North Humberside Motor Trades GTA

North Humberside Motor Trades GTA

Address: 12 Henry Boot Way, Priory Park East, Kingston Upon Hull, HU4 7DY Unique reference number (URN): 53586

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Expected standard

The provider, situated in an area where levels of disadvantage are high, is notable for its inclusive ethos and culture. Leaders ensure that the needs of learners and apprentices are identified quickly, while recognising that needs can change over time. They work well with external agencies when learners or apprentices need external interventions, such as housing support.

p.2

Inclusion Expected standard

Staff continually review learners' and apprentices' support needs, ensuring that the support provided is appropriate and effective. They work hard to reduce the impact of any barriers that learners and apprentices experience. Learners and apprentices, including those with special educational needs and/or disabilities (SEND) and female apprentices in a male- dominated trade, feel fully included and are treated with respect by tutors and peers.

p.2

Inclusion Expected standard

Tutors provide tailored support that helps learners and apprentices to make at least the expected progress.

p.2

Inclusion Expected standard

Leaders recognised the need to provide staff with more structured training on SEND. They have recently put this in place so that staff are more skilled at providing learners and apprentices with the most appropriate support.

p.2

Leadership and governance Expected standard

Leaders and staff embody the ethos and values of the organisation, based on its charitable roots, to provide high-quality education and training for the automotive industry. This meets the industry's needs across Hull and the East Riding, and increasingly beyond this area, through the recent development of the apprenticeship for a national breakdown recovery company. Leaders ensure that any financial surplus is carefully reinvested in industry- standard equipment and facilities.

p.2

Leadership and governance Expected standard

Leaders have developed very inclusive and ambitious curriculums that meet the needs of apprentices and adults, contributing significantly to their career progression. For example, adults on the Skills Bootcamp complete well-regarded qualifications that meet the fast- changing needs of the industry.

p.2

Leadership and governance Expected standard

Leaders and tutors have very strong, long-standing relationships with employers and stakeholders. They engage very well with local stakeholders, including employers and the commissioning body for Skills Bootcamps, to develop high-quality and ambitious curriculums.

p.2

Leadership and governance Expected standard

Leaders have a clear understanding of their strengths and priorities for improvement. They are reflective about performance and take appropriate action to sustain and improve quality. Trustees provide effective oversight and challenge and are highly committed to the organisation. Leaders plan to strengthen governance further in terms of the educational experience of trustees.

p.3

Leadership and governance Expected standard

Leaders ensure that tutors frequently update their industry skills and further develop their teaching skills. They have developed a structured approach to developing the pedagogical skills of tutors. Leaders ensure that the workload of tutors is very carefully managed, and this contributes to a high regard for staff wellbeing.

p.3

Achievement Strong standard

Tutors use information from initial assessments skilfully to plan highly individualised training that enables learners to take on new responsibilities in their workplace, become self- employed or move into other job roles.

p.3

Achievement Strong standard

Learners are able to choose particular routes from a very well-designed, broad curriculum, which enables a very high proportion to achieve highly regarded automotive qualifications and develop new knowledge and skills. This ensures that learners are able to meet the legal and professional standards for their careers. For example, learners taking level 3 MOT qualifications secure the knowledge and skills they need to pass regulatory assessment by the Driver and Vehicle Standards Agency.

p.3

Achievement Strong standard

Learners produce high-quality written and practical work that demonstrates high levels of competency, particularly in diagnostic and vehicle testing. They develop valuable new knowledge and skills that employers value highly as it enables them to broaden the services they can offer.

p.3

Achievement Strong standard

A high percentage of learners achieve accredited qualifications at level 3, which increases their employment and career opportunities.

p.3

Curriculum and teaching Expected standard

Leaders have used well their understanding of the quality of provision to continually review and carefully tailor the content of the programme to meet individual learners' and employers' needs. They have worked very effectively with funding partners and employers to design and teach high-quality Skills Bootcamps for motor vehicle technicians.

p.4

Curriculum and teaching Expected standard

Leaders have incorporated well-regarded accredited qualifications into the programme, which learners need to progress in their careers, such as MOT testing and up-to-date training in the latest technologies, such as hybrid electric vehicles and smart charging systems.

