Floortrain (GB) Limited

Inspection dates: 27 to 30 September 2022

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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

Floortrain (GB) Limited is an independent learning provider which has its head office in Doncaster and an additional centre in Walthamstow. It provides training to apprentices across England. The provider started to deliver apprenticeships in 2011, working as a subcontractor, and then started to deliver directly funded apprenticeships from January 2018. At the time of the inspection, 215 apprentices, all of whom were on the level 2 floorlayer standards-based apprenticeship, were on programmes. 27 to 30 September 2022

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

Apprentices benefit from effective support to become more active citizens. Staff treat apprentices with tolerance and respect and encourage them to do the same with their peers and people they may encounter in the workplace. Apprentices know to be mindful of customers’ needs and to be tolerant of different opinions and beliefs. They understand the need to demonstrate professional behaviours when working in sensitive settings, such as schools and hospitals.

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

Staff support apprentices’ health and well-being effectively through resources such as the Floortrain smartphone application, that gives apprentices access to information and support. In addition, leaders have recently begun to offer a range of additional, certificated courses that apprentices can access. These include drug and alcohol awareness and addressing sexual harassment in the workplace.

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

Apprentices benefit from a positive atmosphere in structured lessons, where tutors encourage them to draw on their own experiences from work. Apprentices are positive, engage well with their planned learning and show courtesy and motivation. They take pride in their achievements and strive to perform to the best of their ability.

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

Apprentices benefit from impartial careers guidance from the National Careers Service. In addition, tutors draw on their own industry experience to provide helpful careers advice to apprentices during their programme and as they approach the end of their apprenticeship. As a result, apprentices know about a range of options and qualifications that are open to them to support their career growth and development.

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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, in the workplace and online. They receive information on safe working practices as part of their induction, and quickly develop their understanding of the safety-critical nature of the industry in which they work. They are provided with helpful training at their induction, which is further reinforced through discussions about potential local risks, such as knife crime, county lines and gang culture. Apprentices know whom to go to should they have any concerns, and feel confident to report issues, knowing that staff will take swift and appropriate action.

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better?

Leaders and managers have a clear purpose to provide apprenticeships in the floorlaying industry and to fill skills gaps in an ageing workforce. They use their extensive experience and work alongside employers and flooring manufacturers to ensure that apprentices develop the knowledge, skills and behaviours to become successful floorlayers, using a range of products and tools.

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better?

Leaders and managers employ tutors with significant experience in the flooring sector. They ensure that tutors keep up to date with their vocational skills, and 27 to 30 September 2022

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provide them with helpful training, such as preparing apprentices for end-point assessment (EPA), developing schemes of learning, mentoring, using functional skills resources and developing online teaching skills. Tutors share best practice, including accurate assessment of apprentices’ practical skills, use of training rigs and conducting progress reviews.

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Tutors structure and sequence the curriculum effectively to meet the needs of the industry. Apprentices benefit from thoughtful learning programmes that include a wide range of relevant activities provided both through face-to-face sessions and online. Tutors front-load the programme with theory before apprentices go on site to practise their new knowledge within the industry. They sequence the content of individual curriculum modules well. For example, they teach apprentices the mathematical skills and knowledge needed for estimating and then how to apply this when costing and measuring.

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Apprentices benefit from high-quality off-the-job training. Tutors work with employers to ensure that apprentices have access to what they need to develop new knowledge, skills and professional behaviours in line with the apprenticeship standard. However, in a few instances, employers do not release apprentices for training frequently enough. Trainers have tried to reinforce the requirement for regular attendance at training, but this issue continues in a few cases.

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Tutors successfully meet the needs of apprentices with additional learning needs by designing an effective bespoke curriculum for them. Where necessary, they break tasks into smaller, accessible parts so that apprentices with additional learning needs can develop their skills and knowledge and make progress in line with their peers.

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Tutors use a variety of effective teaching methods to ensure that apprentices develop detailed knowledge across the curriculum. They use activities such as demonstration, observation, quizzes and tests effectively. Tutors end sessions with a thorough plenary which evaluates the progress that each apprentice has made during the session. They then provide apprentices with useful feedback on areas that they need to improve.

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Apprentices gain skills in carrying out a wide range of tasks, including fitting stair carpets and flat flooring. They develop specific skills in measuring angles for carpets to get a better finish and cutting accurately around fireplace hearths and radiator pipes, before moving on to linear and dog-leg staircases.

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Tutors develop apprentices’ English and mathematical skills throughout their apprenticeship programme. Apprentices leave the programme with the skills required to support them in the industry. Tutors encourage learners to use subject- specific, professional and technical vocabulary through feedback in sessions and as part of the work that they complete. In mathematics, apprentices develop skills in completing advanced calculations using Pythagoras’ theorem, and apply this well to carrying out measurements. 27 to 30 September 2022

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Tutors provide apprentices with effective individual coaching to prepare them for EPA. Towards the end of their programme, apprentices attend the training centre on a weekly basis to carry out mock tests and professional discussions. They are also provided with time to practise repeatedly the more complex aspects of cutting and welding cap and cove vinyl flooring. A high proportion of apprentices complete their apprenticeship, and many achieve high grades at EPA.

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Board members have a clear overview of the provision, including the progress that apprentices make and the quality of training. They have frequent contact with operations directors and have access to live reports detailing all aspects of the apprenticeship, including apprentices’ attendance, EPA success rates, the results of training observations and apprentices’ progress. They provide support and challenge to the operations directors and set problem-solving tasks when issues arise. Board members described how, as part of previous subcontracting arrangements, they had external scrutiny that helped to improve the quality of apprenticeships, and they recognise a need to establish similar arrangements to maintain the quality of the current provision and continue to improve.

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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 that they use to keep apprentices safe, paying close attention to local risks, radicalisation and extremism. Apprentices receive clear instructions on how to report a concern, including using a designated email address. Information about designated safeguarding leads (DSLs), including their contact details, is clearly promoted within the premises.

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Safeguarding

DSLs are appropriately trained and experienced for the role. They liaise closely with local authorities and the regional ‘Prevent’ coordinator to keep up to date with local and national risks, including county lines and knife crime. DSLs share the information with staff, who, in turn, discuss it with apprentices.

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Safeguarding

Apprentices benefit from helpful training during their programmes to gain an understanding of sexual harm and peer-on-peer abuse. They know how to report any concerns and are confident that staff will deal with these appropriately. The very few female apprentices feel well supported both at work and in the training centre. They are confident that any concerns would be dealt with appropriately.

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What does the provider need to do to improve?

 The provider should ensure that all employers release apprentices for planned off- the-job training.  The provider should strengthen the arrangements for governance to ensure that leaders are held fully to account for the quality of apprenticeships. 27 to 30 September 2022

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Provider details

Address Unit 1 Hutton Business Park Bentley Moor Lane Carcroft Doncaster DN6 7BD

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Provider details

Principal, CEO or equivalent Stuart Williams

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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 27 to 30 September 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 His Majesty’s Inspector Sarah Seaman His Majesty’s Inspector Cath Jackson His Majesty’s Inspector Andrew Scanlan Ofsted Inspector Graham Baker Ofsted Inspector Martin Bennett Ofsted Inspector 27 to 30 September 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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