GNR Training Limited

GNR Training Limited Monitoring visit report

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Name of lead inspector: Philippa Firth, His Majesty’s Inspector

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Inspection dates: 14 and 15 December 2022

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Type of provider: Independent learning provider

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Address: Number 1 Bawtry Gate Tinsley Sheffield S9 1UB Monitoring visit: GNR Training Limited, 14 and 15 December 2022

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

GNR Training Limited is an independent learning provider based in Sheffield, with training premises in Peterborough. At the time of the monitoring visit, 32 learners were studying on a level 3 diploma in engineering technology. All learners were over the age of 19.

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Insufficient progress

Leaders have a clear vision for the level 3 rail engineering technology course: to prepare learners for a career in the rail industry. They work closely with employers to ensure that the curriculum content meets the requirements of the sector. They identify the most appropriate optional units that provide learners with training that is current and relevant. As a result, most learners understand the professional skills they need when applying for job roles in the rail industry.

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Insufficient progress

Leaders do not have in place sufficiently rigorous quality assurance arrangements. They do not routinely update policies relating to quality assurance, and information is often out of date. Consequently, leaders do not have sufficient understanding of the strengths and weaknesses of the training that they provide.

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Insufficient progress

Leaders operate a flexible programme of study, and learners can join at any point in the year. They plan learning in a logical order for those learners who begin their programme at the start of the course. They begin with health and safety, followed by logistics and sustainability, before moving on to practical elements, such as environmental factors and the construction of rail track. However, learning is not as well planned for learners who start later. These learners join the course at its current point and, as a result, they do not have the initial knowledge and skills that they need to complete their assignments independently. They have to rely too heavily on individual support from their teachers to make progress. Monitoring visit: GNR Training Limited, 14 and 15 December 2022 Leaders do not analyse and use information collected about learners and their destinations well enough to evaluate the effectiveness of the curriculum or to inform

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Insufficient progress

teaching and course planning. As a result, they do not adjust the curriculum, where necessary, to meet learners’ needs.

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Insufficient progress

Leaders have recruited staff who are experts in the rail industry and who have extensive knowledge and experience. Teachers hold introductory teaching qualifications. However, leaders do not ensure that teachers recognise the teaching skills that they need to improve or understand what they already do well. When leaders do identify weaknesses, teachers do not take action to improve, such as adapting course content to suit learners’ needs. As a result, the quality of teaching is not consistently effective.

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Insufficient progress

Teachers do not use the information that they collect about learners’ starting points well enough to plan learning. They carry out assessments to determine the levels of learners’ English and mathematics skills and conduct individual interviews before deciding if learners are appropriate for the course. However, they do not adapt their teaching or set targets based on the abilities of each learner. For example, a few learners for whom English is an additional language rely on support from their families to complete assignments, as they struggle with meeting the written English requirements of the course.

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Insufficient progress

Teachers help learners to develop their mathematical skills well. They teach learners how to carry out industry-relevant calculations and measurements. For example, learners carry out complex calculations using specific formulas they will use in the rail sector. Learners demonstrate that they can use these skills competently in their assignments.

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Insufficient progress

Teachers monitor the progress that learners make and identify those who are falling behind. They work carefully with learners to establish the reasons why they are behind and provide useful individual support sessions to help learners catch up.

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Insufficient progress

Leaders ensure that learners receive effective careers advice and guidance. This helps learners to understand their next steps, either into relevant jobs in the rail industry or onto further study, including studying engineering at university.

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Reasonable progress

Monitoring visit: GNR Training Limited, 14 and 15 December 2022 Leaders have created a culture of safeguarding. They have established useful links with relevant external agencies, such as the police and Samaritans, so that they are able to directly refer learners with issues or concerns to them for support.

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Reasonable progress

The designated safeguarding lead (DSL) is suitably qualified and experienced. The DSL keeps staff fully up to date on safeguarding matters. Any safeguarding concerns are dealt with swiftly.

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Reasonable progress

Learners feel safe and know to whom they should report concerns. Leaders and teachers ensure that learners understand the dangers they may face in the rail industry. Learners understand that, depending on what angle of track they are working on, their sight could be impaired and they need to ensure they have a ‘look out’ on hand.

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Reasonable progress

Leaders have a ‘Prevent’ policy and risk assessment in place. They invite the police in to deliver ‘Prevent’ duty training so that learners are aware of the signs of extremism and know who to report any concerns to. Monitoring visit: GNR Training Limited, 14 and 15 December 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.

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Reasonable progress

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 .

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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