Multi Trades Training Ltd

Further education and skills inspection report

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Inspection dates: 31 January to 2 February 2023

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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

Multi Trades Training Ltd (MTT) was founded in 2018 and offers apprenticeships in different areas of construction. MTT provides 12 apprenticeship standards, almost all of which are at level 2. Currently, 129 apprentices are on programme, with around half of these aged 16 to 19. The apprenticeship standards with the greatest numbers of apprentices are plasterer with 17 apprentices, bricklayer with 15 apprentices and carpentry and joinery with 14 apprentices. Most employers are based in Berkshire, but staff also work with employers across the country. Leaders use a blended learning model, with remote teaching sessions running alongside practical sessions taught in mobile workshops. MTT does not subcontract any provision. 31 January to 2 February 2023

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

Almost all apprentices quickly develop the skills they need to apply theory to practice, produce high-quality practical work and become valued employees. As a result of their training, they become more confident about their work, learn to work effectively as a member of a team and understand how to work safely on site.

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

Apprentices behave extremely well, both at work and in learning sessions. They are courteous, helpful and forthcoming. They respect teaching staff and their peers, participating in group discussions respectfully. In virtual training sessions, they wait their turn to speak and answer questions well when asked. Apprentices are highly satisfied with the quality of the training they receive. They enjoy their work and their learning.

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

Apprentices learn vital communication skills quickly, which helps them in the workplace. They know how to adapt their language depending on who they are talking to. For example, they understand the importance of communicating formally with clients and the site foreman.

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

Apprentices feel safe and understand how to report any concerns. They respect the dangers of the construction industry environment and act accordingly. Apprentices understand the importance of using power tools safely and know the value of wearing correct personal protective equipment.

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better?

Leaders have a sensible and well-planned rationale for the apprenticeships that they offer. They have recognised the need for more skilled workers in different parts of the construction industry. They have developed a suite of complementary and flexible apprenticeships to give apprentices, most of whom are new to the trade, the skills they need to work successfully on site.

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better?

Leaders have improved quality assurance systems substantially since the new provider monitoring visit. They now identify well the strengths and weaknesses of taught sessions and support skills coaches effectively to develop their teaching skills. They check that apprentices receive their entitlement to off-the-job training well. Leaders have effective processes in place to ensure that apprentices who need to gain their English and mathematics qualifications can do so, although too few apprentices achieve these qualifications at the first attempt. Leaders, managers and staff know their apprentices well, track their progress carefully and support them very effectively. For example, leaders identify those apprentices who are looked after and those who may be vulnerable and check that they make the same progress as their peers. They ensure that any apprentices who fall behind or need extra support benefit from useful one-to-one sessions, which helps them to catch up quickly.

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Current governors are suitably skilled and experienced and receive useful training to help them understand their roles. They challenge leaders effectively to improve the quality of provision. Leaders and governors have sensible plans in place to enhance and strengthen the membership of the board, but it is too early to judge the effectiveness of these plans.

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Leaders appoint teaching staff with practical experience of working in building trades and ensure that they stay up to date with recent developments in the construction industry. Staff are proud to work at MTT and speak enthusiastically about the skills and passion of their leaders. They feel that leaders motivate them well and consider their well-being to be of great importance. As a result, staff take great pride in their work.

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Employers rightly value the flexibility of the apprenticeships that MTT offer. They speak very enthusiastically about the new knowledge, skills and behaviours that apprentices develop as a result of their training. Employers value the frequent and detailed communication they receive from staff, which helps them to understand the progress that their apprentices are making. They particularly appreciate the well- equipped mobile training facilities that leaders offer, which enables apprentices to learn with minimal time off site.

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Leaders and skills coaches have planned their apprenticeships carefully and effectively to ensure that apprentices learn in a sensible and logical way. Staff check diligently with employers to ensure that most apprentices learn the skills they need for current and future employment. Leaders are ambitious for what they want their apprentices to achieve, helping them gain useful additional qualifications that enable them, for example, to use heavy machinery safely.

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In most taught sessions, skills coaches explain construction theory carefully. They demonstrate the techniques that enable apprentices to achieve high-quality practical work effectively. Skills coaches check apprentices’ understanding well. For example, they explore with apprentices why plaster should be applied in particular directions to ensure even coverage. They help apprentices understand professional ways of working, such as using a mixture of paint and water on bare plaster to avoid cracking. Skills coaches give apprentices useful and relevant feedback on their practical and written work, which helps apprentices correct errors and improve the quality of their work. For example, apprentices use feedback from assessments to consider aspects such as meeting minimum height regulations when plastering and understanding the type of plaster and levels of aggregate required when working with porous and non-porous surfaces.

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As a result of their effective and well-planned on- and off-the-job training, almost all apprentices build their knowledge and skills well. For example, brickwork apprentices learn about datum to gauge the height of a wall and understand the importance of laying block work level. Kitchen fitting apprentices develop the confidence and ability to fit out a kitchen on their own, understanding how to use, for example, a mason’s mitre on laminate worktops. Apprentices studying painting and decorating learn to create effects that mimic marble and wood grain for interior 31 January to 2 February 2023

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design. Most apprentices understand how they will be assessed at the end of their apprenticeships. All of the small number of apprentices who have finished their apprenticeships achieved their qualifications. Currently, only very small numbers of apprentices gain higher grades.

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Staff model profession behaviours well, enabling apprentices to develop a strong work ethic and helping them to understand the importance of clear communication and the correct use of terminology. Apprentices attend work and training activities well. They arrive punctually, well prepared for work and with the appropriate equipment and attitudes.

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Leaders have developed an effective curriculum to help apprentices learn about topics relevant to their wider lives. Staff ensure that apprentices learn about topics such as sexual harassment, the dangers of county lines, British values and staying safe from extremism and knife crime. Staff help apprentices learn about the importance of treating others with dignity and respect. Most apprentices retain this knowledge well.

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Although most apprentices know that they will be continuing their trades with their employer at the end of their apprenticeships, their knowledge of the options their skills give them after their apprenticeships is limited. Leaders recognise the need to improve further the quality and effectiveness of careers advice and guidance so that all apprentices are clear about all the options open to them when completing their apprenticeships.

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Leaders acknowledge that they need to improve further apprentices’ awareness of how to stay safe when working online. They have sensible plans in place to enhance apprentices’ knowledge of this topic, but it is too early to judge the effectiveness of these plans.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have substantially strengthened their safeguarding systems since the new provider monitoring visit. Well-trained and knowledgeable safeguarding leaders ensure that staff and apprentices understand safeguarding procedures and know how to report concerns. Safeguarding staff record concerns carefully and involve external agencies when appropriate. Leaders check carefully that employers understand the importance of adhering to MTT’s safeguarding policies and procedures. Leaders ensure that staff are safe to work with learners. Staff receive useful and frequent safeguarding training to keep their knowledge up to date. Leaders and staff ensure that apprentices prioritise health and safety well.

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 Leaders should improve the quality of careers advice so that apprentices understand all options open to them after completing their apprenticeships.  Leaders, managers and staff should ensure that more apprentices understand how to achieve higher grades in their final assessments.  Leaders should ensure that all apprentices understand fully how to stay safe online at the start of their apprenticeships. 31 January to 2 February 2023

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Provider details

Address Shalford Dairy Back Lane, Wasing Estate Reading RG7 4NB

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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 31 January to 2 February 2023

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Information about this inspection

The inspection team was assisted by the chief executive officer, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit 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

Andy Fitt, lead inspector Ofsted Inspector Mark Hillman His Majesty’s Inspector Shane Langthorne His Majesty’s Inspector 31 January to 2 February 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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