Northern Trains Limited

Further education and skills inspection report

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Inspection dates: 13 to 16 February 2024

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Overall effectiveness Good

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

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Information about this provider

Northern Trains Limited (NTL) became an employer learning provider in February 2022. Based in Manchester, NTL is the second largest train operating company in the United Kingdom. At the time of the inspection, there were 382 apprentices. There were 196 apprentices studying the level 2 passenger transport operative standard and 186 apprentices studying the level 3 train driver standard. NTL works with one subcontractor partner to deliver functional skills training in English and mathematics to apprentices. All apprentices are over the age of 19.

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Information about this provider

Apprentices study their off-the-job training in NTL training academies, which are based in Manchester and Leeds. Apprentices work in depots across the north of England. 13 to 16 February 2024

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

A highly effective chain of care supports apprentices should they suffer trauma during their working day. Apprentices receive support from counsellors and a supported return to work after the trauma. Apprentices benefit from financial support for travel, subsistence and accommodation required for training. Apprentices greatly value the holistic support they receive.

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

Leaders provide an employee support programme, which supports apprentices with their physical and mental well-being. Apprentices benefit from a range of activities, such as walking groups, discounted gym membership and access to mental health champions.

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

Apprentices develop their confidence and resilience through a strong pastoral support system. They are taught how to cope with shift work and the effect this can have on their lives and well-being, as well as the lives of their families.

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

Apprentices develop their awareness of fundamental British values during the induction programme and through progress reviews. They know how to identify potential risk situations on both platforms and trains. Apprentices talk confidently about mutual respect, the rule of law and potential risk situations at work. However, a few apprentices do not develop a deep enough understanding of how to keep themselves and others safe from extremism and radicalisation.

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

Apprentices are prepared exceptionally well for their job roles. Staff set apprentices very high expectations for work behaviours and attitudes. Apprentices are committed to their training and demonstrate very high standards of professional behaviours. Apprentices have high attendance and punctuality at the academy and are proud to work for NTL.

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

Apprentices quickly gain an understanding of the importance of safety within the rail industry. Staff create a safe learning and working environment, which permeates throughout the organisation. Staff promote a strong emphasis on personal safety and the safety of others.

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better?

Leaders have a clear rationale for the apprenticeships they offer. The recruitment of the level 3 train driver and level 2 passenger transport operative apprentices is aligned to NTL’s strategic workforce plan. The curriculum is key in addressing the national skills shortages, both currently and for the future workforce of the rail industry.

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better?

Apprentices who are recruited are new to the industry or the job role. There are rigorous and robust processes in place, which include psychometric testing and assessments, to ensure the most appropriate candidates to work in the rail industry 13 to 16 February 2024

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are selected from a very competitive field of applicants. Consequently, apprentices are highly motivated to succeed.

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Highly skilled and occupationally competent staff use their expertise in the rail industry to make meticulous plans of the curriculum to ensure it meets all the relevant rail industry standards and legislation, with a strong emphasis on business- critical health and safety.

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Staff sequence the curriculum in a logical order to ensure that apprentices gain important and significant new knowledge, skills and behaviours at the start of the apprenticeship while in the training academies. Trainers frequently assess apprentices’ knowledge, skills and behaviours to ensure they are fully embedded into their long-term memory, enabling them to progress safely to on-the-job training in the depots.

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Level 3 train driver apprentices are trained in important knowledge and skills. They learn how to calculate and adjust their driving to deal with adverse weather conditions, such as leaves on the line, during low adhesion training. They progress from the academy to depots to consolidate their driving skills. Apprentices receive the mandatory hours of one-to-one coaching to develop confidence and their ability to deal with unforeseen dangers when driving.

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Level 2 passenger transport operatives begin learning about the work environment and then progress quickly to personal track safety and dispatch skills. They learn important safety skills and customer service skills. For example, they learn about the correct procedures to isolate doors in the event of an emergency, customer guidance and awareness of hidden disabilities. Their knowledge, skills and behaviours are reinforced and revisited to ensure that apprentices are highly confident in preventing critical safety incidents. As a result, apprentices are fully prepared in health and safety trackside before they move to on-site depot training with their mentor, where they apply their knowledge, skills and behaviours.

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Trainers skilfully check apprentices’ understanding in the academy, and instructors make the same checks during practical assessments in the depots in which they work. They use question and answer sessions and provide frequent feedback combined with detailed work progress reports. This ensures that apprentices have the opportunity to check their own progress. For example, during the required driver hours for level 3 train driver apprentices, training managers use diagnostic reports from the train management computer system to pinpoint speed levels and braking techniques. These are used to inform driver performance and are recorded to build a reflective log of progress over time. As a result, apprentices can clearly measure their progress towards their assessments.

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Apprentices further develop their English and mathematical skills throughout their course. They learn how to work out speed and braking distances and use appropriate technical language. Apprentices with additional needs are well supported. For example, tutors provide apprentices with additional time and individual support to ensure they achieve. 13 to 16 February 2024

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The vast majority of apprentices remain on programme and achieve their apprenticeship. The majority of level 2 passenger transport operatives achieve distinction grades in their final assessments.

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Apprentices benefit from a wide range of career and development opportunities at NTL, and these opportunities are frequently promoted. They are aware of the progression pathways and further training, including trainer/instructor, mentor training and a development programme, for those who aspire to become leaders and managers within the company.

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Leaders and managers have in place effective processes for quality assuring the quality of education. These include formal observations, peer observations, self- evaluations and audits. Managers use the findings from these processes to provide support and development to staff to improve their training practice. Leaders and managers have appropriate processes in place to monitor the performance of the subcontractor.

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Leaders and managers do not routinely collate or analyse data and information. For example, they do not analyse information on attendance or the destinations of apprentices to ensure they have sufficient oversight of the curriculum.

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Those with responsibility for governance of the apprenticeship curriculum do not receive detailed information to enable them to challenge or hold senior leaders and managers to account for the quality of education.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure leaders and managers collate and analyse information, such as attendance and destinations, to inform the curriculum further.  Ensure those responsible for governance receive sufficiently detailed reports to support and challenge senior leaders and managers on the apprenticeship curriculum.  Ensure apprentices understand the risks posed by radicalisation and extremism to themselves and others. 13 to 16 February 2024

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Provider details

Address 4th Floor Boulton House Chorlton Street Manchester M1 3HY

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Provider details

Principal, CEO or equivalent Nick Donovan

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Train’d Up Limited 13 to 16 February 2024

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Information about this inspection

The inspection team was assisted by the apprenticeship programme and governance manager, 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 apprentices’ work, seeking the views of apprentices, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Elaine Price, lead inspector Ofsted Inspector Glenise Burrell His Majesty’s Inspector Robert Marshall-Slater Ofsted Inspector Rachel Butt Ofsted Inspector Danny Braithwaite Ofsted Inspector Bev Barlow Ofsted Inspector 13 to 16 February 2024

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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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