Govia Thameslink Railway Limited

Govia Thameslink Railway Limited Report following a monitoring visit to a ‘requires improvement’ provider

p.1

Name of lead inspector: Joanna Walters, His Majesty’s Inspector

p.1

Address:

Monument Place 24, Monument Street London EC3R 8AJ Monitoring visit: Govia Thameslink Railway Limited, 23 and 24 August 2023

p.1

Context and focus of visit

Govia Thameslink Railway Limited (Govia) was inspected in October 2022. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

p.2

Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

p.2

Reasonable progress

Leaders and managers have made improvements to address the weaknesses identified at the previous inspection. They have put in place suitable quality assurance processes and systems to review the provision. This includes a thorough and sustainable action plan that they review frequently. Leaders and managers have taken actions that have a beneficial impact on apprentices’ experiences.

p.2

Reasonable progress

Senior leaders provide effective governance of the apprenticeship programme. They meet frequently with leaders and managers to review the improvement plans and discuss the progress that apprentices make. As a result, they have a secure oversight of the provision. They support leaders and managers effectively to make improvements.

p.2

Reasonable progress

Leaders and managers have effective oversight of the quality of teaching, learning and of the support apprentices receive from staff. Leaders and managers, including senior leaders, carry out learning walks and observations of training sessions to establish the quality of teaching and learning apprentices receive. They provide advice and guidance to trainers on how to improve their teaching skills. As a result, apprentices benefit from effective teaching and learning.

p.2

Reasonable progress

Leaders and managers do not have effective oversight of the quality of subcontracted teaching of English, mathematics and information and communication technology (ICT). Leaders are yet to carry out thorough quality assurance checks on the quality of teaching and curriculum content for these subjects. A high proportion of apprentices do not develop sufficient new knowledge and skills when they study the level 2 ICT curriculum. Monitoring visit: Govia Thameslink Railway Limited, 23 and 24 August 2023

p.2

Reasonable progress

Since the previous inspection, leaders have taken appropriate action to make sure that staff teach the curriculum in a logical order so that different elements of the train driver standard are appropriately linked. For example, apprentices learn fundamental railway knowledge and reporting for duty requirements, before moving on to more complex tasks such as signalling, and safe train dispatching from stations. As a result, apprentices develop well their confidence and new knowledge, skills and behaviours.

p.3

Reasonable progress

Leaders have reorganised effectively how functional skills English and mathematics and ICT are taught. Trainers now teach these subjects in blocks of five days for each subject. Trainers embedded functional skills effectively into the train driver curriculum. For example, apprentices, develop their use of mathematics by learning about stopping distances for trains. They develop their use of English when writing train crew report forms. However, trainers are not yet using well enough the results of apprentices’ first assessment to create an individual curriculum for them. For example, ICT trainers do not teach a curriculum that sufficiently challenges a high proportion of apprentices so that they develop new knowledge and skills.

p.3

Reasonable progress

Trainers use an effective range of teaching methods to develop apprentices’ knowledge and check their understanding. Trainers plan assessments effectively into their teaching. For example, trainers use recap and questioning very effectively during lessons. Trainers give helpful feedback to apprentices on their end-of-module assignments. They make good reference to the rule book when additional research is required. As a result, the vast majority of apprentices achieve their learning goals.

p.3

Reasonable progress

Staff work in a highly collaborative way to provide a range of effective support and feedback to apprentices. They provide constructive feedback to apprentices each time they complete their on and off-the-job activities. For example, driving instructors provide apprentices with detailed feedback on their performance each time they drive a train. Classroom trainers use this feedback and revise with apprentices any topics they have not remembered. Apprentices feel well supported and have a sound understanding of areas they need to improve to become competent train drivers.

p.3

Significant progress

Leaders and managers have made significant improvements to the range of personal development opportunities to which apprentices have access. For example, apprentices have access to a broad range of e-learning courses which include well- Monitoring visit: Govia Thameslink Railway Limited, 23 and 24 August 2023 being, lone working, and writing. Newly recruited apprentices complete a range of online training such as on suicide prevention, equality and diversity, customer service and dealing with suspect packages and passengers.

p.3

Significant progress

Leaders and managers give good support to apprentices for their personal development. For example, they give information on how to maintain high levels of concentration as a train driver. Staff teach apprentices the importance of good quality sleep, how to remain mentally and physically healthy, and how to have a healthy diet. Managers teach apprentices about fundamental British values and link these well to the company values. As a result, apprentices have a detailed understanding of fundamental British values and how they apply in their work and personal lives.

p.4

Significant progress

Staff provide clear information to apprentices about the various career routes and further study opportunities available within the train industry once they complete their training. They share this information with apprentices from the start of, and throughout their programme. As a result, apprentices have a good understanding of the roles and training available to them in the future. Monitoring visit: Govia Thameslink Railway Limited, 23 and 24 August 2023 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

p.4

Significant progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

p.5

Significant 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 .

p.5

Significant progress

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.5

Significant progress

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

p.5

Significant progress

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

p.5