Trans-Plant Training Limited

Further education and skills inspection report

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Inspection of Trans Plant Mastertrain Limited, trading as ‘trans plant mastertrain’

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Inspection dates: 24 to 27 September 2024

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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 Requires improvement

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Information about this provider

Trans Plant Mastertrain Limited (TPMT) primarily provides apprenticeships in the logistics sector. Its head office and main training centre are based in Exeter. At the time of the inspection, 67 apprentices were in learning, and most were working in transportation companies based in the South West of England. A small number of apprentices were based in the West and East Midlands. Around a third of apprentices were studying the Large Goods Vehicle (LGV) apprenticeship at level 2, which includes gaining a category C and E driving licence. Just over a quarter were studying the Urban Driver apprenticeship at level 2, and a similar proportion the Team Leader/Supervisor apprenticeship at level 3. A few apprentices were studying apprenticeships in supply chain warehouse operations, lifting technicians, or construction operations at level 2. 24 to 27 September 2024

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

Most apprentices are positive about their apprenticeship training and value highly its impact on their personal and professional lives. Apprentices learn increasingly complex knowledge, skills and behaviours and build their confidence and resilience. Trainers structure and pace learning so that apprentices learn progressively and rapidly. Apprentices learn and apply the high standard of professional behaviours and technical skills at work that trainers and employers demand. Most apprentices become committed learners, who successfully balance intensive work commitments and shift work alongside their learning.

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

Most apprentices attend their scheduled face-to-face and online lessons as required and enthusiastically participate in their meetings to review progress. When level 2 LGV apprentices attend block release training at the provider’s premises, they arrive on time, ready to learn.

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

Apprentices feel safe at work and when in learning. Apprentices’ workplaces and training environments are free from bullying or harassment. Trainers ensure that apprentices develop a detailed understanding of the risks associated with their industry and can identify where they would go to seek help or report concerns in the workplace or the training provider.

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better?

Since the previous inspection, leaders and managers have improved their quality improvement arrangements. Managers now conduct thorough observations of teaching and learning, which teaching staff are beginning to use to improve their skills. Governance arrangements are increasingly effective. Two external specialist advisors now provide leaders with well-informed industry insights, support, and challenge. Staff select prospective apprentices with more rigour. They are made fully aware of the expected standards and effort through a very effective induction. Training staff feel valued because managers closely monitor trainers’ workloads and make appropriate adjustments. Through leaders’ effective actions, the proportion of apprentices who start and complete their apprenticeships has increased. All apprentices who stay on their programme achieve their apprenticeship, and just under half do so with distinction. However, too many LGV apprentices leave the

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better?

apprenticeship early after gaining their driver’s licences.

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better?

Leaders and managers work closely with large national and smaller local logistics employers to develop and implement ambitious and intensive apprenticeship curricula that meet employers’ skills needs. Apprentices quickly understand how to put theory into practice. Most remain in, or move into, full-time employment after completing their apprenticeship. They become valued members of their work teams.

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better?

Leaders and managers have considered carefully how and when elements of the curriculum are taught so that apprentices know more and remember more. For example, level 2 LGV apprentices study key aspects of transportation through a 24 to 27 September 2024

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succession of day-long masterclasses, which include safe and efficient driving, road rules, legislation and hazard awareness.

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Most teaching is effective. Trainers are experienced, well qualified, and knowledgeable. They use their long experience of the logistics industry effectively to deepen apprentices’ understanding and prepare them well for their end-point assessment.

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Leaders ensure that most apprentices receive time during working hours to complete their off-the-job training. Leaders and managers work flexibly with employers to accommodate day- and night-shift patterns and ensure that apprentices get their full training entitlement. A few apprentices working for smaller employers use some of their time to complete their off-the-job training because of work commitments.

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Trainers have very good working relationships with almost all employers. Most review apprentices’ progress and plan their future learning opportunities. In a few cases, employers do not take part in reviews because they are too busy. Consequently, a few apprentices’ progress is slowed.

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Leaders have focused successfully on ensuring that all apprentices study a comprehensive personal development programme. As a result, driving apprentices know about essential health and well-being practices, including diet, hydration, and rest. Most apprentices have a good understanding of themes, such as safeguarding, fundamental British values, avoiding radicalisation, and mental well-being, because they are seamlessly integrated into training in the context of the logistics industry. A few apprentices studying the Team Leader apprenticeship cannot recall these topics in detail. Trainers provide apprentices with effective, unbiased career guidance during induction, regular reviews, and master classes, which prepare them well for their next steps.

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Leaders have supported trainers well in improving their subject area knowledge through specialist training but have insufficiently focused on developing trainers’ broader knowledge of teaching techniques. For example, most trainers provide apprentices with constructive feedback, but occasionally, feedback is cursory. Apprentices are then unaware of how to improve further. Leaders have not ensured that apprentices are set meaningful and measurable targets linked to the knowledge and skills apprentices need to develop.

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Trainers skilfully incorporate opportunities to improve apprentices’ English, mathematics, and digital skills into training. Apprentices’ portfolios illustrate how they improve these skills over time. Most apprentices achieve the level 1 functional skills qualifications they need at the first attempt.

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Trainers have provided helpful support and training adaptations for the few apprentices with dyspraxia and dyslexia. While the proportion of these apprentices achieving their qualification was similar to peers in 2022/23, it declined in 2023/24. Leaders’ actions to remedy this are at an early stage, with little impact. 24 to 27 September 2024

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the consistency, coordination, and planning of on- and- off-the-job training through more effective contact with smaller-scale employers.

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What does the provider need to do to improve?

 Improve the consistency of trainers’ feedback and target setting for all apprentices so that apprentices, employers, and leaders can effectively monitor and influence apprentices’ progress.

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What does the provider need to do to improve?

 Improve the achievement of apprentices with special educational needs and/or disabilities. 24 to 27 September 2024

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Provider details

Address Unit C, The Matford Centre Matford Park Road Marsh Barton Exeter EX2 8FD

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Provider details

Principal, CEO or equivalent Martyn Goldsworthy

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Provider details

Provider type Independent Training Provider

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Provider details

Date of previous inspection 23 to 25 May 2022

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Provider details

Main subcontractors N/A 24 to 27 September 2024

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Information about this inspection

The inspection team was assisted by the Centre 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

Nick Crombie, lead inspector His Majesty’s Inspector John Evans Ofsted Inspector Paul James His Majesty’s Inspector Lowenna Bradley His Majesty’s Inspector Stuart Collett His Majesty’s Inspector Sarah Alexander His Majesty’s Inspector 24 to 27 September 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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