TRN (Train) Ltd.

Address: Endeavour House, Colmet Court, Queensway South, Team Valley Trading Estate, Gateshead, Tyne and Wear, NE11 0EF Unique reference number (URN): 50315

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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 a strategic mission to enable their learners and apprentices to realise their full potential and give them the tools to achieve. They ensure that staff establish a culture of inclusion through sharing clear learning behaviour expectations, which creates a safe and welcoming learning environment.

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Inclusion Expected standard

Leaders and managers have identified the importance of upskilling and supporting staff to enable them to recognise any barriers to learning that apprentices and learners face and to meet their additional needs. Professional development in relation to inclusion has focused recently on understanding learners’ and apprentices’ needs and challenging stereotypes.

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Inclusion Expected standard

Leaders ensure that the support needs of apprentices and learners are identified at enrolment and that plans are put in place to enable barriers to learning to be removed very quickly. These plans are reviewed frequently to ensure that they are having the intended impact in removing barriers to learning.

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Inclusion Expected standard

Tutors implement appropriate strategies to tailor teaching and learning to meet individual needs, such as providing more verbal assessment and audio recordings of written documentation. This is particularly helpful for those who are dyslexic or have a specific learning preference. As a result, apprentices and learners with barriers to learning or additional needs progress well through their programmes.

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Leadership and governance Expected standard

Leaders have a strategic mission to enable learners and apprentices to realise their full potential by teaching them the skills they need to achieve. They offer curriculums in social care and construction which meet local skills needs and provide much-needed opportunities for apprentices and learners from the local area and beyond to study and gain employment. Leaders collaborate very closely with employers, who appreciate highly the training provided.

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Leadership and governance Expected standard

Leaders complete a range of quality assurance activities that give them an accurate understanding of the quality of the provision. They implement appropriate actions to improve further the quality of teaching, such as providing training on giving effective feedback to learners and apprentices.

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Leadership and governance Expected standard

Leaders have a clear understanding of their strengths and areas for improvement. They have a comprehensive self-assessment process and an effective quality improvement plan with clear lines of responsibility. Senior leaders and governors monitor progress frequently to ensure that leaders are making progress in tackling the areas for improvement they identify.

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Leadership and governance Expected standard

Leaders have in place effective arrangements for governance. Governors have current industry knowledge and challenge leaders on the success of the provision. They guide leaders to improve aspects, such as learner recruitment, retention, achievement and progression.

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Leadership and governance Expected standard

Leaders recruit staff who are highly qualified and experienced in their roles. They support staff to ensure their skills and knowledge are current and provide useful professional development for staff to improve further their teaching skills.

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Leadership and governance Expected standard

Leaders place a high priority on staff welfare and wellbeing. Staff feel valued and their workload is manageable.

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Achievement Expected standard

Most learners on construction courses, many of whom are disadvantaged, achieve their qualifications. Leaders identified that too many learners on short level 2 care courses did not complete their courses and took the decision to discontinue learning at this provision. Learners on other adult social care and childcare courses now make secure progress, and achievement has improved. Leaders recognise that outcomes on level 3 social care courses remain a key area for improvement.

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Achievement Expected standard

Learners on care and construction courses develop secure subject knowledge and practical skills. They produce work that meets the expected standard.

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Achievement Expected standard

A high proportion of learners in the care sector gain promotion or increased responsibilities on completion. Learners in construction typically gain confidence, improve their job search skills, and develop strong vocational competencies. These outcomes prepare learners well for progression into employment or further training.

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Curriculum and teaching Expected standard

Leaders ensure that adult learning curriculums are closely aligned to regional and national employer priorities. Provision in construction enables unemployed adults to develop essential employability skills, while programmes in adult and children’s care address recognised national skills shortages.

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Curriculum and teaching Expected standard

Leaders maintain effective oversight of the quality of teaching and training. They act promptly to secure improvements where needed and ensure that curriculums are logically sequenced. As a result, learners acquire the knowledge and skills required to progress in employment or, where relevant, to prepare successfully for their next steps.

