Diamond People (NE) Limited

Further education and skills inspection report

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Inspection of Diamond People (NE) 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 Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Diamond People (NE) Limited is an independent learning provider trading as Tyneside Training Services. It mainly provides short adult courses and Skills Bootcamps in large and heavy goods vehicle (LGV and HGV) driving, logistics and warehousing. Since the start of the current contracting year, there have been 453 learners enrolled to driver training, warehousing and transport manager Skills Bootcamps. The provider also offers five apprenticeship programmes. At the time of this inspection, there were seven apprentices enrolled to either the level 2 urban driver apprenticeship or the level 2 large goods vehicle apprenticeship. 6 to 8 August 2025

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

Learners and apprentices enjoy learning about the road haulage, warehousing and logistics sectors. From early in their course, they learn about living a healthy life in the industry. This includes eating healthily and not drinking too much caffeine when on long journeys. Learners appreciate and understand that healthy living is an important part of a driver’s career, starting the night before a journey, rather than when the driver gets into the cab.

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

Tutors ensure that learners and apprentices have a well-contextualised understanding of how terrorists and people smugglers could use their vehicle for nefarious reasons. Learners are taught how to carefully check very small spaces in their trailers, as they could be used by organised crime gangs for smuggling people or stashing illicit items.

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

Tutors support learners well to develop their confidence and resilience during their courses. They encourage learners who do not pass their tests first time to continue training and to take the test again. As learners pass each component of the course, such as passing the driver competence professional certificate, they become more confident that they will secure employment or promotion. However, apprentices have not been prepared well enough for end-point assessment. Most do not know what grade they are currently working towards or whether there is a pass, merit or distinction grade available.

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

Learners and apprentices feel safe during classroom and practical training sessions. They do not experience bullying, and they know how to report any concerns should they have any. In addition, they have been trained to recognise safeguarding circumstances that could impact on their own welfare, such as the fact that driving long distances can be lonely and could lead to poor mental health.

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better?

Leaders have responded to the local, regional and national skills need for trained drivers in the logistics industry. They provide relevant apprenticeships, such as the level 2 urban driver standard and appropriate Skills Bootcamps, such as class ‘B to C’, and ‘C+E’ driver training. Leaders also aim to widen participation by engaging with clients, such as ex-offenders and ex-service personnel to help them transition more effectively back into civilian life by securing well-paid work as warehouse personnel or HGV drivers.

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better?

Leaders mainly recruit learners who are unemployed, are seeking to change career, or who wish to enhance their future prospects in the transport industry. For those who are unemployed, Skills Bootcamps provide a route into well-paid employment, where skilled drivers are in demand. For employed learners, gaining a C+E licence enables them to earn higher salaries and explore potential new opportunities, such as working for larger organisations or driving lucrative international freight routes. 6 to 8 August 2025

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Tutors are highly experienced and qualified in their subject. They have significant expertise, having worked for many years in the transport, logistics and warehouse industries. Most tutors have achieved initial teacher training qualifications, and a few are qualified teachers. However, leaders have provided limited professional development opportunities for staff to improve their teaching skills further.

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Tutors sequence the curriculum so that learners and apprentices can apply theoretical learning to real road driving situations. For example, learners new to driving HGVs begin by learning basic vehicle checks and how to position the vehicle on the road, before progressing swiftly to more complex driving activities, such as reverse parking. Learners develop and practise these skills so they can manoeuvre into narrow spaces, parallel park safely and navigate complex road networks.

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Tutors have an accurate understanding of learners’ previous knowledge and skills. They use this information to plan individual learning. For example, learners who enrol to the ‘C+E’ course and have not completed the ‘B to C’ course first, study additional theory before they start driving HGVs. If learners struggle with their studies, such as those with special educational needs and/or disabilities, tutors provide them with extra time or learning support to help them complete the course.

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Tutors use a range of teaching methods well. They explain new information clearly and model correct driving techniques. For example, tutors demonstrate where the blind spots are when driving an articulated truck and how this differs compared to a rigid-axle vehicle. Learners and apprentices then practise these driving skills while being coached by their tutor.

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Tutors use a range of effective assessment methods to check learners’ understanding. They use questioning well with learners and observe them driving trucks while sitting in the ‘trainer seat’ in the cab. Tutors ask learners questions about loads becoming displaced during travel around tight bends. Learners know that the load could be unbalanced or that the driver is taking the bend too quickly.

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Tutors provide learners and apprentices with useful careers information, advice and guidance that prepares them well for working in the transport and logistics sector. The National Careers Service attend the ‘B to C’ Skills Bootcamp sessions to help learners apply for jobs and prepare for interview. Learners and apprentices are well informed about their longer-term career opportunities, such as training related to transporting dangerous goods and the financial incentives of driving long-distance routes.

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A high proportion of learners remain on Skills Bootcamp courses and achieve their qualifications, with almost all who are seeking employment being successful in securing work following the course. Most learners who are already employed progress to higher rates of pay or gain additional responsibilities at work. However, the proportion of unemployed learners who achieve is low.

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Leaders largely identify the key strengths and areas for improvement of their provision. However, they are not analytical enough in their use of data to fully 6 to 8 August 2025

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understand and drive forward quality improvements. For example, they have not analysed the proportion of employed learners, compared to unemployed learners, who stay on programme and achieve. This means that, on a few occasions, the targets that leaders set for improvement are not clear or specific enough.

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Leaders have been slow to identify and improve the issues in apprenticeship provision. Previously, too many apprentices left their programme early, employers rarely attended progress reviews with apprentices and, until recently, apprentices’ written work had not been marked. This resulted in all apprentices making slower than expected progress. Leaders have very recently introduced a range of initiatives to address these issues, but it is too early to determine the impact of them.

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Governors are suitably experienced and qualified. Each governor has a specific responsibility within the business, such as acting as a safeguarding, education or finance lead. These arrangements ensure that governors generally have sufficient oversight of the quality of adult learning programmes. However, governors are unaware that leaders do not analyse the information they hold about different groups of learners and that all apprentices are behind their expected progress. Consequently, there are instances where they cannot hold leaders fully to account.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Rapidly improve the quality of apprenticeship programmes so that all apprentices receive good-quality training.  Increase the proportion of unemployed learners who are successful in passing their Skills Bootcamp programme.  Provide tutors with training to enhance their teaching skills.  Analyse the available information and data so leaders can implement precise and specific improvements.  Provide governors with sufficient information to enable them to hold leaders fully to account. 6 to 8 August 2025

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Provider details

Address Tyneside Training Services Lift Point House, Mylord Crescent Camperdown Industrial Estate Killingworth Newcastle upon Tyne NE12 5YD

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Provider details

Website www.tynesidetrainingservices.co.uk

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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 N/A 6 to 8 August 2025

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Information about this inspection

The inspection team was assisted by the quality manager, 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

Ian Frear, lead inspector His Majesty’s Inspector Karen Anderson His Majesty’s Inspector Jacquie Brown His Majesty’s Inspector Glenise Burrell His Majesty’s Inspector 6 to 8 August 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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