SE Trains Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

SE Trains Limited (SE Trains) is an employer provider with a head office in London and training centres in Tonbridge, Ashford and Orpington. At the time of the inspection, there were 294 apprentices participating in training. There were 112 level 2 passenger transport operative apprentices and 182 level 3 train driver apprentices. Passenger transport operative apprentices work in a variety of job roles including conductor, onboard manager and revenue enforcement officer. All apprentices were aged over 19 years of age.

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Information about this provider

Leaders work with one subcontractor, Learnmore Network Limited, which teaches functional skills English and mathematics. 2 to 5 July 2024

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

Apprentices adopt the professional conduct, practices and values expected of employees in the rail industry very quickly. They are polite, courteous and helpful towards passengers and each other. They acquire essential competencies swiftly, which enables them to fulfil their job role successfully. For example, level 2 passenger transport operative apprentices use eye contact and gestures to aid communication with passengers. Apprentices use railway terminology correctly, enabling them to communicate effectively with colleagues. For instance, they know that the ‘CESS’ is the area on either side of the track that provides a safe place for authorised staff to stand while trains pass. These factors contribute to apprentices rapidly becoming trusted and valued members of their teams.

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

Apprentices are committed to learning and improving their knowledge and skills. They are curious to learn and know more. In lessons, they work collaboratively, share their workplace experiences readily and help their peers see the practical application of theoretical learning. They ask questions and listen to what people say closely. Consequently, nearly all apprentices, including those with special educational needs and/or disabilities (SEND), enjoy their training and develop substantial new knowledge, skills and behaviours that are valued in the railway industry.

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

Apprentices rightly value the inclusive and supportive environment that trainers, instructors and coaches create. Most apprentices are sensitive, respectful and tolerant of others. They learn to value difference and recognise the importance of prioritising the safety and comfort of customers, especially those who may be vulnerable or have disabilities. For instance, passenger transport operative apprentices show a high level of skill, care and empathy when helping a blind passenger to disembark from a busy train safely. Apprentices with SEND are supported by staff very effectively. For example, staff provide apprentices with attention deficit hyperactivity disorder with additional time to process information. In this way, apprentices, including those with SEND, are well supported and make a positive contribution to their workplace and wider society.

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

Nearly all apprentices continue to work for SE trains when they complete their apprenticeship. Staff provide them with useful advice and guidance, so apprentices have a clear understanding of the career pathways available to them. After their apprenticeship, many apprentices take on additional responsibility or gain promotion. For example, former passenger transport operative apprentices become instructors and depot managers and train driver apprentices move into supervisory and training roles.

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

Apprentices feel safe at work and while learning. They have a detailed understanding of safeguarding and the rigorous health and safety regulations and practices in the rail industry. They know how to keep themselves, colleagues and passengers safe, and who to talk to if they have concerns. Apprentices participate in intensive training to help them identify potential threats, such as from terrorists, on the rail system. Staff use scenarios to ensure apprentices act appropriately and 2 to 5 July 2024

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swiftly to any hazards. For example, train driver apprentices are aware of threat levels at different train stations and how to identify risks when entering stations.

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better?

Leaders and staff have high aspirations for apprentices at SE Trains to achieve and so meet future workforce skills needs. They use their detailed understanding of the rail industry to create ambitious training programmes for apprentices. Passenger transport operative apprentices study additional qualifications to better complete their specific job roles successfully. For example, revenue enforcement officers complete the British Transport Police railway accreditation scheme. Consequently, leaders provide training which is closely aligned with apprentices’ job roles and the business needs of the rail industry very successfully.

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better?

Staff plan what apprentices learn carefully so that apprentices become increasingly knowledgeable and skilful. Train driver apprentices learn about track safety, the risks from fatigue and the importance of health and safety, before learning about signalling and degraded signalling. In this way, apprentices’ understanding, confidence and resilience build over time.

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better?

Experienced and expert training staff use a wide range of engaging and relevant learning activities. They use presentations, discussions and simulations to capture and retain apprentices’ interest highly effectively. For example, trainers skilfully use a train cabin simulator to introduce apprentices to the range of control panels found on different trains. This helps apprentices make rapid progress during their initial training, developing the knowledge, skills and behaviours they need to succeed in their job role.