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Curriculum and teaching Expected standard

Tutors and skills coaches are vocational specialists who teach learners well. They use precise explanations and appropriate technical vocabulary to support learners’ understanding of theoretical and practical content. In construction, learners follow clear instructions and accurately replicate tutors’ demonstrations. Through structured practice and repetition, tutors enable learners to refine and strengthen their practical skills.

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Curriculum and teaching Expected standard

Leaders ensure that courses are accessible to adults who may face barriers to learning. Staff place learners on programmes that are well matched to their needs and intended outcomes and which support their progression into work or further training.

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Participation and development Expected standard

Leaders and tutors have high expectations of learners, who demonstrate consistently positive attitudes in both online and practical lessons. Learners show respect for each other and contribute to a calm and purposeful learning environment.

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Participation and development Expected standard

Learners understand leaders’ zero tolerance approach to bullying and harassment. Tutors establish clear behavioural expectations that learners follow well. Attendance is high, and when learners experience difficulties attending staff provide effective support to help them catch up.

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Participation and development Expected standard

Careers information, advice and guidance are integral to the curriculum. Learners receive well-targeted support that helps them move closer to employment. For example, learners on Skills Bootcamps benefit from structured guidance that enables them to conduct job searches and prepare effectively for interviews. Professional development and progression opportunities are routinely discussed as part of the course.

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Participation and development Expected standard

Leaders and tutors ensure that learners engage with topics related to British values, health and wellbeing, diversity, respectful relationships, and staying safe, including recognising risks linked to radicalisation and extremism. Consequently, learners feel safe and know how to report concerns.

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Participation and development Expected standard

Leaders support the wider development needs of learners. For example, learners on construction courses benefit from a wide range of opportunities to work with community organisations and local schools.

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Curriculum and teaching Expected standard

Trainers plan and teach the curriculum in a logical order and support apprentices well to develop their knowledge and skills progressively. For example, level 4 children, young people and families practitioner apprentices learn topics such as safeguarding, communication and trauma-informed practice early in the course to enable them to make an effective contribution in the workplace quickly.

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Curriculum and teaching Expected standard

Tutors mostly use a range of effective teaching strategies. They explain key information clearly and use their previous experience of working in the sector to give relevant examples that help apprentices understand the topic. Tutors use interactive teaching methods to enrich their lessons. They generally involve apprentices in learning activities which help to reinforce their learning, although in a few cases tutors do not use activities which are as interesting, which impacts on apprentices' concentration. In mathematics, tutors increase the complexity of calculations to ensure that apprentices build their foundational knowledge before they attempt more difficult mathematics.

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Curriculum and teaching Expected standard

Staff identify the support needs of most apprentices and put appropriate support in place to enable them to access the curriculum and to achieve their apprenticeship. However, in a few instances skills coaches do not carry out a thorough enough assessment of apprentices’ needs, and these apprentices do not receive the support they need quickly enough.

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Curriculum and teaching Expected standard

Leaders recruit staff who have extensive industry experience. Most trainers and skills coaches use a range of assessment methods well to check apprentices’ understanding. Tutors and skills coaches provide clear and precise feedback to apprentices to enable them to improve further.

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Participation and development Expected standard

Most apprentices receive useful careers information that they use to plan their next steps. Skills coaches promote possible roles in the industry and further training opportunities to help apprentices make informed choices about their careers.

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Participation and development Expected standard

Trainers teach apprentices effectively about a range of topics such as wellbeing, mental health and resilience. Apprentices develop their knowledge in these topics, which they use in their personal lives to keep themselves mentally healthy.

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Needs attention

Apprentices have an appropriate understanding of fundamental British values and how they relate to the workplace. They explain how they adhere to legislation such as the Children’s Act 1989 and follow organisational policies and procedures.

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Needs attention

Apprentices have an appropriate understanding of the risks of extremism and radicalisation. They recognise that the children and young people they work with are at increased risk due to their isolation and online activity.

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Needs attention

Trainers create a safe and respectful online learning environment where apprentices are comfortable to contribute to discussions. They remind apprentices that they can speak to them privately after sessions if needed.