p.4

Curriculum and teaching Expected standard

Tutors have extensive industry experience and use this well when planning the curriculum and teaching interesting lessons. They sequence the curriculum logically, starting with the fundamentals of electrics and then moving into more complex theory and accredited learning. This helps learners develop the knowledge and skills they need to be successful in taking on new responsibilities at work.

p.4

Curriculum and teaching Expected standard

Most tutors use assessment activities well to confirm that learners have acquired the knowledge and skills they need. Tutors provide helpful feedback on learners' written and practical work to enable them to identify and correct mistakes. A very few tutors need further training to ensure that learners can securely and consistently transfer new knowledge to their long-term memory.

p.4

Curriculum and teaching Expected standard

Tutors take effective actions to ensure that learners who may have potential barriers can access the curriculum. Where learners have a barrier to learning, such as a special educational need and/or disability, tutors take this into account well, make reasonable adaptations and provide effective additional support.

p.4

Participation and development Expected standard

Leaders ensure that learners study in welcoming and safe learning environments. Tutors are very considerate of learners’ welfare during reviews of their progress. They identify any concerns about learners' wellbeing so that effective support can be put in place. Learners value highly the support they receive from staff. They have high rates of attendance at training and are punctual.

p.4

Participation and development Expected standard

Leaders ensure that learners are provided with sufficient careers advice and guidance during reviews of their progress. This helps learners to make informed choices about their next steps.

p.4

Participation and development Expected standard

Tutors provide learners with sufficient information about how to keep themselves safe from the risks associated with extremist views and actions. Leaders are aware of the need to further develop the personal development curriculum to be more bespoke to meet the social and personal development needs of adult learners. Learners have not had comprehensive enough guidance related to mental health as well as topics specific to people in lone working situations.

p.4

Curriculum and teaching Strong standard

Leaders have a detailed understanding of the quality of provision they used very effectively to deal with previous weaknesses at level 3. They have restructured the curriculum so that apprentices complete the level 2 autocare apprenticeship before progressing to level 3. This well-planned route builds secure foundations in apprentices’ mechanical skills and has markedly improved retention.

p.5

Curriculum and teaching Strong standard

Tutors expertly plan and teach their curriculums. They start with the fundamental principles of the automotive industry and move on to skills and their application at work. Apprentices learn about braking systems through a carefully ordered sequence of hydraulic theory, structure and functions of brakes, and diagnostic and repair skills. This enables them to master complex mechanical and hydraulic principles and skills and apply them highly competently in the workplace.

p.5

Curriculum and teaching Strong standard

Staff ensure that curriculums align closely with regional skills needs. Leaders work effectively with employers to integrate on- and off-the-job training seamlessly so that employers’ needs are very well met. Apprentices, including those who have previously struggled in education and those with special educational needs and/or disabilities, rightly anticipate high-quality jobs on completion.

p.5

Curriculum and teaching Strong standard

Teaching and training are consistently of very high quality. Tutors use their substantial industrial and pedagogical expertise to explain and demonstrate concepts and skills clearly. They revisit key concepts and use skilful questioning to deepen apprentices’ understanding. Teachers ensure that apprentices have ample time to practise their skills. Tutors use assessment and feedback skilfully as constructive dialogue that helps apprentices to reflect on and improve their work.

p.5

Achievement Expected standard

Most apprentices, many of whom start with low prior attainment, make sustained progress and achieve well within the planned time. Achievement is high at level 2. Leaders have taken effective action to improve level 3 performance by revising the curriculum and introducing additional support to prepare apprentices for end-point assessment. Current level 3 apprentices are now making at least expected progress, and retention is high.

p.6

Achievement Expected standard

Apprentices produce work of a high standard that demonstrates secure technical understanding and accurate application of mechanical and diagnostic principles. They use English and mathematics effectively in vocational contexts when, for example, interpreting data and calculating pressure ratios. Apprentices with special educational needs and/or disabilities and those who are disadvantaged achieve as well as their peers. Most move into sustained, skilled employment in the motor industry, with many taking on greater responsibility or progressing to higher-level roles.

p.6

Participation and development Expected standard

Leaders foster an inclusive and respectful learning environment in which apprentices feel valued and safe. Expectations for apprentices' attendance and professional conduct are high and consistently met. Apprentices treat one another and their tutors with respect. Incidents of poor behaviour, bullying or discrimination are very rare and are dealt with swiftly and fairly.

