London North Eastern Railway Limited

Further education and skills inspection report

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Inspection of London North Eastern Railway Limited

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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

London North Eastern Railway Limited (LNER) first started to deliver apprenticeships in 2020. At the time of the inspection there were 91 apprentices on two standards- based programmes. Around two thirds of apprentices were studying the level 3 train driver standard and the remaining one third were studying the level 2 transport passenger operative standard. All apprentices are aged 18 or over.

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Information about this provider

The apprenticeship training is delivered through the Talent Academy which is based at York railway station. Training takes place at the academy and at various locations along the LNER train route. LNER does not subcontract any aspect of its funded apprenticeship provision to other providers. 2 to 4 August 2022

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

Apprentices understand very well the risks associated with their work. They value and recognise the importance of the significant safety training that they receive. Apprentices recognise the high level of responsibility that they have for passenger safety and the steps they need to take to ensure this. They know how to take evasive action to mitigate the risks that they and their passengers face and how to avoid accidents.

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

Apprentices benefit from a curriculum that is informed well by managers from LNER and the wider rail industry. Leaders and curriculum managers ensure that the curriculum covers rail and safety standards comprehensively and they incorporate suggestions about the taught content from internal depot managers. Consequently, apprentices quickly develop the knowledge, skills and behaviours that they need to be successful and move into their chosen job roles.

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

Apprentices grow in confidence quickly and become more resilient as a result of their training. Trainers use their expertise well to support apprentices to learn how to respond to real-world incidents. Apprentices on the level 3 train driver standard respond confidently and competently when signalling errors leave their trains at platforms that are too short.

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

Most apprentices enjoy their programme, and they demonstrate high levels of motivation. However, a few apprentices on the early cohorts of the level 3 train driver standard do not show the same positive commitment to the whole of their apprenticeship programme. As a result, too many of these apprentices have not completed their studies quickly enough.

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better?

Leaders have a clear strategy for their apprenticeship offer. They focus entirely on the delivery of two specific programmes in areas where the organisation has particular and significant expertise. LNER now has approval to deliver apprenticeships on behalf of other employers, but leaders have no plans to expand the range of apprenticeships that they offer.

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better?

Managers and trainers plan the curriculum carefully so that apprentices build their knowledge, skills and behaviours logically and safely. All apprentices start their programme with a block study period that covers the underpinning knowledge and safety information that they need in their job role. For example, apprentices studying the level 3 train driver standard spend 15 weeks studying the rules of train driving and learning about the trains that they will be driving before moving onto a period of supported driving where they practise driving trains.

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better?

Staff provide apprentices with useful opportunities to revisit concepts that are important in their job roles. Workplace mentors routinely test apprentices’ 2 to 4 August 2022

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knowledge and recall during their training. As a result, apprentices on the level 3 train driver standard become fluent in their practical application of the rules of train driving and use of techniques such as risk-triggered commentary.

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Trainers use assessment effectively to identify the areas of the curriculum in which apprentices need additional support. They expertly use outcomes from assessment activities to plan the curriculum for individual apprentices. For example, apprentices studying the passenger transport operative standard who struggle to apply train dispatch procedures receive further support and mentoring so that they can master this important skill.

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Trainers use their industry expertise skilfully to support apprentices to learn about the realities of working in the rail industry. They share effectively with apprentices the knowledge that they have gained from their own experience and explain clearly how things can go wrong. As a result, apprentices develop useful and relevant knowledge, skills and behaviours that equip them well to respond to risks and to challenge station practices.

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Mentors provide high levels of support and feedback on apprentices’ progress in the workplace. Apprentices are clear about what they do well at work and the skills that they need more practice to develop. However, a few apprentices do not benefit from frequent reviews of their progress towards the successful completion of all aspects of their apprenticeship standard. These apprentices do not understand well enough what they have left to do.

