T3 Training & Development Ltd

Inspection of T3 Training and Development Ltd

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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

T3 Training and Development Ltd began to deliver levy-funded apprenticeships in September 2018. Apprentices work in large companies across the country and follow standards-based apprenticeships in the architectural, construction and engineering sectors. At the time of the inspection, there were 113 apprentices on programmes from level 2 to level 5. Most apprentices are on level 3 programmes in civil engineering technician and engineering design draughtsperson. A few apprentices are on level 2 programmes in fenestration fabricator and installer, and steel fixer, and a few others on level 4 programmes in construction site engineering technician and construction and design build technician. The remaining apprentices are on other engineering and construction-related programmes and in management and customer service. 13 to 15 July 2022

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

Apprentices benefit from helpful initial advice and guidance that prepares them well for their apprenticeship. Staff carry out initial interviews to establish that apprentices are suitable for their programmes and to ensure that apprentices have the information that they need to make informed choices regarding their programmes.

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

Staff prepare apprentices well for their next stage in learning, taking account of their career aspirations. Trainers work with employers to discuss and plan apprentices’ future training needs, which includes progression onto a Higher National Certificate (HNC) and degree apprenticeship. As a result, apprentices move into sustained employment or further training and are prepared well to achieve their long-term career goals.

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

Apprentices benefit from a broad curriculum that provides them with opportunities to develop further their understanding of the topics that they study. They undertake additional courses, which include two-dimensional and three-dimensional computer aided design (CAD), reinforced concrete detailing, building information modelling, management and surveying. As a result, they are well placed to make valuable contributions to their employers’ businesses.

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

Apprentices have positive attitudes to their training and work. Staff set high expectations and standards of behaviour for apprentices. Fenestration apprentices benefit from supportive workplace mentors who model positive behaviours. Apprentices demonstrate these behaviours consistently when engaging with colleagues and customers. They demonstrate high levels of motivation at work, and employers appreciate apprentices’ willingness to take on additional responsibilities.

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

Apprentices benefit from a calm and purposeful learning environment that enables them to engage positively in training. They speak highly of the supportive culture that they experience, which is promoted by all staff. They value teaching that takes place in small groups, allowing them to develop good and positive relationships that extend beyond the classroom. Apprentices enjoy and value the training that they receive.

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

Apprentices feel safe and know how to stay safe in the training centre and in the workplace. Staff support them well to understand the need to be safe both in their communities and online. Apprentices know who to report to should they have any concerns about themselves or others.

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better?

Leaders and managers have a clear purpose to provide apprenticeship training in the engineering, construction and architectural sectors that meets the current and evolving needs of local and national employers. They use their experience in the sector and work closely with large employers to develop digitally focused 13 to 15 July 2022

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apprenticeship programmes that equip apprentices with the knowledge, skills and behaviours that they need in a fast-moving industry.

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Leaders and managers have a good knowledge of the strengths and weaknesses of the apprenticeships they provide. They carry out a wide range of quality assurance activities, including observing teaching, collecting feedback from apprentices and employers, carrying out audits of apprentices’ work, analysing end-point assessment (EPA) reports and holding standardisation meetings. They use the results of their evaluation to make improvements, including providing training and individual support for staff. Staff have made recent improvements in the preparation for EPA, with apprentices undertaking mock tests and refresher courses in CAD skills.

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Leaders and managers do not have a clear enough overview of the progress of apprentices who need to achieve English and mathematics qualifications. They do not have the required information to ensure that assessors take effective action to support apprentices to develop apprentices’ skills over time.

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Trainers and assessors have good technical knowledge and up-to-date vocational experience of the subjects they teach. They use their expertise well to coach and support apprentices to complete their apprenticeship programmes. For example, they guide apprentices to develop a good understanding of how to carry out levelling surveys, including carrying out mathematics calculations to determine rise, falls and intermediate levels. Trainers and assessors also train apprentices to develop a comprehensive understanding of modern construction techniques, including using earth bags and structured insulation panels.

