Infra Skills

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Infra Skills is an independent learning provider based in Aston, West Midlands. The provider has offered adult learning programmes through funding received from the West Midlands Combined Authority since May 2020. At the time of the inspection, there were fewer than five learners following the providers’ three-week employability programme designed to help the unemployed into careers in the rail industry. The programme includes a range of industry-specific qualifications required to enter the sector, including personal track safety, small plant, and trackside induction. All learners are guaranteed a job interview with a prospective employer upon successful completion of their programme. The provider does not work with any subcontractors. 25 to 27 January 2023

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

Learners enjoy their learning and are keen to achieve their best. They are highly motivated and make good progress in developing skills that help them to learn independently. This prepares them well for the demands associated with the workplace and has a significant positive impact on their personal lives.

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

Learners develop significant new knowledge, skills and behaviours as a result of their studies. The large majority go on to achieve the qualifications they need to enter the rail industry. As a result, a high number of learners progress to a guaranteed interview, and a significant majority achieve sustained employment in the rail industry.

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

Learners value the individualised support they receive to build their confidence in being able to communicate effectively with their peers and trainers. They are respectful to each other and demonstrate a positive attitude towards their learning. Learners’ conduct in the training centre closely mirrors the required standards associated with the rail industry and the professional behaviours expected of them in the workplace.

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

Learners benefit from support to extend their understanding of the importance of keeping fit and healthy. Trainers support them to develop strategies to protect their mental health and well-being in coping with the demands associated with working unsociable hours in the rail industry.

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

Learners feel safe and know how to report concerns. They develop a precise understanding of the health and safety requirements associated with the rail industry and follow safe working practices in practical training areas.

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better?

Leaders and managers have selected a curriculum for adults that aims to help the unemployed and those most hard to reach, such as ex-offenders, into long-term sustained employment. Learners develop the knowledge, skills and behaviours needed to pass the mandatory qualifications required to enter sustained employment in the rail industry.

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better?

Leaders have developed close working relationships with employers and agencies such as Jobcentre Plus, the Department for Work and Pensions, and offender learning providers to offer their courses to a broad range of unemployed learners within the Birmingham area.

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better?

Leaders ensure that the curriculum is well planned to include content that enables learners to develop specialist knowledge and skills for future learning and employment in the railway industry. For example, trainers prioritise the early delivery of essential learning related to the application of ‘lifesaving rules’ and safe working 25 to 27 January 2023

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practices. As a result, learners quickly develop a safety-first culture that underpins their vocational learning.

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Learners benefit from access to specialist railway-related training resources that replicate those found in the sector. For example, the rail track simulation training area provides a safe and realistic environment for learners to practise their skills and demonstrate their competency. As a result, they are able to practise and hone their vocational and technical skills and knowledge in using specialist equipment used in the installation, rectification and repair of track-related infrastructure.

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In practical sessions, trainers support learners to develop their knowledge of safely planning and completing a range of track maintenance and renewal tasks using a variety of small hand tools. For example, using these tools, learners gain confidence in how to ensure sufficient ballast is laid to provide a stable track bed when installing rail sleepers. As a result, learners quickly develop useful practical skills, which they will need when working in the rail industry.

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Trainers support the development of learners’ skills in English through the emphasis they place on the correct use of railway specific terminology. Learners are able to correctly identify and communicate to others the different components of a clip rail fastener used to secure rail track to a railway sleeper. However, trainers do not systematically use opportunities that occur within the curriculum to support learners to develop and extend their skills in mathematics.

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Trainers make effective use of the results of classroom and practical assessments to develop individual targets that help learners to focus on the areas they need to improve. Learners’ progress is regularly assessed, and this is recorded in training logs. As a result, learners can identify a clear link between what they have learned and further learning they need to undertake that will allow them to be successful.

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Leaders have a clear understanding of the strengths and weaknesses of the courses they offer and take rapid action to intervene where changes are required. For example, leaders recently restructured the order of the curriculum after identifying that a few learners were not progressing between phases as a result of an absence of practical, skills-based activities in phase one. They have taken steps to rectify this and added practical activities early in the programme to keep learners engaged while they complete the mandatory theoretical aspects of their course.

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Leaders ensure that teachers develop their teaching skills through regular planned professional development and provide additional training where an area for development is highlighted through quality improvement activities. Tutors are highly qualified and experienced vocational experts who undergo rigorous re-certification of their vocational knowledge on an annual basis.

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Leaders have in place suitable arrangements for oversight of the quality of the education they provide. Those responsible for governance are experienced in the field of education and regularly hold leaders to account. They demonstrate a clear understanding of the strengths and areas for improvement within the curriculum and 25 to 27 January 2023

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provide regular support and challenge to leaders to improve learners’ learning experiences.

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Most learners are not supported to develop sufficient knowledge and understanding of topics associated with life in modern Britain. While they are aware that these topics have been introduced at the start of their course, these themes are not discussed or reinforced throughout their programme. As a result, too few learners can recall the detail of these topics or how they relate to the areas in which they live and work.

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Adult learners benefit from effective and impartial careers advice prior to enrolment and throughout their course. They understand the demands of the course and the range of career pathways available to them on completion.

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Trainers provide learners with effective employability support as they near the end of the programme, covering topics such as CV writing, job applications and mock interviews. As a result, learners have realistic aspirations of their next steps in securing employment in the rail sector.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have appointed a suitably qualified designated safeguarding lead (DSL), who is supported by a team of trained safeguarding staff. The DSL has in place appropriate policies and procedures to safeguard learners, including procedures for the safe recruitment of staff and the effective recording and referral of safeguarding.

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Safeguarding

The curriculum that adults follow has been designed with a significant focus on safe working practices in the rail industry. As a result, learners develop detailed knowledge, which helps them to keep themselves and others safe when working in potentially dangerous environments.

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What does the provider need to do to improve?

 Leaders should ensure that learners are supported to develop their mathematics skills to better prepare them for their next steps.  Leaders should ensure that all learners develop a deeper understanding of life in modern Britain and associated topics to allow them to identify any risks in the environments where they live and work. 25 to 27 January 2023

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Provider details

Address Tech Block Gee Business Centre Holborn Hill Birmingham B7 5JR

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Provider details

Principal, CEO or equivalent Richard Toy

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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 25 to 27 January 2023

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Information about this inspection

The inspection team was assisted by the general 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

Stuart Collett, lead inspector His Majesty’s Inspector Victor Reid His Majesty’s Inspector 25 to 27 January 2023

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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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