectively.  Ensure that those in governance roles have sufficient oversight of the quality of apprenticeship provision. 9–11 November 2021

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 9–11 November 2021

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Information about this inspection

The inspection team was assisted by the director of training, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Hayley Lomas, lead inspector Her Majesty’s Inspector Andrew Scanlan Ofsted Inspector 9–11 November 2021

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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 children looked after, safeguarding and child protection.

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