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better?

Staff plan on- and off-the-job training very successfully. Instructors work alongside apprentices in the workplace, supporting them to apply their newly acquired abilities safely. For example, passenger transport operative apprentices are supported to make increasingly complex public announcements on trains. In this way, apprentices quickly apply their learning in their job roles with increasing proficiency, ease and confidence.

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better?

Staff use assessment skilfully to check apprentices’ knowledge, close gaps in their understanding and remember important information confidently. For instance, trainers check that train driver apprentices know how to respond to unexpected events, such as signal failures, which nearly all do, during driving simulations. Apprentices use the helpful feedback they receive from staff to ensure their work is to the standard expected and improves over time. This contributes to most apprentices passing their final assessments well and, where available, at distinction grade.

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better?

In regular review meetings, staff track apprentices’ progress carefully and set goals for further improvement. This helps most apprentices make sustained and rapid progress from their individual starting point. A small number of managers are not 2 to 5 July 2024

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sufficiently involved in apprentices’ learning. This limits these managers’ ability to support apprentices and ensure they make the same rapid progress as their peers.

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Recently, a few apprentices who were not making good progress and were past the expected end date for their training left their apprenticeship early. Leaders made sure that these apprentices received guidance on the options available within SE Trains and in the wider rail industry. Most of those who left without achieving their apprenticeship had learned sufficient new knowledge, skills and behaviours to continue in their current role.

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Staff provide apprentices with plentiful opportunities to extend their development beyond the technical content of their apprenticeship. For example, staff frequently talk to apprentices about relevant legislation, helping them understand how laws are created through a democratic process. This contributes to apprentices developing useful wider skills that they use at work and in their everyday lives.

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Staff help apprentices manage their emotional and physical well-being. For instance, passenger transport operative apprentices know that they can seek help from specialists in trauma-related incidents. Train driver apprentices understand the importance of posture when in the train cab and exercises to complete in stations to help maintain their mobility. This helps ensure that most apprentices feel valued and that their well-being is cared for.

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Leaders know the strengths and weaknesses of the provision clearly. They take sensible and proportionate action that remedies issues quickly. Leaders ensure that staff maintain their expertise very effectively. For instance, trainers frequently return to their job roles, such as driver or conductor, which ensures the currency of their knowledge. Well-informed governors support leaders appropriately and ask relevant and searching questions very effectively. For example, they rightly challenged leaders to ensure most apprentices achieve good outcomes, which almost all now do.

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Leaders rightly recognise that they do not currently gather sufficient information on what apprentices do after their apprenticeship. This limits leaders’ ability to assess how effectively the training they provide meets apprentices’ future career needs.

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Leaders maintain effective oversight of subcontracted provision, ensuring that apprentices receive high-quality training in English and mathematics. As a result, most apprentices studying English at levels 1 and 2 and mathematics at level 1 pass their assessments well and often at the first attempt. Leaders rightly recognise that pass rates at level 2 mathematics are not at the same high level. They have worked with the subcontractor purposefully and pass rates are now improving rapidly.

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Safeguarding

The arrangements for safeguarding are effective. 2 to 5 July 2024

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What does the provider need to do to improve?

 Make sure that managers support apprentices’ learning consistently, enabling all apprentices to progress rapidly.  Continue to improve the proportion of apprentices who pass level 2 functional skills mathematics.  Systematically monitor what apprentices do once they complete their apprenticeship to inform the evaluation of the quality of the provision. 2 to 5 July 2024

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Provider details

Address HR Development Centre Tonbridge Station Barden Road Tonbridge Kent TN9 1TT

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Provider details

Principal, CEO or equivalent Steve Foster

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Learnmore Network Ltd 2 to 5 July 2024

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Information about this inspection

The inspection team was assisted by the head of apprenticeships, 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

Roland White, lead inspector His Majesty’s Inspector Jo-Ann Henderson His Majesty’s Inspector Mark Care His Majesty’s Inspector Ian Goodwin Ofsted Inspector Sara Woodward His Majesty’s Inspector Victoria Copp-Crawley Ofsted Inspector 2 to 5 July 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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