Siemens Mobility Limited

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

The National Training Academy for Rail (NTAR) is wholly owned and operated by Siemens Mobility Limited (SMO), and is a collaboration between Siemens Mobility Limited, Department for Business & Trade and the Department for Transport, supported by National Skills Academy for Rail (NSAR). They work with 11 subcontractors.

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Information about this provider

SMO provides training in traction, rolling stock, electrification, telecommunications and signalling for the railway industry. Most apprentices study on the level 3 rail engineering technician. The remaining apprentices study level 3 rail engineering design technician, level 3 engineering fitter, level 4 rail engineering advanced technician level or level 4 engineering manufacturing technician. At the time of the inspection, there were 238 apprentices in learning, nine of them are aged 16 to 18. 12 to 15 March 2024

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

Leaders have high expectations for apprentices. Industry experts provide highly specialist training to apprentices at NTAR. Apprentices learn the specifics of the rail industry and develop their knowledge, skills, and behaviours swiftly.

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

Many apprentices demonstrate a mature appreciation of their role in society and the impact this has on their community. For example, apprentices support the communities they work with and assist with tree planting and food bank support projects.

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

Staff work closely with employers to recruit apprentices to better reflect the local community within their workforce, for example females, those with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds.

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

Apprentices develop significant levels of improved confidence through their training. They learn how to speak in public, build social profiles and develop business networks. This helps apprentices gain promotion or additional responsibilities before they complete their course.

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

Tutors and employers embed health and safety practices throughout the course. Apprentices learn about ‘four steps to zero harm’ and the impact of behaving inappropriately within their work environments. Apprentices feel safe and are well prepared for the safety-critical environment that they work in.

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better?

Leaders do not monitor the quality of education and training well enough. Action to address issues has been too slow. Apprentices who are out of funding do not complete their courses quickly enough. Leaders now have a clear vision for driving improvements, but it is not yet fully implemented. It is too early to see the impact.

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better?

Leaders’ quality assurance of subcontractors is too limited. They do not ensure all apprentices receive the same standard of support and guidance from employers, assessors, and subcontractors. Too many apprentices have an inconsistent experience. For example, they do not receive timely or useful feedback that enables them to improve their skills quickly. Leaders are addressing this issue; however, this has not been swift enough.

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better?

Leaders do not measure closely enough the progress apprentices make. They do not identify new risks quickly enough to be able to take swift action. As a result, too many apprentices do not make the progress that they should.

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better?

Leaders make effective use of their knowledge and experience of the rail sector. They provide a good range of apprenticeships that align well with the local, regional and national priorities to train highly skilled and licensed rail staff. Leaders make a 12 to 15 March 2024

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positive contribution to filling the imminent skills gap in the sector due to the ageing workforce.

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Level 3 rail engineering technician (RET) apprentices learn engineering concepts securely before practising them in the NTAR workshops. They study topics such as electrical engineering first. They then have access to a range of highly technical resources. Apprentices practice and learn on trains and train parts such as air conditioning units, bogies, and pantographs in the workshop. Level 4 rail engineering advanced technician (REAT) apprentices work in management-type roles as team leaders and shift leaders. They sign off on completed tasks, schedule work and complete risk assessments. Apprentices apply their knowledge well and become more useful in the workplace as a result.

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Tutors use suitable practical activities to reinforce learning of key theoretical concepts and consolidate apprentices’ understanding of topics. Apprentices carry out functional tests on pneumatic, hydraulic and electrical systems on trains, and make basic repairs to systems, such as air leaks on carriage doors. Apprentices fluently apply these skills and knowledge at work and make valuable contributions to workplace projects.

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Tutors are qualified and experienced in the rail industry. In most cases, they use their subject expertise well to link theoretical content to workplace practice. Tutors undertake appropriate continued professional development to keep their knowledge and skills current, such as training events provided by the Institution of Railway Signal Engineers. However, staff do not benefit from targeted training opportunities to enhance their teaching skills further.

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Workplace supervisors plan relevant and interesting experiences for their apprentices, such as work at alternative depots and in different roles. This prepares apprentices well to transfer and adapt to the differing rolling stocks around the country.

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Tutors and employers have a strong focus on attendance and punctuality. Apprentices learn about possession of the track and understand the critical nature of not completing work on time. Apprentices are well prepared to go into the workplace as a result.

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Tutors take apprentices’ prior knowledge and skills into account well when planning courses. They have suitable initial assessment process in place and make reasonable adjustments to the course content where necessary. For example, level 4 REAT apprentices benefit from more time to develop their mathematics and science skills.

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Specialist staff provide appropriate support for apprentices with SEND. For example, apprentices with autism understand well the deadlines that they must meet. Apprentices with SEND progress in line with their peers.

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Apprentices receive useful advice and guidance to help them develop their careers. Most apprentices know about the opportunities available to them at their current 12 to 15 March 2024

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place of work and the broader rail industry. However, tutors do not consistently discuss career plans with apprentices, in particular those who do not work for SMO.

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Leaders communicate well with staff and recognise the pressures that they are under. Leaders are considerate of staff workload and well-being. Most staff feel that their workload is manageable and that leaders are open and approachable.

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Governors are highly experienced industry experts who know the rail sector well. They provide effective challenge on strategic priorities such as filling sector gaps and developing the workforce. However, governors are not yet able to hold leaders to account sufficiently for the quality of education. Leaders acknowledge this and have started a series of training events to ensure governors are able to challenge leaders and focus on quality of education more robustly. However, as these activities are in their infancy it is too early to judge the impact of this.

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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 that apprentices complete their course in a suitable timeframe.  Ensure that apprentices studying with subcontractors receive timely and developmental feedback so they can make swift progress in their learning.  Implement quality improvement processes, including for subcontractors, and quickly action any issues.  Ensure that all apprentices receive appropriate careers advice.  Develop tutors’ teaching practice.  Ensure governance provides effective scrutiny of the quality of education. 12 to 15 March 2024

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Provider details

Address NTAR Unit 5 Heathfield Way Northampton NN5 7QP

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Provider details

Principal, CEO or equivalent Joanna Binstead

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Bath College Birmingham Metropolitan College (BMET) The College of Haringey, Enfield and North East London (CONEL) Doncaster College Fareham College (CEMAST) Heart of Yorkshire Education Group Inspiro Learning Myerscough College York College Chesterfield College (Learning Unlimited) 12 to 15 March 2024

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Information about this inspection

The inspection team was assisted by the apprenticeships quality and governance 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

Sarah Houghton, lead inspector His Majesty’s Inspector Michael Worgs His Majesty’s Inspector Saul Pope His Majesty’s Inspector Nikki Brady His Majesty’s Inspector Mark Care Ofsted Inspector Chris Dearnley Ofsted Inspector 12 to 15 March 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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