TRS Training Limited

Further education and skills inspection report

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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

TRS Training Limited (TRS) was established as an independent learning provider in 2011 and became a levy-funded provider in October 2017. It employs 18 staff; half of these are trainers.

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Information about this provider

Currently, there are 253 apprentices studying eight standards-based apprenticeships. One hundred and thirty-two apprentices are on the level 2 large goods vehicle (LGV) driver standard. Seventy-one apprentices study the level 3 team leader supervisor. The remaining apprenticeships have up to 10 apprentices on them. At level 2 TRS provides apprenticeships in customer service practitioners, express delivery, lean manufacturing, supply chain and supply chain warehouse operatives. At level 3 apprenticeships are provided to improvement technicians. Almost all apprentices are aged 19 years or over, with a very small minority aged 16 to 18 years old. TRS works with eight subcontractors who provide practical driver training for LGV apprenticeships. Apprentices are based with employers at a broad range of locations, with clusters in the north west and the midlands. 2–5 November 2021

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

Apprentices enjoy their studies. They learn relevant workplace skills that prepare them well for jobs in the logistics sector. Apprentices on the LGV apprenticeship practise manoeuvring skills in purpose-built vehicles that simulate driving much larger vehicles.

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

Apprentices develop and improve their confidence through their training. Team leading apprentices develop effective problem-solving skills to overcome complex workplace issues such as vehicle breakdowns, collisions and accidents, which affect customer service.

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

Apprentices benefit from English and mathematics training in the context of their apprenticeship. This allows them to feel more confident when completing their jobs. For example, LGV apprentices learn about weight loading for axle limits and how to manage their driving hours to keep within legal limits. Team leading apprentices learn communication techniques for working with clients who speak English as an additional language.

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

Apprentices make significant contributions to their workplaces. Lean manufacturing apprentices collect data on business improvement techniques that provide cost savings for their employers. Team leading apprentices use their project work to make improvements to warehousing techniques such as reducing non-recyclable waste, which has added benefits of reducing costs.

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

Apprentices have a good understanding of safeguarding and how to keep themselves safe. Apprentices learn about industry-relevant concerns like human trafficking and modern-day slavery. They understand the risks posed by lone working, and are aware of situations where they could be exposed to significant risks, for example carrying of hazardous substances.

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better?

Leaders have a clear rationale for the apprenticeships they offer, which is to raise the professional standards in the logistics sector. They have expertise in the logistics sector and have developed productive relationships with professional bodies to identify current and future skill priorities.

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better?

Trainers organise the apprenticeship curriculum in an appropriate order, so that apprentices incrementally develop their knowledge, skills and behaviours over time. LGV apprentices learn about vehicle preparation and defect reporting before progressing on to the principles of safe and fuel-efficient driving. Team leading apprentices learn about managing their own work before learning how to manage others.

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better?

Apprentices develop substantial new knowledge, skills and behaviours as a result of their apprenticeships. LGV apprentices learn about the importance of the use of the 2–5 November 2021

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endurance brake to ensure they drive efficiently. Team leading apprentices learn about resource planning for effective transport management. Lean manufacturing apprentices have recently learned about monitoring safety in workplaces effectively, using the Japanese theory, ‘five steps of Kaizen’.

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Leaders have trained staff to recognise and support apprentices who may need additional learning support. Trainers put in place different support strategies to meet individual apprentices’ learning needs. This means that apprentices with learning difficulties and disabilities are supported effectively by their trainers and specialist staff to ensure they make the expected progress on their apprenticeship. For example, apprentices with dyslexia have work broken down to manageable sized tasks. Apprentices with obsessive compulsive disorder (OCD) learn strategies to recognise triggers of their condition and develop strategies to manage it. As a result, apprentices with learning needs progress as well as, and in many cases better than, their peers.

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Trainers use their experience and knowledge to bring to life classroom training. They use a range of strategies to support apprentices to learn and remember more of the knowledge and skills they have developed as a result of their apprenticeship. Apprentices put into practice what they have learned and make an effective contribution to their employers’ business. For example, trainers in team leading work closely with workplace mentors to identify opportunities for apprentices to practise their skills. Trainers in LGV help apprentices transfer their knowledge into their long- term memory by repeating tasks such as reading and rereading tachographs, helping apprentices become fluent in recognising infringements.

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Trainers contact employer mentors monthly to update and check on-the-job activity. They use these meetings to plan future sessions. Most employers are well informed of the progress their apprentices are making. A small number of employers are not routinely involved in the planning and review process. As a result, these apprentices do not make the progress of which they are capable.

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Apprentices have an effective understanding of keeping themselves and the general public safe from the dangers of extremism and radicalisation. LGV apprentices are aware of behaviours to be alert to when driving in the vicinity of high-profile public gatherings. They know the measures to take to stop their vehicles being used as a weapon.

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Trainers do not provide apprentices with sufficient impartial careers education, advice and guidance. Lean manufacturing apprentices are unaware of potential opportunities following the apprenticeship or of how the skills they learn can be used in other sectors and job roles.

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Leaders have been too slow to respond to weaknesses identified in lean manufacturing. Apprentices make slow progress due to ineffective teaching, limited employer contact and poor planning of off-the-job training. Leaders have put in place an action plan to rectify the issues, but it is too early to see the impact of this. 2–5 November 2021

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Leaders are held to account by a board of governors. Board members have appropriate experience and oversight of the apprenticeships. They challenge leaders to improve the training that apprentices receive. As a result, leaders have introduced a matrix to monitor apprentices’ starting points and the progress they are making. This ensures board members have a clear oversight of the quality of education and training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have implemented a comprehensive and detailed safeguarding policy. They follow safe recruitment practices when appointing new staff to ensure the new recruits are suitably vetted before they commence employment. Leaders ensure that all staff receive safeguarding and ‘Prevent’ duty training, so they know how to keep apprentices and themselves safe.

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Safeguarding

Leaders have created a culture that provides a safe and supportive learning environment for apprentices. Staff receive additional training on relevant issues such as county lines, human trafficking and domestic violence. Tutors use this training to help apprentices understand the importance of working safely. For example, LGV apprentices check their vehicles for signs of stowaway entry after being parked up overnight.

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Safeguarding

Leaders ensure that all safeguarding concerns and incidents are carefully recorded and monitored to keep apprentices safe. They use a concerns log to identify training for staff. Leaders ensure they meet the requirements of the ‘Prevent’ duty.

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What does the provider need to do to improve?

 Leaders should review the curriculum that lean manufacturing apprentices receive and ensure that employers contribute to the planning and review of their programmes, to support them in achieving their apprenticeship on time.  Leaders should improve the planning and monitoring of the off-the-job training for apprentices on lean manufacturing apprenticeships.  Leaders should improve the careers education and guidance that apprentices receive, so that apprentices are aware of opportunities available to them. 2–5 November 2021

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Provider details

Address 4 Micklehead Business Village St. Michaels Road St. Helens Merseyside WA9 4YU

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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 Road Haulage Association Limited GTG Training Limited Automotive Transport Training Limited APEX Training Academy Limited Transport Training Academy Limited SOMAX limited Viamaster Training Limited Mainstream Training Limited 2–5 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

Alex Lang, lead inspector Her Majesty’s Inspector Bob Busby Ofsted Inspector Dilys Taylor Ofsted Inspector Ian Frear Her Majesty’s Inspector Ruth Stammers Her Majesty’s Inspector 2–5 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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