Staffordshire Training Services Limited

Further education and skills inspection report

p.1

Inspection of Staffordshire Training Services Limited

p.1

Overall effectiveness Good

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

p.1

Information about this provider

Staffordshire Training Services Limited is an independent learning provider located in Stafford. It specialises in plumbing, gas and green heating technologies. Since 2023, leaders have taught Skills Bootcamps, funded by Cheshire East Council, to learners in Cheshire and Warrington.

p.1

Information about this provider

At the time of the visit, 24 learners had recently completed their qualification. All learners are aged over 19. Learners study air source heat pumps and low temperature design. This includes industry qualifications in water regulations and hot water, low temperature heating and hot water systems in dwellings and a level 3 award in the installation and maintenance of air source heat pump systems. 2 to 4 April 2025

p.1

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

Trainers create a purposeful, professional environment for learners in the training centre. They set high expectations of learners in terms of attendance, punctuality and professional approaches from the start of their learning. Learners are committed to completing their studies.

p.2

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

Learners benefit from high-quality resources throughout the training centre. Leaders have invested in industry-standard heating equipment so learners can practise the installation, fault finding and commissioning of air source heat pumps. Learners are ready to use these skills in the workplace when they complete their training.

p.2

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

Learners are highly motivated to complete their studies and use their skills with customers. Trainers share their enthusiasm for their industry and for reducing energy use in domestic premises. They engage learners in professional discussions to encourage and inspire them. Learners complete their studies and achieve their qualifications.

p.2

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

Learners rapidly develop their confidence in the installation of air source heat pumps. Trainers provide learners with a detailed understanding of systems, their components and the roles they play. They support learners to practise their skills in workshops and offer constructive feedback to improve. Learners are confident to use their training in the workplace.

p.2

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

Too few learners understand the signs of radicalisation. Too few learners can explain the importance of fundamental British values to their life and work. Too many learners are unable to explain risks other than health and safety in the workplace. While leaders recognise this as an area of improvement and have already taken steps to improve the way in which they teach these topics to learners, it is too soon to see the full impact of these actions.

p.2

better?

Leaders are committed to providing courses that upskill learners to install green technologies such as air source heat pumps and low-temperature heating systems. This helps meet national priorities in reducing energy use and supports local businesses in the transition from older technologies such as oil heating systems.

p.2

better?

Leaders work with a network of employers to understand the needs of the industry. They tailor learning to include topics employers identify as important, for example Microgeneration Certification Scheme (MCS) membership for businesses and gas recovery services. Learners value the additional skills they learn.

p.2

better?

Leaders and trainers are industry experts. Trainers are qualified plumbing and gas engineers with teaching qualifications. Leaders ensure trainers have extensive training to ensure their vocational skills are up to date and to develop the digital 2 to 4 April 2025

p.2

3

skills needed in the training centre. However, trainers do not take part in enough training to develop their craft of teaching.

p.3

3

Trainers use a range of teaching strategies to help learners learn and remember more. Trainers begin by explaining basic topics and then use visual aids and practical tools to show how this knowledge is used in practice. They use practical activities in the workshops to reinforce learning. Trainers use recap and recall activities to ensure learners have understood new ideas.

p.3

3

Trainers support learners to improve their mathematical skills. Trainers revisit calculations used in learners’ original engineering studies such as heat loss calculations. They check that learners can use these calculations in their work and technology to determine the correct heat pump size, heating comfort levels and energy efficiency. However, trainers do not identify opportunities to develop learners’ English skills. In written work, errors in spelling and grammar are not corrected, and learners continue to make the same mistakes.

p.3

3

Too many learners have not had opportunities to develop their knowledge outside of the taught curriculum. Leaders have recently invested in augmented reality tools, which develop learners’ understanding of fire safety, manual handling, first aid and risk assessment. However, learners have not yet had the opportunity to use these resources.

p.3

3

Trainers provide learners with interesting and useful careers education, information, advice and guidance that support their business development. They support learners to understand MCS membership, the benefits to their business and how to apply for registration. Learners know which future training opportunities are available to continue developing their skills in heat engineering.

p.3

3

Leaders have underdeveloped processes in place for self-assessment and to produce quality improvement plans. They review learners’ and employers’ feedback to identify areas of improvement. However, leaders do not use observations of teaching, learning and assessment to identify areas for improvement or to plan training to improve the quality of teaching. Leaders do not have clear plans to improve all aspects of the provision.

p.3

3

Leaders collaborate with external advisers for appropriate support and challenge. They have established, through the Staffordshire providers network, positive relationships with industry and education experts and other providers to support their decision-making. They carefully consider the impacts of business growth and prioritise offering high-quality provision in their industry specialism.

p.3

Safeguarding

The arrangements for safeguarding are effective. 2 to 4 April 2025

p.3

What does the provider need to do to improve?

 Provide learners with opportunities to develop their English skills.  Provide training to learners on life in modern Britain and local and wider risks relevant to learners’ localities.  Accurately self-assess the strengths and weaknesses of the provision and act on the areas for improvement.  Provide training for trainers to develop their craft of teaching. 2 to 4 April 2025

p.4

Provider details

Address Unit 6 Leons Way Tollgate Drive Tollgate Industrial Estate Stafford ST16 3HS

p.5

Provider details

Principal, CEO or equivalent Matthew Ramsell and Gareth Hassall

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected 2 to 4 April 2025

p.5

Information about this inspection

The inspection team was assisted by the co-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.

p.6

Inspection team

Helen Morgan, lead inspector His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector 2 to 4 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

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

p.7