PGL Training (Plumbing) Limited

Further education and skills inspection report

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Inspection of PGL Training (Plumbing) Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

PGL Training (Plumbing) Ltd (PGL) was established as an independent training provider in 2004. It has a training centre in Exeter, Devon. PGL works with employers in the local area and provides apprenticeships in plumbing, electrical installation, gas engineering, carpentry and joinery, bricklayer, commercial catering equipment technician, property maintenance, hairdressing and barbering, business administration and customer services. Around 220 apprentices are studying apprenticeship standards: one third at level 2 and two thirds at level 3. Approximately half of apprentices are aged 16 to 18.

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Information about this provider

PGL has recently secured a contract to deliver adult learning programmes. Around 170 adults are studying on learning programmes; one third are studying short online programmes in cyber security, business administration, mental health awareness and end of life care, and two thirds are studying on short classroom-based courses in employability and health and safety or on longer courses in hairdressing and barbering, English and mathematics and a range of construction skills such as plumbing, carpentry and electrical installation.

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Information about this provider

Around one third of all learners have special educational needs and/or disabilities (SEND). Three learners have education, health and care plans. 16 to 19 April 2024

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

Apprentices and adult learners are enthusiastic and motivated to learn. They are committed to their studies and demonstrate professional behaviours when at the PGL training centre and at work. Staff develop highly positive working relationships with learners that result in high levels of respect between them. Teachers know their learners and apprentices well, and due to small group sizes, work with them on a one-to-one basis regularly. As a result, learners and apprentices feel well supported and work at the pace that suits their individual need. Learners and apprentices feel safe and do not experience bullying or harassment.

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

Apprentices and adults develop substantial new knowledge and the skills they need to move on to their next steps into full-time employment, and further and higher education. For example, level 3 plumbing apprentices learn how to slice pipes and develop an understanding of when to use copper or plastic pipes. Adults learn how to present the skills they have developed in previous jobs to prospective employers. This builds their confidence and enables them to apply for employment vacancies. Most adults studying on the short health and safety course develop sufficient knowledge to successfully achieve their Construction Skills Certification Scheme cards.

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better?

Teachers are suitably qualified and experienced. They teach adults and apprentices very well, using their expertise skilfully to bring topics to life. Teachers combine theoretical knowledge and knowledge of apprentices’ workplaces well when demonstrating practical techniques. They use a range of effective questions to gauge learners’ understanding. For example, teachers on the adult employability programmes use careful questioning and coaching to enable each learner to identify a specific strength, such as organisational skills and caring responsibilities, and link it to an employability skill. As a result, adults and apprentices make helpful links between their workplace and life outside of training and this helps them to develop fluency and commit knowledge to their long-term memory.

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better?

Managers and teachers support learners with SEND effectively. Managers identify apprentices and adults with SEND during a robust induction process. They provide teachers with the information they need so that they can provide apprentices and adults with timely and helpful support. For example, teachers use coloured overlays and paper, they change the backgrounds of digital presentations and assessment work and provide learners with the individual support they need. Apprentices and adults value this additional support and, as a result, those with additional needs achieve at least in line with their peers.

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better?

Leaders and managers ensure that the learning and training environments are modern and well equipped and replicate the workplace well. For example, the hairdressing training salon is suitably equipped, and apprentices use products such as permanent hair colours that reflect those they use when working in commercial 16 to 19 April 2024

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salons. The construction workshops are well resourced with a wide range of materials and equipment to replicate the work that takes place on site. This enables learners to learn how to work safely when performing the tasks they will encounter at work, such as installing guttering at height using a ladder.

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Leaders and managers ensure that teachers have the required knowledge and resources to teach personal development topics to apprentices effectively. Teachers teach a tutorial programme that includes topics such as mental health awareness, religious diversity and healthy eating, as well as money management and how it links to their chosen area of study. For example, apprentices studying electrical installation at level 3 learn how to work out their personal budgets considering their outgoings such as telephone contracts, transport and food. Apprentices studying commercial catering equipment technician at level 3 learn how to keep themselves safe when working alone. Teachers of the employability and health and safety courses for adults incorporate aspects such as safeguarding and fundamental British values into the curriculum. Consequently, apprentices and adults have a good understanding of how to keep themselves safe and well.

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Teachers ensure that adults and apprentices develop progressively their English and mathematics skills when studying the curriculum. For example, apprentices studying hairdressing at level 2 learn the importance of using correct ratios when mixing hair colour products. Adults studying on employability programmes receive written feedback from teachers on the quality of their CV. This helps them to improve their spelling, punctuation and grammar, and to make a positive first impression with potential employers. Just under half of the minority of apprentices who need to gain a functional skills qualification in English or mathematics pass their exams at the first attempt.

