London General Transport Services Limited

Further education and skills inspection report

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Inspection of London General Transport Services Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Provision for learners with high needs Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

London General Transport Services Limited (LGTSL) is part of the Go-Ahead group, one of the largest transport companies in London, with approximately 6,000 bus drivers. At the time of the inspection, there were 536 apprentices studying the level 2 passenger transport driver standards-based apprenticeship. Apprentices are all above the age of 19 years.

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Information about this provider

Training takes place at the main centre in Camberwell, Southwark, and across 17 bus garages throughout Greater London.

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Information about this provider

LGTSL subcontracts to Learnmore Network Limited for the delivery of English and mathematics. 15 to 17 August 2023

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

Apprentices feel proud to study with LGTSL and work as apprentice bus drivers. This pride is reflected in their exemplary attitudes towards, and enthusiasm for, their training. Apprentices enjoy their time at the training centre and are well prepared when they move to garages to begin work as bus drivers. They receive good support from workplace mentors when in the garages.

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

Apprentices receive high-quality driver training, using up-to-date resources. For example, they train on new mirrorless buses, which requires drivers to use monitors instead of mirrors. Apprentices learn the technical and customer service skills and knowledge that they need to work confidently and competently as bus drivers.

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

A community of expert staff, who are passionate about bus driving, helps apprentices to become more resilient. For example, apprentices who do not pass theory or practical tests the first time are supported by staff, who give them extra coaching and encouragement to persevere with their studies.

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

Apprentices have good opportunities to celebrate their achievements. For example, leaders organise a graduation ceremony to celebrate when apprentices complete their programme. This adds to the powerful sense of community at LGTSL.

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

Apprentices receive good careers advice and guidance related to the bus transport industry. Staff give apprentices good insights into areas such as tendering and scheduling, bus control room and garage management. Apprentices develop an understanding of routes into careers in other areas of the company, and they have been promoted into roles such as i-bus controllers, mentors and garage managers.

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

Apprentices feel safe at the training centre and at work. They understand how to keep themselves and their passengers safe. Apprentices feel confident that if they have concerns, staff will take them seriously and deal with them effectively.

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better?

Leaders and managers have created a well-sequenced curriculum that provides apprentices with the knowledge, skills and behaviours they need to become good bus drivers. Apprentices undergo an initial period of training at LGTSL’s main training centre in Camberwell before they begin work as drivers in one of the bus garages across London. Tutors teach apprentices topics that mirror those that they learn about on the job as drivers. For example, essential health and safety and driver training are covered early in the training. Later in the programme, when apprentices have experienced driving passengers on their routes, apprentices learn about customer service. This means that they can relate more easily to the subject and bring in examples from their own experience. 15 to 17 August 2023

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Apprentices are taught by well-qualified and experienced tutors, who share their knowledge and expertise to bring the curriculum content to life. For example, tutors who drove the old Route Master buses use their experience to initiate class discussions about how modern buses are better designed for passengers with disabilities. Apprentices appreciate these opportunities to learn from tutors who have a deep, longstanding knowledge of buses and bus driving.

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Tutors make good use of a range of resources and teaching techniques in online and classroom-based lessons. Tutors are adept at using videos, presentations, discussions, questioning and online quizzes to teach apprentices. They make lessons interesting and enjoyable. As a result, apprentices engage well and are highly focused.

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Tutors use rigorous, well-designed assessments in lessons to check apprentices’ knowledge and understanding. They encourage apprentices to be confident, inquisitive and to ask questions freely. As a result, tutors have good oversight of how well apprentices understand the new knowledge and skills that they are taught, and they can correct misunderstandings. Apprentices remember what they have been taught and apply their knowledge accurately in their work.

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Tutors provide specific and practical advice on how apprentices can improve their knowledge, skills and behaviours. After practical observations of apprentices carrying out pre-service bus checks, assessors give useful feedback to apprentices. For example, they remind apprentices to be alert to the sound of unusual air releases that could indicate problems with the brakes. Apprentices therefore develop essential skills that will help keep them and their passengers safe.

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Tutors embed the use of English and mathematics well into the training. For example, apprentices are required to calculate their arrival times at different points along a route. They become confident in their use of numbers and appreciate the relevance of improving their numeracy to become better bus drivers.

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In the majority of cases, staff set apprentices suitable targets following each assignment and in monthly review meetings. Apprentices know what it means to perform their duties to a high standard and how they can make progress towards meeting these standards. However, tutors do not consistently set useful targets for apprentices who need to achieve English and mathematics qualifications. Tutors of English and mathematics do not identify well enough apprentices’ specific areas for development. As a result, too many of these apprentices are not clear on how to improve their English and mathematics and do not pass the required qualifications.

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A small minority of apprentices have taken longer than planned to finish their apprenticeship because they have not completed planned English and mathematics qualifications. Leaders and managers have taken effective measures to increase the proportion of apprentices who achieve their planned learning goals for English and mathematics qualifications. However, a small minority of apprentices remain past the date by which they should have completed their programme. 15 to 17 August 2023

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Staff skilfully embed training about fundamental British values into the curriculum. For example, tutors teach apprentices the importance of complying with the law when they carry out pre-service vehicle checks. Apprentices are treated fairly in a culture in which they embrace and celebrate diversity. They learn that tolerance and appreciation of difference are essential when working with the diverse customer base they will be serving on the London bus network.

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Leaders and managers provide good opportunities for apprentices to broaden their interests beyond the apprenticeship curriculum. For example, apprentices join groups and clubs that reflect their personal interests, such as cycling or football. Staff encourage apprentices to enter national apprenticeships and bus driver competitions with much success.

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Leaders, managers and those responsible for governance have good oversight of the quality of the apprenticeship programme. They understand well the strengths and weaknesses of the training they provide, including those of the subcontracted provision of mathematics and English. They know the reasons why a minority of apprentices in recent years have not stayed to the end of their programme and have taken positive action to rectify this. The board meets frequently, and there are clear lines of accountability and responsibility for actions arising from the meetings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers foster a strong culture of safeguarding. Staff with responsibility for safeguarding are suitably trained. They make sure that apprentices receive the help and support they need in the training centre and at the garages.

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Safeguarding

Leaders have developed robust safeguarding and ‘Prevent’ duty policies and practices that take into account local and sector-specific risks.

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Safeguarding

Leaders have appropriate policies and processes in place to ensure that suitable staff are recruited to teach apprentices. For example, leaders conduct rigorous pre- employment checks and ensure compliance with safer recruitment practices.

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What does the provider need to do to improve?

 Leaders should further increase the proportion of apprentices who complete their qualification within the planned time by improving the quality of mathematics and English teaching of their subcontractor. Leaders should ensure that English and mathematics tutors set useful targets for apprentices so that they know how to improve.  Leaders should continue to implement measures to improve the retention of apprentices to increase the proportion who complete their programmes and achieve their end-point assessment. 15 to 17 August 2023

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Provider details

Address GO AHEAD LONDON 1 Warner Road LONDON SE5 9LU

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Provider details

Principal, CEO or equivalent John Trayner

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Learnmore Network Limited 15 to 17 August 2023

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Information about this inspection

The inspection team was assisted by the apprenticeship 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

Claudia Harrison, lead inspector His Majesty’s Inspector Joanna Walters His Majesty’s Inspector Jon Bowman His Majesty’s Inspector Sue Hasty His Majesty’s Inspector 15 to 17 August 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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