Train4all

Name of lead inspector: Clifford Shaw, His Majesty's Inspector

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Inspection date(s): 22 and 23 January 2025

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Address:

Units 1-4 Jubilee Park Badgers Cross Lane Somerton TA11 7JF Monitoring visit: Train4All, 22 and 23 January 2025

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Train4All (T4A) provides a Skills Bootcamp to train learners in plate welding. Learners complete a range of additional qualifications which include a national safety passport and working safely in confined spaces and at height. At the time of the monitoring visit 7 learners were studying the bootcamp. At the start of the Skills Bootcamp, 3 learners were unemployed, 3 were in part time employment in an unrelated industry and 1 learner was in employment and seeking to advance their qualifications and skills. The bootcamp is taught over 16 consecutive weeks. Learners are taught theory such as technical drawing and welding science in a classroom. Learners receive practical training in the provider’s workshops.

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Significant progress

Leaders have designed a highly ambitious Skills Bootcamp that teaches learners new knowledge and skills. Leaders have established excellent links with employers. They collaborate with employers very effectively to plan tailored training which prepares learners exceptionally well for employment and apprenticeships. Learners are interviewed by employers before they complete their studies so that they are closely matched with their employer and job role.

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Significant progress

Leaders ensure that learners are taught an extensive range of additional knowledge and skills to meet the needs of employers. Learners gain qualifications in safety which includes fire-watching and how to work in confined spaces and at heights. Leaders ensure that all learners receive introduction to nuclear safety training so that they can access work opportunities as part of a large local construction project.

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Significant progress

Leaders use their industry knowledge exceptionally well to codesign with employers training that meets skills shortages in welding and fabrication. Leaders work closely with staff from the nuclear construction industry to ensure that learners develop the behaviours they need, such as exceptional safety practices and routinely checking the standards of their own work. Leaders have high expectations of learners. They Monitoring visit: Train4All, 22 and 23 January 2025 assess learners’ attendance and adherence to personal safety responsibilities such as always having their personal protective equipment with them in the early stages of their course to ensure that they have established professional workplace practices.

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Significant progress

Leaders have established arrangements for the external scrutiny of the quality of training from partners such as the regional training provider network and the industry training board. Leaders make excellent use of the feedback they receive from partners to improve the quality of training and to ensure that they have appropriate systems in place to support learners and monitor the progress they are making with their studies.

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Significant progress

Nearly all of those learners who start a bootcamp with T4A receive an interview with an employer and gain employment in the subject they have studied.

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Reasonable progress

Tutors are knowledgeable and passionate about the subjects they teach. They teach established conventional welding techniques and the use of new technology well so that learners have the skills and knowledge they need for employment. For example, tutors make effective use of virtual reality welding equipment so that learners can practise their skills in a safe environment before applying these in T4A’s practical workshops.

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Reasonable progress

Tutors plan projects which are fun and engage learners well in the development of their welding skills. For example, each learner constructs a large dice made from metal to demonstrate a range of skills by using each face to represent techniques such as riveting, countersinking and drilling. As a result, learners develop confidence in their use of a wide range of welding equipment, such as metal inert gas (MIG) and tungsten inert gas (TIG) welders, angle grinder and clamps. Tutors replicate the workplace so that learners are prepared well to apply their skills in different situations. For example, leaders have constructed a system of medium confined spaces and working at height rigs to test learners’ application of practical skills in these environments and to qualify them to work in these conditions.

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Reasonable progress

Learners enjoy their studies. They value the way tutors use their knowledge and experience of industry to help them to develop their skills. Learners receive helpful and constructive written and verbal feedback from their tutors about their practical work which tells them what they have done well and what they need to improve. Tutors do not check well enough that learners have committed the welding theory they have been taught to their long-term memory. Consequently, learners do not make the progress they are capable of in theory lessons. Monitoring visit: Train4All, 22 and 23 January 2025 Tutors teach learners the skills they need to apply for jobs well. Learners are taught how to write a curriculum vitae that is relevant to the job and the employer and how to search for vacancies effectively.

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Significant progress

Leaders have put age-appropriate arrangements in place to keep learners safe. They ensure that the staff they appoint are suitable to work with learners. Learners feel safe and know who to go to if they have a concern.

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Significant progress

Tutors ensure that learners are taught and retain knowledge about how to keep themselves safe from the risks of radicalisation. Learners are taught well about the risks associated with county lines, gambling addiction and substance misuse. Leaders and tutors provide exceptional care and support for vulnerable learners who are experiencing significant health and personal difficulties so they can complete their studies and gain sustained employment. For example, leaders ensure that those learners who need it receive mentoring to help them with their mental health. Monitoring visit: Train4All, 22 and 23 January 2025 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

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Significant progress

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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Significant progress

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Significant progress

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Significant progress

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Significant progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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