Feligrace Limited

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

Feligrace Limited (Feligrace) is an independent learning provider, based in the London Borough of Barking and Dagenham. Since August 2023, Feligrace has been contracted by the Greater London Authority to deliver a Skills Bootcamp in track operative level 2. The training is aimed at developing the skills of adults employed in the railway industry in entry-level roles so that they can progress their careers.

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Information about this provider

Feligrace subcontracts the technical aspects of the training to Tec Training which is a specialist training provider for the railway and construction industries. This year, 50 learners have completed the training aspect of the Skills Bootcamp. At the time of the inspection, there were 10 learners in training. 20 and 21 March 2024

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

Learners enjoy their training. They value gaining the practical knowledge and skills that help them improve their career prospects. Learners understand well the need to adopt safe working practices and the importance of working as a team when, for example, they use tools correctly to remove and replace railway sleepers.

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

Learners are motivated to achieve. They attend their training sessions very well. They demonstrate high levels of respect and are polite to each other and their trainers. They become more confident in using the skills they learn and, during practical sessions, work with increasing independence. In online sessions, learners do not always comply with trainers’ expectations that they have their cameras on. This makes it difficult for trainers to assess who is paying attention during the session.

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

Learners value the support they receive from their trainers, who are friendly and helpful and show patience when explaining new topics to them. Trainers build a good rapport with learners and provide them with additional support when they need it.

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

Learners understand well the next steps that they can take immediately on completion of their training. During their training, staff support learners well through mock interviews, and guiding them on how to write and update their CVs. As a result, learners are well prepared for their next steps. However, learners are not sufficiently aware of the further career opportunities they have beyond their first job following their training, such as opportunities for further learning.

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

Learners feel safe when they study face to face and online. They know who to contact if they have any concerns.

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better?

Leaders have put in place a Skills Bootcamp to meet the demand in the rail industry for skilled track maintenance operatives. Leaders successfully recruit learners who are in entry-level jobs and make sure that they achieve the knowledge, skills and behaviours they need to improve their economic and employment prospects.

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better?

Trainers teach the curriculum in a logical order. They first teach the essential knowledge that learners need in first aid, manual handling, fire safety and personal protective equipment. They make sure learners know about drug and alcohol policies. Once learners’ knowledge of these topics is secure, trainers teach learners about the tools and skills they need for track construction and maintenance. Consequently, learners acquire the essential foundation knowledge they need for the practical elements of their training.

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better?

Trainers do not check thoroughly enough that learners understand what they are being taught. They do not use questioning or other strategies effectively enough to 20 and 21 March 2024

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check what learners understand in lessons. They do not manage activities such as group discussions to help learners deepen their knowledge of the taught content. Trainers do not consistently provide helpful feedback to learners on their written assessments. In a few cases, they do not correct learners’ work that contains incorrect answers.

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Leaders do not schedule the final assessments to meet the needs of enough learners. Too many do not sit their exam promptly after completing their learning. Only two-thirds of learners achieve the qualification they need to gain employment. Those learners who sit their exam pass the first time and around half gain an interview for a new job and a job offer.

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Trainers, including those at the subcontractor, are highly knowledgeable and experienced in the sector. They use their knowledge well to, for example, make sure that learners understand the need to comply with the safety requirements of the highly regulated rail industry. They provide helpful feedback to learners during practical tasks. For example, they guide learners on how to stand when clearing ballast and spread the weight evenly when moving a piece of flat bottom rail. As a result, learners perform tasks professionally and efficiently.

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Trainers use a range of strategies to teach new topics effectively. For example, they show videos to demonstrate the preparation required to remove and replace sleepers. They use visual images to help learners who speak English as an additional language remember key technical terms. Trainers revisit key vocabulary and techniques during the training. As a result, learners remember what they are taught.

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During induction, trainers provide learners with information on topics such as the dangers of extremist views, radicalisation and fundamental British values. However, these topics are not revisited at any other point during their training. As a result, learners have a limited understanding of these topics and how they apply to them at work or in their personal lives.

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Leaders have a reasonable understanding of the strengths and weaknesses of the provision. They have suitable oversight of the quality of subcontracted provision. They meet with the subcontractor frequently to review the provision. However, they have been slow to carry out a thorough evaluation of the provision. As a result, they have not made improvements quickly enough where required, such as in scheduling of assessments.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make sure that there is a safeguarding policy in place. However, the policy is not up to date or bespoke to the adults they train. The designated safeguarding lead has had recent safeguarding training. However, this training does not cover the responsibilities of the designated lead role. 20 and 21 March 2024

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What does the provider need to do to improve?

 Check that in online sessions, trainers use strategies effectively to check that learners understand what they are taught.  Provide feedback to learners so that they can correct and improve their work.  Teach learners about the dangers of extremism and radicalisation and about British values effectively.  Complete a thorough assessment of the provision and take action to tackle the areas for improvement. 20 and 21 March 2024

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Provider details

Address Unit 11 33 River Road Business Park River Road Barking IG11 0EA

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Provider details

Principal, CEO or equivalent Odaro Omoregie

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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 Tec Training (GB) Limited 20 and 21 March 2024

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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 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

Jon Bowman, lead inspector His Majesty’s Inspector Rebecca Jennings His Majesty’s Inspector Paul Manning His Majesty’s Inspector 20 and 21 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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