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Needs attention

Tutors set clear expectations of apprentices. Most apprentices display professional behaviours and demonstrate respect to their peers and listen carefully when others are speaking.

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Achievement Needs attention

Too many apprentices do not achieve their qualifications in a timely manner. In previous years too many did not remain on their course, due to leaving their jobs. Apprentices who complete their training achieve their qualification. A high proportion gain merit or distinction grades. Leaders recognise that the small number of apprentices with special educational needs and/or disabilities did not achieve as well as their peers in the previous year. However, this is improving in the current year.

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Achievement Needs attention

Apprentices who need to complete English qualifications pass their qualifications. However, tutors do not ensure that apprentices are prepared well enough for their mathematics examinations, and achievement rates are too low.

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Achievement Needs attention

Apprentices develop skills that they apply effectively in the workplace. They produce work of an appropriate standard, such as using dyadic developmental practice to support children to recover from trauma.

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Achievement Needs attention

Apprentices progress in their careers, such as taking on additional responsibilities.

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

Learners and apprentices develop new knowledge and skills on their courses. For example, adult learners studying construction learn how to use basic hand tools to set out and cut timber accurately, form basic joints and fit architrave and skirting boards. Learners’ and apprentices' work is of an appropriate standard. Written assignments are evaluative and analytical, display wider research and reading and are properly referenced. Too many apprentices do not achieve their qualifications in a timely manner. However, apprentices who complete their apprenticeship achieve their qualification, and a high proportion gain merit or distinction grades. Historically, too many learners on short adult social care qualifications at level 2 did not achieve their qualification. Leaders have stopped offering these courses and, although not yet reflected in published data, overall achievement has improved.

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

Staff identify the support needs of most learners and apprentices in a timely manner and put appropriate support in place to enable them to access the curriculum and to complete the course successfully. However, in a very few instances apprentices do not receive the support they need quickly enough as skills coaches do not carry out a thorough enough assessment of their needs.

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

Apprentices and learners are prepared well for their careers. For example, apprentices develop their leadership skills by shadowing managers in their workplaces. Adult learners are offered three additional ‘mini' qualifications to enhance their employability prospects, such as in manual handling, asbestos awareness and working at heights.

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

Leaders and staff set high expectations for the attitudes and behaviours they expect of learners and apprentices. Learners and apprentices gain in confidence and enjoy their learning. Adult learners benefit from learning in a supportive and welcoming environment. Trainers create a safe and respectful online learning environment where apprentices are comfortable to contribute to discussions.

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Next steps

• Leaders should continue to take appropriate action to increase the proportion of apprentices who achieve their apprenticeship in the planned time. • Leaders should ensure that tutors prepare apprentices well for mathematics examinations to enable a higher proportion to achieve their qualifications. • Leaders should ensure that tutors give the small number of apprentices with special educational needs and/or disabilities the support they need to make at least expected progress so they achieve in line with their peers.

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About this inspection

Following our renewed 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

Inspection activities: Inspectors spoke with apprentices, learners, leaders, trainers, employers, governors and stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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Lead inspector:

Glenise Burrell, His Majesty's Inspector

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Team inspectors:

Malcolm Fraser, His Majesty's Inspector Alison Gray, Ofsted Inspector Jacquie Brown, His Majesty's Inspector Alex Miles, Ofsted Inspector Carolyn Yule, Ofsted Inspector Charles Searle, Ofsted 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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Apprenticeships

TRN (Train) Limited is an independent learning provider based in Gateshead which has been operating since 2002. It provides apprenticeships primarily in the children's and adult social care sectors to organisations nationally. There are currently 504 apprentices studying on 9 apprenticeships. The majority of apprentices are studying on the level 4 children, young people and families practitioner apprenticeship. TRN (Train) Limited also provides courses for adult learners primarily in the construction sector and the social care sector. Construction training is delivered at a specialist skills training centre in Gateshead. There are currently 203 adult learners studying a variety of courses, including Skills Bootcamps for construction.

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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 standard 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 standard 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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