Gas Logic Limited

Gas Logic Limited Monitoring visit report

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Name of lead inspector: Steve Lambert, His Majesty’s Inspector

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Inspection dates: 17 and 18 September 2025

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Type of provider: Independent learning provider

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Address:

Unit 2, Rowdell Road Northolt Middlesex UB5 5QR Monitoring visit: Gas Logic Limited, 17 and 18 September 2025 OFSTED USE ONLY

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Department for Education and/or the apprenticeship levy. 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

Gas Logic Limited is based in Northolt, West London, and has centres in Luton and Sittingbourne. It was founded in 2000 to provide training for individuals wanting to work in the heating and plumbing sector. As the company has grown, it has expanded into other sectors, including electrical installation, air conditioning, and renewable energy. They now operate under the name Logic4Training. In 2024, the company started with its first group of level 3 gas engineering apprentices. At the time of this monitoring visit, the provider had fewer than five apprentices enrolled in training programmes.

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Reasonable progress

Leaders and managers have constructed an ambitious curriculum which meets the requirements of apprenticeships. As well as teaching the content required to achieve the apprenticeship, leaders have embedded an additional level 2 plumbing qualification early in the course. This helps apprentices to develop quickly the knowledge and skills that make them useful employees.

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Reasonable progress

Staff teach a curriculum that prepares apprentices well for their longer-term careers in the construction sector. For example, tutors teach apprentices about older heating systems that are still operational in people’s houses, as well as newer technologies such as heat pumps. This helps to develop the skills apprentices need to be able to work on a wide range of heating systems.

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Reasonable progress

Leaders have worked closely with employers to plan the training. Teaching takes place in week-long blocks each month. This helps to minimise disruption to employers when planning work schedules. Employers are involved with tutors to jointly plan the training that apprentices will complete when not at Gas Logic. This Monitoring visit: Gas Logic Limited, 17 and 18 September 2025 OFSTED USE ONLY

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Reasonable progress

helps to consolidate what they are learning at the provider with the tasks they need to complete at work.

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Reasonable progress

Employers speak highly of the way their apprentices rapidly develop their skills. Apprentices quickly become valued members of staff and can undertake work with minimal supervision. After a short period of time, apprentices can take on increasingly complex tasks.

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Reasonable progress

When at Gas Logic, apprentices benefit from excellent facilities. In well-equipped training bays, they are able to practise installing working radiators or fully operational toilets.

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Reasonable progress

Leaders and managers have a good understanding of the quality of their provision. Their detailed quality improvement plan helps them to monitor the progress made against actions taken.

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Reasonable progress

The company directors are effective in holding senior staff accountable for the apprenticeship provision. They challenge the apprenticeship team on the quality and performance of courses. Directors recognise that further work is needed to ensure that reporting of directors’ meetings is routinely done.

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Reasonable progress

Managers and tutors have designed the l3 curriculum in a logical sequence. For example, tutors teach apprentices about domestic plumbing systems before moving on to different types of boilers. This helps apprentices develop a good understanding of the links between domestic plumbing and gas heating and hot-water systems.

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Reasonable progress

Managers conduct suitable initial tests to assess apprentices’ starting points. This includes an assessment of apprentices’ knowledge and use of mathematics and English, and skills scans to test practical proficiency. As a result of these assessments, tutors adapt their teaching to provide specific support to apprentices, such as extra help with numeracy when converting units of measurement.

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Reasonable progress

Tutors make sure that teaching is adapted to help apprentices make progress. For example, they break down formulae into understandable steps and provide extra practice for those who need it. However, the process for identifying apprentices with special educational needs and/or disabilities (SEND) is not yet fully developed. As a result, apprentices can be too far into the programme before specific needs are picked up.

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Reasonable progress

Leaders and managers have appointed tutors with considerable sector experience and expertise. They are supportive of the tutors’ further professional development, Monitoring visit: Gas Logic Limited, 17 and 18 September 2025 OFSTED USE ONLY

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Reasonable progress

such as becoming qualified assessors. Nevertheless, tutors have not had any updates to their teaching skills, including how best to support apprentices with SEND.

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Reasonable progress

Apprentices quickly become competent in areas where they lack prior knowledge or skills, such as applying mathematical formulae. This helps to improve apprentices’ confidence in calculating and comparing readings taken from heating systems and comparing them to industry regulations.

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Reasonable progress

Staff conduct frequent review meetings to monitor apprentices’ progress and plan future training in partnership with employers. Tutors set targets in these meetings, but they do not consistently help apprentices develop their skills and behaviours. This is because they typically focus on the completion of a task rather than developing a skill or behaviour.

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Reasonable progress

Tutors provide apprentices with useful feedback on their written and practical work. The quality of apprentices’ written and practical work is of a good standard. Apprentices write clearly and use technical terms accurately. Apprentices’ practical assignments are clearly recorded in high-quality portfolios.

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Reasonable progress

Leaders and managers have created a positive safeguarding culture. They do this by making sure that staff receive appropriate safeguarding and ‘Prevent’ duty training and fully understand the importance of these topics.

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Reasonable progress

Staff have a strong focus on apprentices’ well-being and know how to provide effective support to apprentices. Leaders give apprentices information about keeping safe during the course induction and throughout the apprenticeship.

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Reasonable progress

Learners feel safe. They know who they can speak with if they have any worries or concerns about themselves or others. They feel confident that if they raised concerns, they would be acted on. Monitoring visit: Gas Logic Limited, 17 and 18 September 2025 OFSTED USE ONLY

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

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