Train 2 Train 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

Train2Train Limited is an independent learning provider based in Wakefield in West Yorkshire. It has provided apprenticeships across the country since 2018. At the time of the inspection, 50 apprentices were enrolled on standards-based programmes. There are currently 21 apprentices on a level 5 operations/departmental manager (ODM) programme, 16 on a level 3 custodial and detention officer (CDO) programme, eight on a level 3 team leader/supervisor programme and fewer than five on each of a level 2 customer service practitioner programme and a level 3 business administration programme. Train2Train does not subcontract any of its provision to other providers. The vast majority of apprentices are over 18 years of age. 19 to 21 January 2022

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

Apprentices benefit from high-quality training delivered by experienced and well- qualified coaches. When delivering online seminars, coaches provide helpful presentations and use virtual breakout rooms effectively to enable apprentices to discuss, research and identify areas in their job roles where they can apply and practise their skills. This helps apprentices to develop new knowledge and to remember what they have learned. Level 3 CDO apprentices use their knowledge of mental health issues to support prisoners appropriately.

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

Apprentices experience a culture of high expectations in relation to behaviour, attendance and punctuality. Coaches expect apprentices to display professional behaviour, attend their training sessions and arrive on time. As a result, apprentices maintain good attendance and punctuality.

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

Apprentices benefit from a calm and well-structured learning environment that is conducive to learning. For example, apprentices on the level 3 CDO programme attend seminars in the training centre on the prison site, which is in a different location to their work environment, enabling them to focus on their studies without interruption.

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

Apprentices have a good understanding of British values and understand why they are important in their work life and personal life. They are polite, respectful, enthusiastic and committed to their apprenticeships. They are keen to develop and apply their skills. Apprentices on the level 3 CDO programme develop positive working relationships with prisoners and demonstrate respect for prisoners’ different faiths.

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

Apprentices feel safe and have a good understanding of how to keep themselves safe at work and in their communities. They know how to report any concerns should they have them, and are confident that their concerns will be dealt with quickly.

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better?

Leaders and managers have a clear curriculum strategy that they implement successfully. They respond carefully to employers’ needs by providing skilled staff in customer service, business administration, team leading, management, and custody and detention roles in prisons.

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better?

Leaders and managers work closely with employers to ensure that the curriculum effectively meets business needs. For example, at the start of COVID-19 restrictions, employers needed mental health awareness training for their apprentices. Leaders and managers ensured that coaches provided seminars on this subject to meet employers’ requirements. 19 to 21 January 2022 Leaders and managers have effective oversight of the quality of the provision. They use specialist external staff to complete a range of activities, such as observations of training, in order to review and improve the quality of the programmes that they provide.

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better?

Leaders and managers review the progress of apprentices frequently and accurately. Following the significant impact of COVID-19 restrictions, they worked closely with employers and apprentices to agree strategies to enable apprentices to develop the knowledge, skills and behaviours that they need in order to achieve their qualification. For example, they provided one-to-one sessions for apprentices and provided additional resources when needed. Apprentices who work in the qualification and accreditation sector are now catching up quickly. However, apprentices working in the aviation industry are making slower progress as they still face difficulties as a result of COVID-19 restrictions.

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better?

Coaches determine apprentices’ prior knowledge and starting points accurately. They use this information effectively to plan individual programmes that enable apprentices to develop new knowledge, skills and behaviours. For example, apprentices on the level 3 CDO programme learn about conflict management and how to communicate effectively with prisoners.

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better?

Teachers plan and deliver the curriculum in a logical order to build on apprentices’ prior learning and to develop their knowledge and skills further. Apprentices on the level 5 ODM programme develop their skills in self-management, leading and managing people and decision-making before moving on to more complex topics such as project management.

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better?

Coaches work closely with industry specialists from the employers with whom they work to provide effective training to apprentices. For example, on the level 5 ODM programme, the human resources manager and the finance manager from employers attend seminars to deliver bespoke training. This helps apprentices to develop successfully their knowledge and skills in financial management, including sales forecasting and efficiency savings, and to learn to manage staff more effectively.

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better?

Most apprentices who need to develop their English and mathematical skills and gain functional skills qualifications are well supported by their tutors to do so. Apprentices who have been out of education for a long time improve their confidence in these subjects. Apprentices who have already achieved the required level of English and mathematics continue to develop their skills in these subjects. A few apprentices who need to develop their English and mathematical skills to pass examinations as part of their apprenticeship do not receive the specialist support that they need in order to improve their skills.

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better?

Coaches use a range of assessment methods effectively to check apprentices’ understanding and progress, including group discussions, probing questioning techniques, feedback from line managers, mock tests and written assignments. They provide apprentices with useful feedback that apprentices use to improve their work 19 to 21 January 2022 and enhance the application of their knowledge and skills in the workplace. Level 5 ODM apprentices improve their project-planning skills using feedback from tutors, and successfully implement projects in areas such as making efficiency savings in company operations.

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better?

Apprentices produce a good standard of work that shows clearly how they develop and apply their skills over time. They produce high-quality financial reports and develop projects that make improvements in the workplace. For example, apprentices in the qualification industry developed a more user-friendly e-learning service for their employer.

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better?

Apprentices benefit from helpful, ongoing careers advice and guidance to prepare them for their next steps. Coaches provide information on additional courses that will help apprentices to progress in their management careers, including specialising in areas such as human resources and strategic management.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff attend useful training on safeguarding and the ‘Prevent’ duty. They use the knowledge and understanding that they develop to provide valuable information to apprentices on topics such as sexual harassment and violence, extremism, radicalisation and online safety. As a result, apprentices are aware of the potential risks at work and in the community in which they live. Level 3 CDO apprentices have a good understanding of the risks of attempts to radicalise them and of how to recognise signs of prisoners becoming radicalised.

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Safeguarding

The designated safeguarding lead has appropriate training to be effective in her role and is supported well by specialist external staff. Leaders and managers implement appropriate policies and procedures and have a clear reporting process in place.

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Safeguarding

Leaders and managers have put suitable safer recruitment policies and procedures in place to ensure that staff are appropriate to work with apprentices.

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What does the provider need to do to improve?

 Ensure that all apprentices who need to take functional skills qualifications in English and mathematics receive effective support. 19 to 21 January 2022

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Provider details

Address Office 22–23 The Rear Walled Garden The Nostell Estate Yard Nostell Wakefield WF4 1AB

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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 19 to 21 January 2022

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Information about this inspection

The inspection team was assisted by the chief executive officer, 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

Jacquie Brown, lead inspector Her Majesty’s Inspector Jonny Wright Her Majesty’s Inspector 19 to 21 January 2022 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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