AJ's Training

Further education and skills inspection report

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Inspection dates: 31 July to 2 August 2024

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Overall effectiveness Requires improvement

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

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Information about this provider

AJ’s Training is an independent learning provider based in East Sussex. It offers apprenticeships nationally in specialist fencing and highways. It was established in 2009 and gained approval to offer standards-based apprenticeships in early 2023. At the time of this visit, there were 48 apprentices. There were 44 level 2 fencing installers and four level 2 highways maintenance skilled operative apprentices. In total, 13 apprentices were studying functional skills qualifications in English and/or mathematics. Seven apprentices were 18 years of age or under. At the time of the visit, no apprentices had reached the end of their programmes.

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Information about this provider

AJ’s Training does not work with any subcontractors.

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Information about this provider

AJ’s Training has previously been visited twice by inspectors and found to have made insufficient progress in the early arrangements to set up the apprenticeship provision. At the most recent monitoring visit, in February 2024, inspectors reported that leaders had made significant progress in ensuring a positive culture of safeguarding. 31 July to 2 August 2024

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

Apprentices meet the high expectations that staff set. They value the positive learning environment that staff create where they develop professional and respectful workplace behaviours. They enjoy their training, and are enthusiastic and hard working. Most apprentices demonstrate a positive work ethic in line with the industry considerate construction code.

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

Apprentices grow in confidence and resilience because of the training they receive. They benefit from practising their learning in the safe training environment. For example, apprentices learn about excavation techniques to identify underground services such as water or electricity supplies. They learn from their mistakes and become increasingly independent in completing intricate work.

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

Most apprentices benefit from learning about a range of subjects beyond the vocational curriculum. Apprentices know how to keep themselves safe and how to support their mental health. They are thoughtful in applying their knowledge about equality, diversity and inclusion at work and in their personal lives. Apprentices do not receive consistently planned, nor personalised, careers information, advice and guidance so that they know what to do to develop in their careers.

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

Apprentices feel safe in training and at work. They learn safe working practices to protect themselves from the dangerous sites that they work on.

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better?

Leaders have a clear and ambitious vision to provide high-quality training in specialist fencing standards and so meet the increasing need for qualified, specialist operatives. Leaders engage highly effectively with organisations such as the Association of Fencing Industries and Highways England to make sure that the standards provide apprentices with the knowledge, skills and behaviours they need to have successful careers in the industry. Employers highly value the training that AJ’s Training provides, which helps them to overcome their recruitment challenges.

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better?

Leaders have worked closely with sector regulators and leading employers in the industry to plan the programmes of learning. Staff logically plan this learning. They prioritise the fundamental skills of safe working practices which are critical for working on site, such as correct use of PPE, manual handling and working at heights. Apprentices move on to learning about safe excavation and the use of cable and pipe detection tools. They learn and practise specialist skills incrementally, such as the correct installation of VRS systems. Apprentices build the knowledge and skills they need to work safely and skilfully.

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better?

Leaders provide apprentices with a substantial programme of extra training beyond the requirements of the apprenticeship. For example, they receive accredited training in health, safety and environmental awareness and the safe use of cable avoidance tools and signal generators. As a result, when apprentices complete their 31 July to 2 August 2024

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programmes, they will have the necessary accreditation they need to work in the fencing and vehicle restraint systems industry.

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Leaders had put in place a virtual learning platform so that apprentices could study their English and mathematics qualifications independently. However, leaders have not planned the essential functional skills element of the programme effectively for the significant minority of apprentices who need these qualifications. They do not use information they gather about apprentices’ starting points to provide apprentices with sufficient training or support for this aspect of their training. As a result, the vast majority of apprentices do not pass these qualifications.

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Leaders have not ensured that all staff have a secure understanding of different special educational needs and/or disabilities (SEND) and how to support this in teaching. Trainers do not consistently identify or support this very small minority of apprentices’ needs. Because of this, their progress is not as swift as it could be.

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Trainers use a range of teaching methods and high-quality, industry-standard resources well. They give clear explanations, demonstrate practical techniques and provide supportive instructions so that apprentices can practice, develop confidence and improve their skills. For example, at the training centre, there are fully installed crash barriers, fencing and gating found on public highways, in agriculture and on the railways. Apprentices also benefit from access to underground cabling and piping that replicates what they will use on site at work. Consequently, apprentices produce work to a high and required standard and become competent and useful at work. Apprentices have the skills they need to install fencing and vehicle restraint systems to a high standard.

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Most trainers assess apprentices’ learning well and provide employers with valuable updates about what apprentices can do and what they need to work on. However, trainers do not consistently provide apprentices with effective feedback on their work so that they can swiftly improve their work. As a result, a very small minority of apprentices do not know how to improve their work.

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Trainers make sure that apprentices know what their assessments involve from the beginning of the programme. Trainers prepare apprentices well for these assessments, using mock examinations and practical assessments. Most employers have a sufficient understanding of how apprentices will be assessed, and they support them to develop their records of learning. As a result, apprentices feel well prepared for this next step.

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Leaders are considerate of staff workloads and well-being. Leaders provide appropriate and useful training for staff. Significantly experienced trainers maintain up-to-date knowledge of sector working practices through annual training from manufacturers on steel used for VRS and specialist training in installing fences with Network Rail. Trainers also benefit from personalised training which helps them to develop their teaching and assessing skills. Trainers use this knowledge well to teach apprentices. 31 July to 2 August 2024

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Leaders and the newly established body for oversight have recently introduced appropriate quality assurance processes. However, leaders do not use the information they gather effectively in order to improve the provision in a timely manner so that apprentices feel the benefit.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Continue to develop governance and quality assurance processes so that leaders swiftly make improvements to the provision.  Provide staff with training to identify and support apprentices with SEND effectively.  Provide closer support and oversight of the progress that apprentices make in their English and mathematics qualifications.  Improve the consistency of the feedback that apprentices receive so that they know what they need to improve.  Improve the provision of careers information, advice and guidance so that all apprentices can prepare for the next steps in their careers effectively. 31 July to 2 August 2024

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Provider details

Address Unit 12, The Barn Coldharbour Farm Whitesmith Lane Chiddingly Lewes BN8 6HP

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Provider details

Principal, CEO or equivalent Andrew Williams

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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 n/a 31 July to 2 August 2024

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Information about this inspection

The inspection team was assisted by the owner, 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

Emma Leavey, lead inspector His Majesty’s Inspector Mark Hillman His Majesty’s Inspector 31 July to 2 August 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 looked after children, safeguarding and child protection.

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