Hughes Driver Training Limited

Further education and skills inspection report

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Inspection of Hughes Driver Training Limited

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Overall effectiveness Good

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

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Information about this provider

Hughes Driver Training Limited (HDT) is a national independent training provider based in Leicestershire, with learners in 15 heavy goods vehicle (HGV) training centres across England. HDT is funded to teach Skills Bootcamps in HGV driver training, with its first cohort starting in February 2024. To date, leaders have trained 859 learners.

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Information about this provider

At the time of inspection, there were 231 adult learners studying a 16-week blended learning HGV Skills Bootcamp course comprising online theory sessions and face-to- face practical training. The HGV Skills Bootcamp targets individuals, particularly those who are unemployed or underemployed, and equips adults with category C and C+E licences, driver Certificate of Professional Competence certification, and the skills required to enter sustainable employment in the logistics and transport industry. 8 to 11 July 2025

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

Learners feel their experience on the course has been transformative and empowering. Many come from diverse backgrounds, which include some learners with no prior driving experience. They value the well-structured mix of online learning and hands-on vehicle training with real HGVs, allowing them to practice manoeuvres, road driving, and vehicle control under the supervision of experienced trainers.

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

Most learners build confidence and develop the skills needed to drive safely as they progress through their course. Learners feel that trainers are approachable and encouraging. Trainers create a nurturing environment which helps reduce learners’ anxiety, especially around tests, and fosters a sense of camaraderie among learners. Trainers provide tailored one-to-one support to help learners quickly acquire essential practical driving skills. Consequently, learners are well prepared to pass their theory and practical test.

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

Learners benefit significantly from the collaborative work staff have done with stakeholders and specialist sector groups to develop the curriculum. These partnerships ensure that training is aligned with current industry needs, incorporating the specific knowledge, skills, and behaviours that employers value. Learners receive relevant, up-to-date HGV training that enhances their employability and better prepares them for real-world roles in the logistics and transport sector.

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

Learners feel safe and are confident to report safeguarding or well-being concerns to staff should the need arise. They have a good understanding of the health and safety principles essential for professional driving. For example, learners are taught about driving regulations, including drivers’ hours rules, rest periods, and tachograph use. Staff cover key topics such as managing fatigue, maintaining a healthy diet, and recognising signs of stress or mental health issues. This holistic approach empowers learners to become safer, healthier, and more confident drivers. It also contributes to long-term career sustainability by promoting habits that support both physical and mental health.

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better?

Leaders have a clear rationale for their HGV Skills Bootcamp curriculum offer. They focus on developing three specific course pathways to train both novice drivers and those with prior experience, offering progression routes from rigid to articulated vehicles. The curriculum is well designed to meet the local, regional and national shortage of highly skilled HGV drivers. It combines practical technical driving skills with employer-informed content, providing learners with a realistic understanding of such a demanding and often isolating role.

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better?

Most trainers plan and organise topics in a logical order, ensuring that learners build their knowledge and skills incrementally. For example, learners first complete initial 8 to 11 July 2025

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assessments and medical checks, followed by structured mandatory online theory sessions to develop their foundation knowledge. Learners then move into a period of intense practical training, starting with basic vehicle checks and simple manoeuvres, and gradually progressing to more-complex driving tasks such as reversing, coupling and uncoupling trailers, and navigating challenging road conditions. This phased approach helps learners retain key skills more effectively, reduces learner anxiety, and enhances overall readiness for real-world driving scenarios.

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Most trainers use their expertise to plan and teach effectively, particularly in practical training sessions. In practical sessions, trainers use effective demonstrations, guided driving instruction, and visual aids, such as sketches and model trucks, to illustrate key concepts, including vehicle positioning and road awareness. Trainers teach well- structured theory lessons and make effective use of presentations, driving apps, learner packs and video tutorials to provide clear explanations of technical terms and complex regulations. However, online theory sessions are often too long and not interactive enough, which makes it hard for learners to stay focused, and remember what they have learned to feel fully prepared for their theory and practical tests. In a few cases, trainers do not effectively adapt online theory content to sufficiently challenge more-experienced learners and teach them new knowledge rather than

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Most tutors use a range of suitable assessment strategies to check learners’ understanding. For example, in practical sessions, trainers use probing questions and structured evaluation tools, such as daily scoring systems, to assess learners’ competency and adapt teaching accordingly. However, in theory sessions, trainers do not always use questioning and broader assessments strategies well enough to deepen learners understanding of previously taught content before moving on to new learning. As a result, a few learners struggle to recall the knowledge and skills they have developed fluently.

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Most learners make good progress from their starting points and develop detailed knowledge and professional behaviours that prepare them well for employment. Learners understand road safety laws, vehicle maintenance, load security, and transport regulations. They can competently carry out vehicle checks, plan routes, manage driving hours, and respond to unexpected situations on the road. Learners understand the importance of key employability skills, such as maintaining professionalism, effective time management, and effective communication, throughout their work.

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Leaders have suitable arrangements to identify and support learners with special educational needs and/or disabilities. Staff work well with learners to provide one- to-one support and reasonable adjustments, such as using headphones to listen to audio versions of assessment questions, which helps them engage more confidently with the content.

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Most learners receive suitable careers guidance and support to help them plan their next steps. Staff have good relationships with many employers and agencies who offer employment opportunities for inexperienced HGV drivers. Learners receive 8 to 11 July 2025

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useful information and support to help them develop their CV and prepare for interviews. Learners have a good understanding of HGV careers and are fully prepared for employment.

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Most learners successfully achieve the required HGV licence and secure employment. Learners who have gained employment at the end of the course have remained in employment and are thriving.

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In most cases, leaders’ quality assurance activities are appropriate for identifying issues quickly and implementing improvements. Leaders use frequent monthly management meetings and a suitable quality improvement plan to manage the quality of the provision well. However, quality assurance activities such as lesson observations are not effective enough to help identify weaknesses in teaching practice and support staff training. The advice and guidance given by observers are often not specific or detailed enough to support staff to improve their teaching practice.

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Governance arrangements are effective. Governors have a good understanding of the key strengths and weaknesses of the provision. They have taken effective action, such as recently appointing a new general manager to undertake an extensive review of the infrastructure of its sites and make improvements to the learning environment.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that trainers plan and teach more effective online theory sessions to make learners feel fully prepared for their theory and practical tests.  Train staff to use a broader range of effective assessment strategies to check learners’ understanding and help recall what they have learned.  Improve quality assurance arrangements so that lesson observations identify specific teaching practice for trainers to improve. 8 to 11 July 2025

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Provider details

Address 1 Mountsorrel Lane Rothley Leicester LE7 7PS

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Provider details

Principal, CEO or equivalent Carl Hughes

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 8 to 11 July 2025

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Information about this inspection

The inspection team was assisted by the 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

Michael Worgs, lead inspector His Majesty's Inspector Sarah Biddulph His Majesty's Inspector Kevin Williams Ofsted Inspector Karen Green Ofsted Inspector Jackie Rossa Ofsted Inspector Kevin Dowson Ofsted Inspector Mark Care His Majesty's Inspector 8 to 11 July 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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