Train Talent Limited

Train Talent Limited Monitoring visit report

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Name of lead inspector: Rebecca Clare, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

7a Snowdonia Avenue Skippingdale Industrial Estate Scunthorpe DN15 8NL Monitoring visit: Train Talent Limited, 21 and 22 August 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

Train Talent Limited offers Skills Bootcamps in construction and engineering to unemployed adults across the country. At the time of the monitoring visit, there were five learners enrolled on a three-week scaffolding Skills Bootcamp in Bridgewater.

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Significant progress

Leaders have significant industrial expertise, including senior experience in the training and recruitment arms of global companies. They use their expertise and extensive industry contacts to design Skills Bootcamps that prepare learners for construction and engineering roles, where workforce shortages are acute, including at nuclear power plants, such as Hinkley Point C.

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Significant progress

Leaders work closely with prominent employers to ensure that courses meet industry needs and give learners strong prospects of employment. Employers often approach leaders to request training. They contribute to learner recruitment and selection and offer interviews at the end of courses. Almost all learners progress into work on completion.

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Significant progress

Leaders’ mission is to prepare unemployed adults for thriving careers. They collaborate effectively with stakeholders, such as Jobcentre Plus and housing associations, to identify adults most likely to benefit from training.

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Significant progress

Leaders sequence the curriculum logically, beginning with health and safety and the theory of scaffolding. Learners then study materials and components before applying their knowledge to build scaffolding towers from plans. Learners also study wider topics, such as equality and diversity and digital workplace skills. They are well prepared for their entry into the scaffolding workforce. Monitoring visit: Train Talent Limited, 21 and 22 August 2025 Leaders use effective quality assurance mechanisms to sustain improvement. They visit learning sessions, analyse feedback from learners and employers, monitor progress and review work. Leaders act on this information to enhance the curriculum. For example, after employer feedback, leaders added training on working in confined spaces. Learners benefit from an ambitious and up-to-date course that equips them for a range of working environments.

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Significant progress

Leaders have high expectations of learners and provide a curriculum that not only prepares them for immediate, good jobs, but also paves the way for career progression. By providing learners with the skills and knowledge for entry-level jobs and additional qualifications and accreditations that unlock employment opportunities, leaders enable learners to progress directly into work. By incorporating high-quality careers advice and guidance in the curriculum, leaders help learners understand how to develop ambitious careers.

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Significant progress

Teachers develop learners’ workplace leadership skills by creating opportunities to act as chargehands. This builds learners’ confidence and strengthens safe working practices, such as clear team communication when dismantling scaffolding towers.

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Significant progress

Leaders work closely with employers to provide training in industry-standard facilities that replicate real workplaces. Employers supply equipment, including full-scale scaffolding rigs, so learners practise with the same resources that they will use at work. Learners quickly develop the precise skills needed for employment.

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Significant progress

Teachers have extensive industrial expertise and teaching qualifications. They use their technical expertise and teaching skills well to help learners acquire substantial new knowledge, skills and behaviours. Teachers maintain and update their industry accreditations and expertise through frequent engagement with employers and suppliers, ensuring that learners are trained in the latest practices, including in health and safety.

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Significant progress

Teachers help learners to use English and mathematics well in professional contexts. For example, learners write industry-standard risk assessments and use technical terminology accurately. They interpret and apply specifications from plans and build scaffolding safely to required standards.

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Significant progress

Teachers use effective methods to secure learning. They check learners’ understanding through quizzes and reflection activities that reinforce theoretical knowledge and its application. Teachers use high-quality resources, such as scale models of scaffolds, to demonstrate structures and test learners’ grasp of Monitoring visit: Train Talent Limited, 21 and 22 August 2025 arrangements such as doglegs and braces. These approaches ensure that learners are confident, competent and ready for work.

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Reasonable progress

Leaders and managers place a high priority on safeguarding. The designated safeguarding lead is appropriately trained, and staff understand policies, procedures and risk assessments, including in relation to the ‘Prevent’ duty. Staff know how to report concerns, although a few are unsure who the designated safeguarding lead is.

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Reasonable progress

Learners develop a strong understanding of how to keep themselves and others safe. They are particularly aware of risks linked to radicalisation and extremism at nuclear plants, where most will work, and understand relevant counter-terrorism measures. Monitoring visit: Train Talent Limited, 21 and 22 August 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 and child protection.

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Reasonable progress

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 .

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Reasonable progress

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 .

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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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