Train'd Up Railway Resourcing Limited

Further education and skills inspection report

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Inspection of Train’d Up Railway Resourcing Limited

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Overall effectiveness Good

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

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Information about this provider

Train’d Up Railway Resourcing Limited is a large independent training provider. Its head office is in Scotland, and it has offices across England. It delivers apprenticeship training nationwide in the engineering, manufacturing and rail sectors. At the time of the inspection, there were 1,364 apprentices. Most were aged 19 and over with 44 aged between 16 and 18.

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Information about this provider

Most of the provision is in the rail industry, with the majority of apprentices on either the train driver apprenticeship or the passenger transport operative apprenticeship. Smaller proportions are on apprenticeships related to the engineering industry, including maintenance and operations engineering technician (MOET) and metal fabricator. Over the last few years, the provider has expanded its engineering apprenticeship provision.

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Information about this provider

The provider currently works with 13 subcontractors. 5 to 8 November 2024

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

Apprentices embody consistently high levels of professionalism in their roles. Train driver and passenger transport operative apprentices understand that they are directly responsible for the safety and welfare of passengers. They are aware of safety protocols and apply rail sector operational policies skilfully in line with their role. For example, train driver apprentices communicate critical safety information with signal staff during single line working and, as a result, they operate their trains safely and competently. Staff make sure MOET apprentices working for lift and escalator companies understand the risks to members of the public if they do not follow health and safety regulations.

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

Apprentices have excellent attendance and very positive attitudes towards their apprenticeship. They are highly motivated to achieve and to meet the high expectations that trainers set for them. Apprentices focus well in lessons. They work collaboratively during group tasks and demonstrate excellent listening skills. They develop skills that employers value highly and they enjoy their apprenticeship.

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

Apprentices value learning in a positive culture of mutual respect and care. Staff place a high focus on promoting equality of opportunity and diversity. This helps apprentices understand how to provide an inclusive environment for members of the public, particularly those with disabilities. For example, as part of their standard operating procedures, passenger transport operative apprentices provide special assistance to passengers with mobility issues to get on and off trains.

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

Apprentices develop the knowledge, skills and behaviours they need to work in highly skilled roles. They benefit from being trained by staff who are specialists in their respective sector disciplines and use their knowledge and skills to plan and teach relevant learning activities. For example, rail trainers ensure that role-play simulations of emergency evacuations are as realistic as possible so that apprentices can apply and practise their skills. They challenge apprentices to prepare for the unexpected, such as passengers hiding under tables in smoke-filled train carriages.

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

Apprentices become more resilient during their apprenticeship due to the high levels of support they receive from staff. They also develop the confidence and assertiveness to speak in front of others. For example, they overcome their nervousness of using public address systems when giving announcements to members of the public.

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

Most apprentices benefit from a well-designed personal development programme. Rail apprentices receive useful support and information on staying physically and mentally healthy. They receive effective support from trainers and assessors to develop their coping skills when witnessing traumatic situations, such as potential suicide attempts. On the smaller engineering provision, initiatives are less well developed. Leaders have only recently implemented a personal development curriculum for these apprentices, and it is too early to see the impact of this. 5 to 8 November 2024

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Apprentices feel safe. They benefit from the support they receive from their employers and the provider and know how to contact the safeguarding team.

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better?

Leaders have a clear vision to provide apprenticeships in the engineering, manufacturing and rail sectors. They implement this vision well, providing very effective leadership and management. Working closely with their skilled governors, leaders ensure that the curriculum offer is coherent and that any growth of apprenticeship provision is sustainable. They have purposefully developed apprenticeships to meet skills shortages in priority employment areas. For example, qualified train drivers are in high demand, and apprentices can quickly move into highly paid roles.

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better?

Leaders and managers have very productive relationships with their subcontractors and have a clear rationale for using them. Subcontracting is limited to the rail industry. This provides apprentices with access to the specialist facilities and high- specification resources of established rail companies, such as train simulators. Leaders ensure that there is effective oversight of the quality of training at subcontractors. For example, trainers are frequently observed ensuring that teaching is of a high quality.

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better?

Leaders and managers have developed strong relationships with employers in the engineering and rail industries. Leaders ensure that employers are closely involved in planning the apprenticeship curriculum, so apprentices develop the knowledge, skills and behaviours that employers need. Staff work closely with employers in the rail industry to ensure that the curriculum is aligned to the competencies outlined by the Rail Safety Standards Board.

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better?

Most trainers and assessors carefully determine apprentices’ starting points and recognise their prior knowledge and experience. They use this to plan what they will teach. For example, staff adapt the apprenticeship for train drivers who have already been guards to take account of what they already know about working on trains. However, on the MOET apprenticeship, apprentices starting points are not effectively identified by trainers. As a result, a few apprentices repeat elements that they already know.

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better?