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Leaders take swift and decisive action when quality assurance activities highlight aspects of provision that require improvement. For example, leaders recognised rightly that the progress adults made on the new online courses did not align with the substantial progress that adults make in face-to-face classes. They quickly reduced the courses offered to only teach those where they have significant expertise and sufficient capacity, and they have begun to build an effective curriculum around the online platform that they use.

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Leaders have an ambitious plan for learners who are socially disadvantaged and have been out of work for a significant length of time. Leaders work closely with the job centres and community groups in the region to support adults into training that helps them to gain the knowledge they need to secure work. Leaders have taken action to ensure that as many learners as possible are able to access the training. For example, leaders moved the employability programmes from the training centre to Exeter job centre, reducing travel time and cost for adults. Leaders also use the PGL minibus to collect learners from the local train station and take them to the PGL training centre so that they can train in the specialist workshops. As a result, equality of opportunity and attendance are much improved. 16 to 19 April 2024

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Teachers ensure that most apprentices and adults have a good understanding of career opportunities in the workplace by including this information in the tutorial programme. For example, level 2 hairdressing apprentices learn about working on cruise ships or completing additional barbering qualifications. Apprentices and adults attend a weekly careers advice drop-in session at the training centre to discuss their career options and make relevant choices. However, a small minority of apprentices are not routinely made aware of the wider opportunities for progression to further and higher education.

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Leaders, managers and teachers have high expectations of adults and apprentices. They have developed a well-designed and sequenced curriculum that is ambitious and appropriate. For example, level 2 carpentry and joinery apprentices learn how to use hand tools to create basic wooden joints before increasing their speed of work using power tools later in the programme. As a result, most adults and apprentices build their knowledge and understanding of the curriculum thoroughly over time. However, a few adults studying online programmes, such as the principles of cyber security, are unable to recall fully what they have learned.

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Adults and apprentices develop well the knowledge, skills and behaviours they need to take their next steps. Almost all apprentices and adults who remain on their programme complete their qualification and move on to full or part-time employment, further education or higher-level courses. However, around half of those apprentices who start their apprenticeship do not complete their programme. Provider staff monitor carefully the reasons for apprentices leaving their programmes. They now use a robust process to identify and take early action when an apprentice is at risk of redundancy or falls behind in their studies. Leaders have identified that, following the COVID-19 pandemic, a large number of non-levy-paying employers have chosen to reduce the size of their business and therefore no longer need to employ apprentices. Leaders and managers also cite financial difficulties as the reason for many apprentices choosing to leave their course early to undertake

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Leaders and managers do not always ensure that all teachers assess well enough what learners and apprentices already know and can do at the start of their programmes. On a few apprenticeship programmes, the assessment of apprentices’ starting points does not always capture the full extent of their prior knowledge or support needs. As a result, a few apprentices and learners revisit knowledge and skills they have previously developed and do not make progress as quickly as they are capable of.

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Leaders and managers do not ensure that all staff communicate effectively with employers so that they can work together to train apprentices at work and at the PGL training centre. Employers do not always know what apprentices are learning during their time at the training centre. Therefore, they are not always able to ensure that their apprentices get the opportunities at work to practise the new knowledge and skills they have gained. Most apprentices make good overall progress in their learning. However, a minority of apprentices do not make the same rapid progress. 16 to 19 April 2024

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Leaders report to the managing director, who oversees the operations of the training provider. Leaders do not currently use external scrutiny of their provision to help them to understand how they can improve the training that they offer. While this has not had a significant impact on the quality of the training apprentices receive, leaders plan to work with suitably qualified and experienced professionals to support leaders with external scrutiny.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Work more effectively with employers to improve the coordination of on- and off- the-job training for most apprentices.  Improve the assessment of apprentices’ starting points in a minority of apprenticeship programmes to increase the number of apprentices who complete their apprenticeships.  Improve the quality of the curriculum for the few adults studying online programmes. 16 to 19 April 2024

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Provider details

Address Clyst Works Clyst Road Topsham Exeter EX3 0DB

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Provider details

Principal, CEO or equivalent Andrew White

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 20 and 21 April 2017

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Provider details

Main subcontractors None 16 to 19 April 2024

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Information about this inspection

The inspection team was assisted by the quality lead, 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 Alexander, lead inspector His Majesty’s Inspector Steve Battersby His Majesty’s Inspector Justin Hinshelwood Ofsted Inspector Lyn Bourne Ofsted Inspector Judy Lye-Forster His Majesty’s Inspector Christine Lacey Ofsted Inspector 16 to 19 April 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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