p.6

Participation and development Expected standard

Leaders promote equality of opportunity effectively. For example, they are committed to increasing female participation in apprenticeships. The few female apprentices feel well supported and are encouraged to be ambitious. Apprentices with special educational needs and/or disabilities and those from disadvantaged backgrounds participate fully and achieve well.

p.6

Participation and development Expected standard

Staff have thoughtfully designed the new enrichment curriculum to develop apprentices’ wider understanding of health, resilience, fundamental British values and professional responsibility. Apprentices have a good understanding of democratic values and their rights and responsibilities at work. Apprentices understand how to keep themselves and others safe, including from the risks of radicalisation and extremism. They understand how to stay safe when working alone when, for example, on roadside patrols.

p.6

Participation and development Expected standard

Tutors provide apprentices with helpful careers advice and guidance. Apprentices understand the progression routes available to them, and all apprentices who achieve their apprenticeship move into sustained, high-quality employment.

p.6

What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices thrive in a highly supportive environment provided by tutors and leaders. They enjoy attending their training at the centre and value the support of staff, who do their very best to meet learners' and apprentices' individual needs. Many learners and apprentices experience barriers to their learning, including special educational needs and/or disabilities and other challenges, but with the support and care of staff, they achieve their potential.

p.7

What it's like to be a learner and/or an apprentice at this provider

Leaders work very closely with employers and key stakeholders to ensure that learners and apprentices experience high-quality, ambitious and well-tailored curriculums, with access to industry-standard equipment. Learners and apprentices develop the knowledge and skills needed in the fast-changing automotive industry. These skills are highly valued by employers. Tutors ensure that employers are fully involved in reviewing the progress of learners and apprentices, which helps learners and apprentices to quickly develop the knowledge and skills required.

p.7

What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices attend well and are punctual. They have excellent working relationships with their tutors and other staff and respond well to high expectations of their behaviour and conduct. Leaders listen carefully to the feedback from learners and apprentices and make changes where possible. For example, leaders have improved the facilities for apprentices when they have breaks. Learners and apprentices appreciate staff’s attentiveness to their needs.

p.7

What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices develop considerably while studying at the provider. They become more confident as their knowledge and skills build. This is equally true of younger apprentices and more experienced adults upskilling through the Skills Bootcamp provision. Learners and apprentices also develop their wider skills and understanding, such as how to improve their health and wellbeing.

p.7

What it's like to be a learner and/or an apprentice at this provider

Most apprentices and learners achieve well. Consequently, this supports them to be ambitious about what they can achieve in the future and enables them to quickly take on more responsibility at work.

p.7

Next steps

• Leaders should ensure that their well-considered actions to improve the level 3 curriculum have a positive impact on the achievement of apprentices. • Leaders should further develop the education expertise of those responsible for governance. • Leaders should fully implement their revised personal development programme to develop apprentices’ and learners’ wider skills and knowledge.

p.7

Team inspectors:

Rebecca Clare, His Majesty's Inspector Chloe Rendall, His Majesty's Inspector

p.8

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.8

About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.8

About this inspection

Inspection activities: ◼ Inspectors spoke with learners, apprentices, tutors, managers, leaders, trustees, employers and stakeholders during the inspection.

p.8

About this inspection

The inspectors confirmed the following information about the provider:

p.8

About this inspection

North Humberside Motor Trades Group Training Association is a long-established independent learning provider with charitable status, located in Hull. It has one main training centre and offers face-to-face training for apprentices and adult learners in the automotive industry. It provides level 2 autocare technician and level 3 motor vehicle service and maintenance technician (light vehicle) apprenticeships. It provides Skills Bootcamps for motor vehicle technicians.

p.8

About this inspection

At the time of the inspection, there were 83 apprentices and 17 adult learners. There were 52 apprentices on level 2 apprenticeships, with the remainder on level 3. Fifty-two apprentices were aged under 19 years.

p.8

About this inspection

In addition to the direct contract to teach apprenticeships, leaders provide motor vehicle courses for young people as a subcontractor. These courses were not in the scope of this inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.10

Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

p.10

Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

p.10

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.10

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.10

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.10

Urgent improvement

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 .

p.10

Urgent improvement

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 .

p.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

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

p.10