Trans-Plant Training Limited

Further education and skills inspection report

p.1

Inspection of Trans-Plant Mastertrain Limited

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Trans-Plant Mastertrain Limited (TPMT) is based in Exeter. Most of its 241 apprentices are employed in haulage companies in the southwest of England. TPMT currently offers five apprenticeships at level 2. The great majority of apprentices, 221, are studying the large goods vehicle (LGV) driver apprenticeship. Five apprentices are studying the construction plant operative programme, two the lifting technician programme and five the supply chain warehouse programme. Three apprentices are studying the waste resource operative programme. One apprentice is studying a level 3 apprenticeship in business administration. 23 to 25 May 2022

p.1

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

Tutors are not setting targets for apprentices which are clear and help them to develop new knowledge, skills, and behaviours. Consequently, too many apprentices do not know what aspect of their learning programme they need to complete next. They are too often unsure about how much progress they have made in knowing and remembering the content of the curriculum and what they need to do to complete their apprenticeship. As a result, apprentices are not all reaching their full potential.

p.2

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

Tutors do not provide all apprentices with unbiased information and guidance about the potential next steps in their careers. This means they do not have a thorough knowledge of career paths in the transport industry beyond their current employment.

p.2

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

A minority of apprentices are not gaining the additional skills they are expecting to develop during their apprenticeship such as manual handling, first aid and working at heights.

p.2

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

Apprentices are often unclear about the value of the English and mathematical skills they can develop further or, where relevant, the qualifications in these subjects they are expected to gain. Consequently, they do not understand how important these skills are in developing their careers.

p.2

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

Apprentices learn in professional training environments which are equipped with industry standard resources. Apprentices are taught by appropriately qualified and highly experienced training staff. Apprentices value how tutors use their expertise and understanding of the industry to ensure that their training is up to date and wholly relevant.

p.2

better?

Leaders are not implementing apprentices’ curriculums consistently well enough. This means that apprentices are not all building substantial new knowledge and skills progressively throughout their programmes. For example, tutors’ planning for learning do not routinely coordinate apprentices’ on- and off-the-job training with employers to ensure apprentices can practise and consolidate their new skills, knowledge, and behaviours. Tutors are giving too much priority to the practical elements of the curriculum compared to the theory. Apprentices sometimes struggle to recall the knowledge gained from the theory training.

p.2

better?

Leaders and governors do not have sufficient oversight of the progress that each apprentice is making in knowing and remembering the curriculum. This means they are unable to put plans in place promptly to support any apprentice who is falling behind. 23 to 25 May 2022 A substantial minority of LGV apprentices do not complete their apprenticeship. Instead, they leave the programme early once they have secured their driving licence.

p.2

better?

Leaders and managers have not planned apprentices’ functional skills training or examinations in English and mathematics well enough. This has left apprentices unsure about the role and impact of functional skills in their training and careers. Leaders have recently appointed a new member of staff to coordinate these aspects better, but it is too early to see any impact.

p.3

better?

Most apprentices complete written work of a suitable standard. Their work is typically well presented and has few spelling errors. Tutors’ written feedback to apprentices on their marked work usually focuses too much on praise. It focuses too little on what apprentices can do to improve their work further, for example, to achieve a higher grade, such as a distinction, in the future.

p.3

better?

The majority of training staff have a teaching qualification and successfully enthuse and motivate apprentices to learn. Apprentices demonstrate positive behaviour and attitudes and are keen to develop their skills. Most apprentices attend their training sessions. They are punctual and enjoy their learning.

p.3

better?

Managers have developed a useful programme of professional development for most training staff, but not driver trainers. Driver trainers are unable to reflect upon, update or improve their teaching skills over time and therefore are not continuously improving the quality of apprentices’ training.

p.3

better?

Leaders and managers have a clear rationale for the apprenticeships they offer. The LGV curriculum, which is their core provision, has been developed in close collaboration with governors and employers. It reflects local, regional, and national skills shortages and government initiatives. However, leaders are not working with all employers closely enough to ensure all apprentices have a rich and well- coordinated programme of learning.

p.3

better?

Leaders and managers have been successful in increasing the diversity of the logistics workforce. Around one in ten of TPMT’s apprentices are female which is substantially higher than in the sector nationally.

p.3

better?

Leaders have paid close attention to ensuring that apprentices who have a recognised learning difficulty or disability receive effective specialist support right from the start of their programme. Skills advisers liaise closely with apprentices to devise coping strategies and provide extra time or a scribe for written work.

p.3

better?

Leaders have not provided TPMT’s governors with sufficiently detailed information that enable them to be highly effective in holding leaders to account for improvements to the quality of the provision. Nevertheless, the governors understand their role and have had appropriate and useful training. They have provided challenge and guidance for leaders on the strategic development of the 23 to 25 May 2022 apprenticeship programmes but have not been able to evaluate all the strengths and weaknesses of the provision.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders have suitable safeguarding policies and procedures in place. The designated safeguarding lead is appropriately trained and experienced. Staff receive regular training in safeguarding and understand their safeguarding responsibilities. They provide apprentices with effective personal support.

p.4

Safeguarding

Leaders and managers ensure that apprentices receive regular updates about their rights and responsibilities. Apprentices know how to keep themselves safe at work and how and when to report any concerns.

p.4

Safeguarding

Apprentices know how to keep themselves mentally and physically healthy. Leaders conduct appropriate checks to assure themselves that the staff they appoint are safe to work with adults and young people.

p.4

What does the provider need to do to improve?

 As a priority, leaders must devise and implement curriculum strategies to retain more apprentices on their programmes until completion.  Leaders should ensure that tutors’ planning for learning routinely involves employers and coordinates apprentices’ on- and off-the-job training so apprentices can practise and consolidate their new skills, knowledge, and behaviours.  Leaders should provide governors with all the information they need to provide effective challenge and oversight of the whole apprenticeship programme.  Leaders should implement systems which provide them with sufficient oversight of the progress that each apprentice is making so they can put remedial plans in place promptly to support any apprentice who is falling behind.  Leaders should ensure that tutors provide apprentices with clear and comprehensive targets and written feedback on their work, so that they know what to do to improve and to develop substantial new knowledge, skills, and

p.4

What does the provider need to do to improve?

behaviours.  Leaders should ensure that all apprentices have the support they need to improve their English and mathematics skills, including the preparation for examinations. 23 to 25 May 2022

p.4

Provider details

Address Trans-Plant Mastertrain The Matford Centre Matford Park Road Marsh Barton Exeter EX2 8FD

p.5

Provider details

Provider type Independent Learning Provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractor Hughes Driver Training 23 to 25 May 2022

p.5

Information about this inspection

The inspection team was assisted by the curriculum lead, 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.

p.6

Inspection team

Nikki Sendell, lead inspector Ofsted Inspector Tracey Zimmerman Her Majesty’s Inspector John Evans Ofsted Inspector Errol Ince Ofsted Inspector Gavin Murray Ofsted Inspector 23 to 25 May 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.

p.6

Inspection team

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 .

p.7

Inspection team

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

p.7

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection team

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

p.7