Govia Thameslink Railway Limited

Further education and skills inspection report

p.1

Inspection of Govia Thameslink Railway 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

Govia Thameslink Railway Limited (GTR) is a national employer provider based in Central London. It is a train operating company that operates the Thameslink, Great Northern, Southern and Gatwick Express rail franchises. GTR has been teaching the level 3 train driver standards-based apprenticeship on its direct contract since March 2020. Apprentices work on the GTR railway network across London, Sussex and Surrey.

p.1

Information about this provider

At the time of the inspection, there were 85 adult apprentices studying the level 3 train driver standard. Of those, 17 apprentices were studying a level 2 qualification in English, 22 were studying a level 2 qualification in mathematics and around 20 were studying a level 2 qualification in information and communication technology (ICT).

p.1

Information about this provider

GTR works with their subcontractor The Skills Partnership to deliver English, mathematics and ICT training to their apprentices. This teaching takes place face to face at the GTR training centre based at its depot in Selhurst, South London. 26 to 28 October 2022

p.1

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

Most apprentices enjoy their learning. They feel privileged to work at GTR. The vast majority of apprentices stay on their programme. They greatly value the opportunity to hone their skills, gain an industry-recognised qualification and become licensed train drivers.

p.2

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

Leaders have created an inclusive environment. Apprentices, including those from ethnic minorities, feel that they are treated equally and fairly. Female apprentices state that in a male-dominant industry, they have parity and equity at GTR.

p.2

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

Leaders and managers set, and regularly reinforce, their high expectations for apprentices’ standards of behaviour, attendance and punctuality. Consequently, apprentices’ attendance in their learning and work is high. They know that any absence and lateness can cause delays to train services.

p.2

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

Apprentices do not have appropriate access to impartial careers advice and guidance. Staff give apprentices regular information about career progression opportunities within GTR. However, they do not provide apprentices any further guidance on different opportunities in other sectors for which their apprenticeship is relevant.

p.2

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

Apprentices do not have access to a planned wider curriculum to support their personal development beyond their qualifications. They do not have consistent opportunities to build on their interests or to develop a clear understanding of topics such as fundamental British values.

p.2

better?

Leaders and managers do not ensure that the different elements of the train driver standard are appropriately linked. Leadership and management of the apprenticeship provision is fragmented and distributed across the large organisation. Staff responsible for different aspects of the apprenticeship, such as initial assessment and off-the-job training, do not communicate and share information routinely. Consequently, leaders do not have clear oversight of the quality of the whole provision.

p.2

better?

Leaders and managers do not tailor the curriculum to apprentices’ individual needs. Staff do not use the results of initial assessments to set individual targets based on specific gaps in apprentices' knowledge. As a result, apprentices do not receive the support they need early enough in their apprenticeship, and most apprentices do not make the progress expected.

p.2

better?

Leaders sequence the curriculum for the train driver apprenticeship logically. For example, apprentices learn about safety critical communications such as personal track safety and signalling at the start of their programme. Trainers build on this knowledge to introduce the more complex topics of train dispatch, direct reports and 26 to 28 October 2022

p.2

3

booking systems later in the programme. Apprentices deepen their understanding of these topics and apply what they have learned through scenario practice on a train simulator. As a result, apprentices gradually build their skills and knowledge over time, which they apply competently at work.

p.3

3

All trainers and driver instructors are suitably qualified and vocationally competent to teach and assess in the transport and logistics sector. Trainers update their knowledge by meeting industry requirements such as completing a licence to practice assessment every three years. As a result, apprentices benefit from expert instruction and develop up-to-date knowledge and skills relevant to the sector.

p.3

3

Trainers and instructors provide inconsistent feedback to apprentices on their work. Trainers review end-of-unit assessments to correct misunderstandings and address gaps in apprentices’ knowledge. However, trainers do not provide sufficiently detailed and constructive feedback on the work apprentices complete in their lessons and online. As a result, apprentices do not understand what they need to do to complete their work. Too many apprentices struggle and fall behind.

p.3

3

Leaders have not planned and structured the curriculum for English, mathematics and ICT effectively. The curriculum is not aligned with the train driver standard or to apprentices’ job roles. For example, apprentices learn generic ICT skills relating to examination requirements rather than those specific to the railway industry. As a result, most apprentices do not value what they are taught. Apprentices’ progress in developing their knowledge of these subjects is too slow.

p.3

3

Staff do not monitor apprentices’ progress thoroughly. For example, trainers only review apprentices' progress against the train drivers’ competencies in progress reviews. They do not check what progress apprentices make towards their standard or the preparations for their final assessments. They do not have meetings with the apprentices and their line manager to review apprentices’ progress.

p.3

3

Leaders and managers do not ensure that apprentices are fully aware of the requirements of their final assessments. As a result, most apprentices do not understand what they need to do to complete their apprenticeship. A small minority of apprentices do not regard achieving all elements of their apprenticeship as essential. They prioritise achieving their train driver’s license and do not commit to completing their studies on time. This delays their progress.

p.3

3

Governors and senior leaders do not monitor the quality of all aspects of the apprenticeship programme. Leaders do not routinely report to governors on the quality of teaching their apprentices receive. They do not look at apprentices’ progress and achievements as a leadership team. Consequently, they do not have an accurate understanding of their strengths and areas for improvement. 26 to 28 October 2022

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders have put in place suitable policies and procedures to ensure the safety and well-being of apprentices. They promote a culture of safeguarding and health and safety across the organisation through rigorous staff training.

p.4

Safeguarding

Apprentices can access a good range of health and well-being support through the employee assistance programme. For example, apprentices receive counselling to manage their mental health if they have been involved in a traumatic incident.

p.4

Safeguarding

Apprentices feel safe. They know how to keep themselves and others safe. They are acutely aware of the risks associated with the role of a train driver. For example, apprentices learn how to identify and report any suspicious behaviour. They carry out safety checks thoroughly, even at busy times, to ensure the safety of their passengers.

p.4

Safeguarding

Leaders, managers and trainers do not routinely check apprentices’ depth of understanding and knowledge of wider safeguarding topics. As a result, most apprentices have a superficial understanding of broader risks, such as those related to extremism and radicalisation in their personal lives.

p.4

What does the provider need to do to improve?

 Senior leaders should ensure that apprentices have access to suitable opportunities to develop their interests and to gain a clear understanding of topics such as ‘Prevent’ and the fundamental British values, to support their personal development beyond their qualifications.  Senior leaders should ensure that apprentices receive impartial careers advice and guidance, so they are fully aware of the different options available to them beyond their current employer at the end of their apprenticeship.  Senior leaders should plan and teach an appropriate curriculum to develop apprentices’ knowledge of English, mathematics and ICT.  Senior leaders should ensure that trainers and instructors use information from apprentices’ initial assessment to identify individual support needs and to set specific targets to enable apprentices to make expected progress.  Senior leaders should ensure suitable quality checks and processes are in place to

p.4

What does the provider need to do to improve?

monitor the quality of teaching and apprentices’ progress, so they have an accurate oversight of their strengths and areas for improvement. 26 to 28 October 2022

p.4

Provider details

Address Monument Place 24 Monument Street London EC3R 8AJ

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors The Skills Partnership 26 to 28 October 2022

p.5

Information about this inspection

The inspection team was assisted by the Apprenticeship Specialist and the Apprenticeship Advisor, 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

Saher Nijabat, lead inspector His Majesty's Inspector Andrea McMahon His Majesty's Inspector Fazal Dad Ofsted Inspector 26 to 28 October 2022

p.6

7

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.7

7

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

7

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

7

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

p.7

7

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

p.7