Wise Training Streetworks and Construction

Limited

Address: Melton Court Bizz Hub, Gibson Lane, Melton, HU14 3HH Unique reference number (URN): 2748186

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Expected standard

Leaders have established a culture of inclusive practice. Staff identify learners' individual needs and put appropriate support in place where needed.

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Inclusion Expected standard

Staff conduct a comprehensive initial assessment to identify specific needs that learners have, including special educational needs and/or disabilities and any needs relating to mental ill health. They put appropriate actions in place to reduce barriers to learning, such as extra one-to-one support for learners with dyslexia. Learners with medical conditions, such as diabetes, are encouraged to take breaks and snacks when needed.

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Inclusion Expected standard

Leaders ensure that staff understand how to identify learners’ specific support needs and how to provide tailored approaches to meet these needs. Leaders and trainers are trained in equality, diversity, inclusion and first aid. They have attended a specific training course on supporting learners with barriers to learning in construction Skills Bootcamps.

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Inclusion Expected standard

Leaders monitor the progress of all learners effectively, including those who have additional needs. Learners who have been identified as having barriers to learning make the same progress as their peers. Almost all learners make appropriate progress from their starting points and achieve well.

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Leadership and governance Expected standard

Leaders provide much-needed opportunities for adult learners from the local area to study highway maintenance training programmes. They offer a curriculum which successfully meets industry skills needs. Leaders collaborate very closely with employers, who highly appreciate the training provided.

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Leadership and governance Expected standard

Leaders have a clear understanding of their strengths and areas for improvement. They conduct a comprehensive self-assessment process which culminates in a quality improvement plan with specific actions to help them make the improvements required. Senior leaders and governors monitor this document regularly to ensure that they are making progress in tackling the areas for improvement that they have identified.

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Leadership and governance Expected standard

Leaders have in place effective arrangements for governance. They work with an external governor who has strong industry knowledge and challenges leaders to ensure that they are accountable for the success of the Skills Bootcamps. They guide leaders to improve aspects, such as learner recruitment, retention, achievement and progression. Leaders recruit trainers who are highly qualified and experienced in their roles. They support staff to ensure their construction skills and knowledge are current. However, staff do not yet benefit from formal training to develop their teaching skills, although there are plans in place to introduce this.

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Leadership and governance Expected standard

Leaders place a high priority on staff welfare and well-being. Staff feel valued. They feel that their workload is manageable and that leaders are incredibly supportive. They work in an environment where bullying and harassment are not tolerated.

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Achievement Strong standard

Learners, including those who have barriers to learning, make rapid progress from their starting points. They choose from three routes in a very well-designed curriculum. These are advance traffic management supervisor, traffic management operative and construction plant. A high proportion of learners achieve their main qualifications as well as optional additional qualifications, including first aid in the workplace and managing safely.

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Achievement Strong standard

Learners produce work of a high standard. Trainers ensure that learners have sufficient time to practise their newly learned skills before they take theory and practical tests. Almost all learners who need to sit theory and practical tests pass at their first attempt and score highly. Learners quickly apply what they have learned in the workplace.

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Achievement Strong standard

Learners progress well in their careers. Once they have achieved their courses, they work unsupervised on the public highways and footways, supervise teams and progress to supervisory roles.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is relevant to the skills needed in the construction industry. Trainers sequence the curriculum logically to build learners’ knowledge and skills over time so that they can progress successfully at work or gain new roles. Learners begin by understanding how to avoid underground services, such as gas and electricity safely. They learn the importance of signing, lighting and guarding to keep members of the public safe, before they progress to excavating and reinstating highways and pavements. Learners have the option to choose from additional courses including an Institution of Occupational Safety and Health course on managing safely.

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Curriculum and teaching Expected standard

Leaders recruit trainers with extensive industry experience in the subjects they teach. Trainers use appropriate teaching strategies, such as real-life scenarios, to help learners grasp key concepts and understand and remember what they have learned. They ensure that learners are provided with sufficient opportunities to practise their skills so that they quickly gain competency. Learners swiftly apply these skills in the workplace.