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Leaders have been too slow to make suitable arrangements to enable apprentices to achieve required functional skills qualifications in English, mathematics and information and communication technology (ICT). Leaders and managers now apply more stringent entry criteria and implement sensible plans for apprentices to study the required functional skills qualifications earlier in their programme. However, it is too early to see the full impact of these changes. Too many train driver apprentices have not been able to complete their apprenticeship quickly enough due to delays in achieving functional skills qualifications.

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Leaders set high expectations for the behaviour and conduct of all staff, including apprentices. Apprentices respond effectively and they understand well the importance of high standards of customer service when working on trains. They act professionally, demonstrate high standards of self-presentation and communicate respectfully.

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Apprentices are confident that bullying and harassment will not be tolerated within LNER. Leaders remind staff of the company policies frequently and reinforce their expectations for respectful behaviour. For example, during the recent industrial action by rail unions, leaders made it clear to staff that they must respect the right of colleagues to choose whether or not to strike.

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Trainers skilfully develop the personal skills and attributes that apprentices need to work successfully in the rail industry. Apprentices understand well the importance of 2 to 4 August 2022

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self-discipline, concentration, healthy lifestyles and adopting good sleeping routines. They know about the strict rules in the rail industry relating to drug and alcohol use, and the impact their lifestyle choices could have on their career.

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Leaders and staff provide apprentices with useful information about career progression throughout their programme. Apprentices benefit from an introduction to LNER careers when they first start their apprenticeship, and they have access to web-based tools that they can use to research future career pathways. Apprentices are well aware of the opportunities available to them and are motivated by the prospects that they have with LNER.

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Trainers help apprentices to understand clearly the risks that they might encounter when working in the rail industry. Apprentices learn about how the railways are used for criminal activities such as drug trafficking and sexual exploitation. They know how to identify individuals who may be vulnerable and those who could cause a risk to themselves or others. Apprentices apply well the LNER protocols when they analyse suspicious situations on trains.

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Leaders and managers implement an effective system to monitor the progress that apprentices make. Managers know individual apprentices well, including what they need to do to complete their apprenticeship programme. However, the system that they use is relatively new. Therefore, too many apprentices from the earlier cohorts did not benefit from the same level of timely support as those joining the programme more recently.

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Leaders, managers and those responsible for governance are committed to improving the quality of education that apprentices received. They understand very well the strengths and weaknesses of their programmes and have put in place appropriate actions to bring about the necessary improvements. Those responsible for governance provide highly relevant, targeted and meaningful support to leaders to remove any barriers that might have an impact on the success of apprentices in completing their programme.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead works well with relevant safeguarding networks covering the whole of the LNER train route. Consequently, leaders have a clear awareness of risks in the geographical areas where apprentices live and work, which they share with staff and apprentices. For example, leaders highlight the risks of county lines gangs in Newcastle, gun crime in London and right-wing extremism in Lincolnshire.

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Safeguarding

Leaders implement appropriate polices for the safeguarding of apprentices. They take reasonable steps to comply with the requirements of the ‘Prevent’ duty and 2 to 4 August 2022

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ensure that the staff who work with apprentices receive appropriate safeguarding training.

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What does the provider need to do to improve?

 Continue to implement plans and provide targeted support to ensure that all apprentices who need to achieve functional skills qualifications in English, mathematics and ICT are able to do so quickly.  Use the information that leaders and managers now have about all apprentices to make sure that apprentices who fall behind are identified quickly and that they receive effective and rapid support to catch up.  Ensure that trainers carry out frequent reviews of apprentices’ progress so that apprentices are clear about the whole apprenticeship programme and what they need to do in order to complete it. 2 to 4 August 2022

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Provider details

Address The Academy York Station York YO24 1AB

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 2 to 4 August 2022

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Information about this inspection

The inspection team was assisted by the apprenticeship quality manager, 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

Andrea Shepherd, lead inspector Her Majesty’s Inspector Malcolm Fraser Her Majesty’s Inspector Alison Gray Ofsted Inspector Sue Slassor Ofsted Inspector Kieran Sheehan Ofsted Inspector 2 to 4 August 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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