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Trainers and assessors plan and sequence the curriculum effectively, so that apprentices develop their knowledge, skills and behaviours incrementally over time. For example, level 3 engineering design draughtsperson apprentices start by developing their understanding of building regulations, which they can then apply to construction surveys and safe working practices. On the level 2 fenestration installer and fabrications programme, apprentices learn about health and safety first to ensure they can install windows in a safe working environment.

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Trainers use a range of teaching strategies effectively to develop apprentices’ understanding of the topics that they study. They carefully structure group activities and frequently check apprentices’ understanding in lessons, through a variety of tasks and quizzes, both in the centre and remotely. This enables trainers to correct misunderstandings and plan apprentices’ next steps in learning. Apprentices who study online benefit from high-quality workbooks and presentation materials to inform their learning. They use learning maps well to identify what they have learned in each session.

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Assessors accurately assess how well apprentices have developed the vocational knowledge that they need and how they use their skills in the workplace. They successfully use a range of assessment methods, including direct observation, witness testimony and recorded professional discussions, to gather and evaluate the work-related evidence that apprentices need for their EPA. However, assessors have 13 to 15 July 2022

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only recently implemented a system to monitor the sustained improvements that apprentices make in their attainment of knowledge, skills and behaviours over time. Consequently, it is too early to measure the impact of this approach on apprentices’ progress.

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Apprentices produce work of a good standard that reflects the skills that they develop through their training and in the workplace. For example, apprentices produce high-quality working drawings to professional standards. Apprentices on the level 4 construction site engineering technician programme demonstrate consistent progress from their starting points in their written HNC work. Throughout their programmes, apprentices demonstrate an ability to apply knowledge fluently and evaluate their own progress, often achieving the highest grades.

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Trainers and assessors do not place sufficient emphasis, early in programmes, on apprentices attaining high grades at EPA. While staff make apprentices aware of the EPA requirements, most apprentices are not aware of the grading criteria or what they need to do to attain high grades. Furthermore, a very small number of apprentices and their employers are not sufficiently aware of the requirements of EPA and have little understanding of its relation to the assessment criteria. As a result, a few apprentices are not fully aware of what they need to do to be successful at EPA.

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Leaders and managers have put in place appropriate measures to ensure that they receive external challenge and scrutiny in relation to their apprenticeship programmes. Managers at a local college provide frequent reviews of apprenticeship provision and challenge leaders and managers to make improvements, where necessary. Leaders and managers act on the recommendations and have included them in their quality improvement plan. Recent improvements have included enhanced support for apprentices close to EPA.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have put in place effective policies and procedures to keep apprentices safe. They support apprentices with mental well-being concerns appropriately and work with partners, including the local college, to enable apprentices to access additional support if required.

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Safeguarding

The designated safeguarding lead (DSL) and her deputy are appropriately qualified and experienced for their roles. They frequently collect information from local authorities, safeguarding networks and the regional Prevent coordinator to keep up to date with information. The DSL shares updates monthly with staff and more frequently if important updates come through.

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Safeguarding

Apprentices have an appropriate understanding of peer-on-peer abuse, including what is acceptable and what is not. They have been provided with helpful 13 to 15 July 2022

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information in progress reviews regarding sexual harm. Apprentices know that they can report any concerns to the DSL, deputy DSL or their employer. They are confident that if they had any concerns, they could report them, and the concerns would be dealt with appropriately.

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What does the provider need to do to improve?

 Maintain an accurate overview of the progress of apprentices who need to achieve English and mathematics qualifications and take appropriate action when apprentices are not progressing quickly enough.  Ensure that all apprentices and employers have a clear understanding of the requirements for EPA and how to achieve high grades.  Ensure that the process for measuring the development of apprentices’ wider knowledge, skills and behaviour is fully utilised. 13 to 15 July 2022

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Provider details

Address C/O Barnsley College Think Low Carbon Centre Honeywell Lane Barnsley S75 1BP

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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 N/a 13 to 15 July 2022

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Information about this inspection

The inspection team was assisted by the operations director, 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

Jonny Wright, lead inspector Her Majesty's Inspector Andrew Scanlan Ofsted Inspector Shaun Donaghy Ofsted Inspector Iain Glendinning Ofsted Inspector 13 to 15 July 2022

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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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