Hands On Skills Training Ltd

Hands On Skills Training Ltd Monitoring visit report

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Name of lead inspector: Jon Bowman, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Sandy Lane Farm Sandy Lane Aveley RM15 4XP Monitoring visit: Hands On Skills Training Ltd, 5 and 6 March 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

Hands On Skills Training Ltd is an independent learning provider who provide commercial training to the construction and utility industries. In March 2024, they began delivering Skills Bootcamps in gas distribution skills aimed at improving the skills of workers, so that they can take on supervisory roles in the safe operations of installing and maintaining the gas infrastructure.

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Context and focus of visit

To date, 28 learners have completed the classroom and practical elements of the training. Through the Skills Bootcamp, learners can gain a level 3 diploma in network construction operations (either service or mains laying) and the safe control of operations competent person qualification.

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Reasonable progress

Leaders make sure that the training responds to employer needs for suitable skilled and qualified staff in key roles, who ensure the safe installation of gas piping. Employers highly value the training provided, as it helps increase the expertise of their staff and boost their organisations’ capacity.

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Reasonable progress

Leaders have good expertise to teach the curriculum they offer. They have many years’ experience in the gas utility training industry. Leaders employ trainers with good up-to-date industry experience and expertise. Trainers complete a range of continuous professional development to keep their industry knowledge up to date. For example, they have received training from an employer on new industry tools to manage high volume gas escape.

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Reasonable progress

Leaders make sure that learners, many of whom are returning to learning after a long absence, benefit from a well-planned curriculum. Learners enjoy learning in small groups, where they can raise questions easily with their trainer if they do not understand the content they are taught. Learners train in well-equipped, good- quality classrooms, a practical workshop and an outdoor area, where they develop Monitoring visit: Hands On Skills Training Ltd, 5 and 6 March 2025 their skills and knowledge using the latest industry standard equipment, such as electro- and butt-fusion machines and moling equipment.

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Reasonable progress

Leaders have a reasonable understanding of the quality of the provision They use peer observation with trainers to evaluate each other’s practice. However, leaders do not make sure that trainers have a standardised approach to do this. Consequently, leaders do not have a coherent enough understanding of the training needs of individual staff, so that they can support them to improve their teaching skills further.

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Reasonable progress

Leaders and managers reflect critically on what has worked well and what has not since they launched the training. They understand the main strengths and weaknesses of the provision. However, they have not yet taken action to tackle these in a systematic way.

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Reasonable progress

Trainers assess effectively what learners know and can do at the start of the training. They use this information effectively to plan a curriculum to extend learners’ knowledge and skills and not repeat topics in which learners are already competent. For example, if learners are assessed as being competent in street work, they are exempt from learning about pre-dig checks and cable avoidance.

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Reasonable progress

Trainers assess learners’ knowledge and skills effectively through, for example, the use of tests on gas purging times. Learners receive immediate feedback on areas for further learning or revision. As a result, learners gain the new knowledge and skills they need for the roles they aspire to. They learn how to use bag stops to safely isolate gas supply, use electrofusion to joint pipes and install equipment to work safely. However, trainers do not always complete assessments in a timely way because learners’ work sites can change at short notice. In these instances, this delays the speed with which learners progress.

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Reasonable progress

Trainers provide effective support for learners in and outside the classroom. They know their learners well. Learners much appreciate the expert support that trainers offer, including outside of work. Trainers provide effective support for the small number of learners that need extra help, such as for those who have dyslexia. For example, they hold extra one-to-one support sessions with learners. Consequently, these learners make the same good progress as their peers.

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Reasonable progress

Trainers provide effective feedback to learners on developing their portfolios, presenting their work and providing good-quality evidence of their competence. However, trainers do not provide learners with specific feedback on their written work and how they can improve their spelling, punctuation or grammar. Monitoring visit: Hands On Skills Training Ltd, 5 and 6 March 2025 Leaders make sure that the training equips learners well with the skills and knowledge they need to progress in their careers. A high proportion of learners successfully complete the training and achieve their diploma. Once learners complete their training, a good proportion gain additional responsibilities, a pay rise and promotion at work.

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Reasonable progress

Leaders have created a positive safeguarding culture for learners. Learners feel safe. They are confident that if they had a safeguarding concern this would be dealt with promptly by their trainers. Trainers provide effective support that promotes learners’ well-being and safe working practice.

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Reasonable progress

Trainers and the designated safeguarding lead are suitably experienced and trained to fulfil their safeguarding responsibilities. Leaders have put in place a suitable set of policies and procedures to follow should they identify a vulnerable learner.

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Reasonable progress

Leaders have taken suitable action to assess the risks of radicalisation and extremism to learners. However, leaders recognise that they need to make sure that the curriculum they teach gives learners a deeper understanding of how the dangers of extremism and radicalisation may apply to them. Monitoring visit: Hands On Skills Training Ltd, 5 and 6 March 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 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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