Training 2000 Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Requires improvement Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

Training 2000 Limited (Training 2000) is an independent learning provider based in Blackburn, Lancashire. It is owned by the University of Lancashire but operates as an independent registered charity, governed by a non-executive board of employers and senior staff from the university. Training 2000 provides education and training in the engineering, scaffolding, professional services, and health sectors for apprentices and a small number of learners on education programmes for young people.

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Information about this provider

At the time of the inspection, there were just under 750 apprentices in learning. The largest numbers of apprentices were enrolled on level 3 apprenticeships in engineering technician, dental nursing, fire emergency and security systems technician, engineering fitter, optical assistant, metal fabricator, machining technician, business administrator, team leader or supervisor, and the level 2 scaffolder. Additionally, there were small numbers of apprentices on other courses from level 2 to level 4. There were 16 learners on the apprenticeship preparation programme (APP) course. 20 to 23 May 2025

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

Apprentices develop substantial new knowledge, skills and behaviours which they quickly apply in a range of scenarios and contexts. Tutors prepare apprentices well for more challenging work. Engineering technician apprentices use their knowledge of wiring and wiring tests to wire three-way light circuits. They develop the fine motor skills they need to solder circuit boards. Optical assistant apprentices quickly learn to independently carry out frame adjusting, dispensing and pre-screening tests. Apprentices become trusted and valued members of the workforce.

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

Leaders do not plan an ambitious enough curriculum for all learners. Although most learners who complete the APP course progress to further training, apprenticeships or paid employment, leaders do not ensure that the curriculum is challenging enough for those who already have either level 3 qualifications or high GCSE grades. These learners repeat work and do not find it challenging enough. They do not benefit from an individualised training plan to support swift progression to their next steps.

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

Apprentices and learners develop their character, confidence and competence during their course. Learners on the APP course develop their communication skills, routinely completing presentations in front of their peers. Apprentices benefit from gaining health and safety, first aid and electrical installation qualifications that broaden their skills and support their development and readiness for work.

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

Apprentices and learners benefit from an inclusive and welcoming training environment. They contribute enthusiastically to sessions, enjoy their training, and are routinely respectful to staff and peers. Apprentices and learners learn how to keep themselves safe in training, at work, online and socially. They know who to contact with any concerns about their welfare and safety.

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better?

Leaders set high expectations and are committed to providing high-quality training for their apprentices. They have a clear rationale for the curriculums that they offer. Leaders have selected and implemented apprenticeships to meet local and regional needs in line with the skills priorities, notably in the engineering sector where there is an ageing workforce and skills shortage. They provide the APP course to provide a stepping stone for learners to move on to further education and training or employment.

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better?

Tutors carefully plan and teach apprenticeship curriculums so that apprentices build their knowledge and skills, remembering what they learn. Metal fabricator apprentices quickly learn about the safe working practices, foundation skills and welding principals that they need for their work environment. They develop MIG welding skills before progressing to the greater control and precision of TIG welding. Dental nurse apprentices learn about professional practice, safe working practices and health and safety, which they then apply in the workplace. 20 to 23 May 2025

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Tutors are well trained and highly qualified for their roles. They demonstrate an assured knowledge of the subjects they teach. Tutors provide clear explanations and use examples from industry in teaching apprentices how theoretical concepts apply to work. Optical tutors compare how artificial intelligence is built into some types of glasses but not others. They bring learning to life.

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Tutors use a range of effective teaching strategies. They use repetition and reinforcement to make sure that apprentices and learners remember what they learn and develop practical fluency and accuracy in their work. Tutors teach engineering technician apprentices to calculate pressures and forces. Apprentices use this knowledge to calculate forces and compare results to check if machinery is functioning properly.

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Tutors use assessment effectively to check apprentices’ and learners’ understanding and recall and to understand any gaps they may have. They provide detailed and helpful feedback to apprentices and learners that tells them what they have done well and what they need to do to improve their work. Apprentices produce work of the expected standard.

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Tutors do not identify what learners on the APP course already know and can do, or what they need to improve, to adapt the curriculum. They do not design individualised learning or use assessments that are of a sufficiently challenging level. Tutors do not have high enough expectations for learners and do not encourage them to improve their work following feedback. Learners continue to make the same errors and produce work of too low a standard.

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Skills development coaches mostly carry out well-structured reviews with apprentices and employers which focus on knowledge and skills development. They discuss what apprentices need to focus on to improve and help them to reflect on their progress. However, in a few cases, skills development coaches set targets that are unclear and generic, delaying apprentices’ progress.

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Apprentices develop their English and mathematical skills well throughout their apprenticeship. Metal fabricator and scaffolding apprentices use complex calculations as part of their work to ensure safe working practices and to minimise mistakes. Apprentices participate in professional discussions to develop their speaking and listening skills and learn the components of academic writing. Learners studying functional skills English benefit from a carefully sequenced curriculum that swiftly develops their knowledge and prepares them for their examinations.

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Apprentices and learners are well prepared for life and work in modern Britain. During induction, they discuss topics such as sexual harassment, the ‘Prevent’ duty, safeguarding, mental health and well-being. In ongoing ‘toolbox talks’, tutors regularly reinforce these topics, making them contextually relevant. Apprentices and learners demonstrate and articulate the importance of respect and tolerance, aligning these to the engineering code of ethics and industry expectations. 20 to 23 May 2025

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Tutors provide apprentices with effective careers advice and guidance. Most apprentices are aware of the opportunities available to them following the completion of their apprenticeship. Learners on the APP course discuss the sectors they want to move into, research job vacancies and create CVs. However, a few learners do not complete work experience until nearing the end of their course. This limits their experiences and understanding of their industry. Learners are unclear on the different pathways that they could take.

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Leaders provide teaching staff with well-planned staff development activities that help them to improve their teaching practices and maintain and enhance their occupational subject expertise. Staff recruited from industry, but new to teaching, benefit from teacher training and a bespoke programme of ‘introduction to teaching’ sessions to set expectations and standards for teaching.

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Leaders promote the welfare and well-being of staff. They offer an employee assistance programme with benefits including access to counselling, health and well- being advice and medical support. Staff are proud to work at Training 2000.

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Leaders and managers have consolidated their quality improvement processes to secure an accurate oversight of the strengths and weaknesses of the provision. They use monthly performance reviews well to take timely actions to make improvements where needed. Leaders have taken effective actions to reduce the number of apprentices who leave early or go beyond their planned end date, and to increase the number of apprentices who stay on, and pass their apprenticeship.

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Governors know the provision well. They receive useful and timely reports that they use to provide effective challenge and scrutiny on the quality of provision. Governors work with senior leaders to bring about sustainable improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Review the curriculum for learners on the APP course to make sure that it is ambitious and challenging.  Set precise targets for apprentices so that all apprentices know what they need to do to make rapid progress.  Improve careers information, advice and guidance so that learners know the full range of opportunities available to them. 20 to 23 May 2025

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Address

Furthergate Business Park, Harwood Street Blackburn Lancashire BB1 3BD

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Address

Principal, CEO or equivalent Mr Chris Stott

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Address

Provider type Independent learning provider

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Address

Date of previous inspection 3 to 6 March 2020

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Address

Main subcontractors None 20 to 23 May 2025

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Information about this inspection

The inspection team was assisted by the head of contracts and quality, 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

Alastair Mollon, lead inspector His Majesty’s Inspector Alison Humphreys His Majesty’s Inspector Jaqui Scott Ofsted Inspector Zoe Ibbotson His Majesty’s Inspector Sarah Seaman His Majesty’s Inspector 20 to 23 May 2025

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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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