Trainers sequence the curriculum logically so that apprentices can develop their technical knowledge and skills over time. On the passenger transport operative apprenticeship, staff start by teaching apprentices the professional behaviours expected of them. They then cover how to manage passenger behaviour and implement health and safety procedures. This supports apprentices to develop the knowledge, skills and behaviours required to work as trainee conductors from the outset.

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better?

In both face-to-face and online sessions, trainers use effective teaching and learning strategies. They frequently use their own experiences to plan interesting teaching 5 to 8 November 2024

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activities. Trainers use simulation and role play well to help apprentices consolidate their theoretical knowledge and develop their practical skills. On the train driver apprenticeship, trainers use step-by-step instructions and demonstrations to strengthen apprentices’ understanding of how to conduct shift handovers with their train operative colleagues.

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The high number of apprentices who need qualifications in English, information technology and mathematics receive high-quality teaching and achieve their qualifications quickly. Trainers ensure that apprentices successfully develop these skills through their apprenticeship curriculum. For example, on the train driver apprenticeship, trainers support apprentices to communicate signal and safety critical information to signallers so that messages are accurate and clearly understood.

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Trainers teach and promote the use of technical language well. For example, train driver apprentices learn to use industry acronyms, such as ‘Signal passed at danger’ (SPAD) to indicate a train has passed a danger point without authority. As a result, apprentices learn to use the language of their profession accurately and confidently.

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Most trainers and assessors check what apprentices have learned and can remember. They provide feedback that identifies what apprentices do well and what they need to do to improve. However, on engineering apprenticeships, too many apprentices do not receive timely and useful feedback. As a result, they are not aware of what they need to do to improve the standard of their work and achieve higher grades.

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Trainers and assessors support apprentices who have additional learning needs well. Specialist staff carefully identify apprentices’ additional support needs at the start of their apprenticeship and ensure that trainers and assessors know how to support them appropriately. For example, they make adaptations, such as additional breaks and using overlays, to support apprentices who have dyslexia.

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Most staff work well with employers to discuss the progress that apprentices make. However, in a few instances in rail apprenticeships, employers do not routinely attend reviews due to shift patterns or staffing issues. As a result, these employers do not fully understand the progress that apprentices are making.

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Staff ensure that most apprentices develop their knowledge of the dangers of radicalisation. This helps apprentices understand how they could be targeted in their respective job roles. Rail apprentices are aware of threats posed by extremist groups, such as those seeking to disrupt major events by targeting transport links. They can explain competently the standard procedures they take to mitigate these threats, including end of service checks in the carriages for unattended and suspicious items.

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Staff provide most apprentices with appropriate and timely careers advice and guidance, including access to a specialist careers guidance officer. Apprentices are aware of the opportunities available to them, including progression to a higher level 5 to 8 November 2024

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of study and into management roles within their respective industries. Staff provide careers guidance during apprentices’ induction, and this continues throughout the apprenticeship, predominantly through voluntary referral. However, for engineering apprentices, careers guidance does not start early enough.

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Leaders ensure staff have access to high-quality professional development to maintain their specialist subject knowledge. Trainers have access to online courses to develop their teaching and coaching skills. However, leaders do not ensure that this training is sufficiently tailored to the individual needs of trainers and leaders do not monitor the effectiveness of this training.

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Staff support apprentices very well so that vast majority achieve. A few apprentices achieve merit and distinction grades. At the end of their apprenticeship, most secure employment and take on extra responsibility, with many moving to senior roles. For example, a few passenger transport operative apprentices become planning and performance managers, where they have responsibilities to organise employee schedules and contribute to train scheduling.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Provide teaching and assessing staff with targeted professional development so they know how to improve their teaching and coaching skills.  Ensure that engineering apprentices benefit from an appropriate and high-quality personal development programme, including appropriate careers guidance.  Provide engineering apprentices with useful feedback that helps them to know what they need to do to improve their grades.  Make sure that employers are sufficiently involved in reviewing the progress that rail apprentices are making. 5 to 8 November 2024

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Provider details

Address Kenmar House 2 Wesley Drive Benton Square Industrial Estate Newcastle NE12 9UP

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Provider details

Principal, CEO or equivalent Alan Wilson

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 30 October to 2 November 2018

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Main subcontractors

Abellio East Anglia Limited Arriva Rail London Limited The Chiltern Railway Company Limited East Coast Trains Limited First MTR South Western Trains Limited First Trenitalia West Coast Rail Limited Freightliner Group Limited Govia Thameslink Railway Limited Hull Trains Company Limited Merseyrail Electrics 2002 Limited Transpennine Trains Limited West Midlands Trains Limited XC Trains Limited 5 to 8 November 2024

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Information about this inspection

The inspection team was assisted by the company director, 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

Mark Keen, lead inspector His Majesty’s Inspector Chloe Rendall His Majesty’s Inspector Neil Clark Ofsted Inspector Shanna King Ofsted Inspector Angus Forsyth Ofsted Inspector John O’Connell Ofsted Inspector Andrea McMahon His Majesty’s Inspector Beth Selwood Ofsted Inspector 5 to 8 November 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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