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Curriculum and teaching Expected standard

Trainers use assessment well to check learners’ understanding and identify gaps in learning. They provide helpful, constructive feedback which learners act on to improve their work.

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Curriculum and teaching Expected standard

Trainers mostly use the information they collate about learners’ starting points to plan teaching effectively. However, in a few instances, they do not check learners’ prior knowledge and understanding to inform teaching. This means very few learners repeat what they have previously learned.

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Participation and development Expected standard

Leaders ensure that learners receive careers advice and guidance tailored to the construction industry. This helps learners to make informed choices about further courses and career opportunities so they can progress in the workplace. Employers value the skills that learners gain, which helps learners to make progress in their careers at work.

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Participation and development Expected standard

Learners attend well and arrive at sessions on time. They participate actively in sessions and are eager to learn. On the very rare occasions that they miss sessions, trainers ensure that they catch up promptly.

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Participation and development Expected standard

Leaders provide learners with a wide range of opportunities to develop their skills and progress in their careers. These include a range of additional courses and qualifications, such as first aid and abrasive wheels, which are greatly appreciated by learners and employers.

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Participation and development Expected standard

Leaders provide learners with an age-appropriate curriculum that helps them to consider their own mental health and recognise the signs that colleagues may display. They know who to talk to if they have concerns or need support. Learners receive training on the dangers of radicalisation and extremism, but they often do not fully retain this information. Leaders have plans in place to ensure that all learners gain an appropriate understanding of the risks.

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

Learners progress well in their jobs as a result of the training that leaders provide. If learners require additional support, leaders ensure that they receive it. This includes extra time for examinations, increased one-to-one support and the opportunity to progress earlier than originally planned or to take a little longer to achieve where necessary.

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

Learners enjoy their learning. They are highly motivated to learn and achieve. Most learners achieve their qualifications. Learners quickly apply what they are learning during training in the workplace. For example, those on plant operations courses learn how to only dig 40 millimetres at a time to avoid hitting electrical wires and pipes. This ensures that they work safely on highways and avoid accidents.

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

Learners benefit from learning in a supportive and welcoming environment. Leaders recruit staff who are knowledgeable, approachable, and genuinely committed to helping learners to succeed.

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

Learners gain confidence in their newly acquired skills. Those who have previous experience learn to how work more safely and to adhere consistently to the health and safety regulations specific to operating diggers and dumpers.

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

Learners are respectful and considerate of colleagues and the public. They learn the importance of this when working on pathways so that they can keep members of the public safe and minimise disruption. For example, learners make sure that there is space and a safe route for families with prams.

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

Learners complete a range of additional qualifications, such as abrasive wheels, manual handling, first aid at work training and safeguarding adults. They learn how to recognise their own mental health issues and how to consider mental health issues that others may be facing.

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Next steps

• Leaders should further strengthen professional development to include training to help trainers improve their teaching practice so that the high standard of training that learners receive is sustained. • Leaders should ensure that staff confidently check and consolidate learners’ understanding about how to protect themselves from the risks of radicalisation and extremism so that learners retain this knowledge. • Leaders should ensure that trainers gain a full understanding of the prior knowledge of all learners to avoid the risk of teaching them content that they already know.

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Lead inspector:

Glenise Burrell, His Majesty's Inspector

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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.

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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.

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About this inspection

Inspectors spoke with leaders, employers, trainers and learners during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Wise Training Streetworks and Construction Limited provides Skills Bootcamps funded by Hull City Council. Adult learners from the local area study one of three available pathways: advance traffic management supervisor, traffic management operative or construction plant - that last two to three weeks. These courses provide opportunities for learners to gain a New Roads and Street Works Act card for working on highways and a level 3 first aid at work qualification. At the time of the visit, there were 10 learners on the plant operations programme, with 54 learners having completed one of the Skills Bootcamps offered over the last year.

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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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 .

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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 .

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Urgent improvement

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Urgent improvement

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

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