Train 2 Train Limited

Train 2 Train Limited

Address: Office 22-23, The Rear Walled Garden, The Nostell Estate Yard, Nostell, Wakefield, WF4 1AB Unique reference number (URN): 2556388

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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 create a successful culture of inclusion. They give their time generously to raise awareness of support for those with additional needs. Apprentices feel valued because staff understand their needs and provide suitable support.

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Inclusion Expected standard

Leaders use initial assessment appropriately to identify most apprentices’ additional support needs. Tutors and coaches implement suitable strategies in their teaching, such as setting short tasks and offering additional one-to-one recap sessions. They use learning reviews to check the impact of these strategies and modify support arrangements where necessary. However, leaders recognise the need to record support needs accurately so that they can fully review the effectiveness of support to help them shape how it can be adapted over time.

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Inclusion Expected standard

Leaders consider temporary vulnerabilities well when these emerge. They make appropriate allowances for attendance or the submission of work that helps apprentices manage their workload. Apprentices at risk of redundancy are complimentary about the support they receive to navigate the challenges they experience at work.

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Inclusion Expected standard

Leaders ensure that staff receive the training and resources they need to meet apprentices’ support needs. After identifying an increase in the number of apprentices who are neurodiverse, they worked closely with an awarding body to provide relevant training for staff.

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Leadership and governance Expected standard

Leaders have realised an ambitious vision to deliver high-quality business and management apprenticeships. They use their highly effective relationships with employers to plan training that enables apprentices to thrive and progress in their careers.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the quality of the curriculum, teaching and training. They have taken sensible actions to deal with historic retention concerns. Leaders implemented a rigorous pre-induction to validate employers’ and apprentices’ commitment to the apprenticeship. They have ceased delivery of apprenticeships with poor retention. Leaders’ actions have already started to have an impact on the proportion of apprentices who remain on programme and achieve.

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Leadership and governance Expected standard

Leaders and those with governance oversight work collaboratively with stakeholders through sector networks and employer provider forums. They hold one another to account for the achievement of strategic goals and developing the apprenticeships. Leaders make decisions in the best interests of apprentices, including those who are disadvantaged or have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders provide plentiful opportunities for staff to develop their skills. Those new to teaching apprentices have a carefully planned programme of development to prepare them to teach in the workplace. Staff benefit from specialist training, such as mental health first aid and neurodiversity, to enable them to better support apprentices. Staff value the support of leaders. They are supported to manage their workload effectively. For example, there are frequent reviews of tasks and deadlines to identify where additional support may be needed. Staff benefit from weekly wellbeing activities, including social breakfast and lunch clubs.

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Curriculum and teaching Strong standard

Leaders work collaboratively with employers to prepare apprentices for successful careers in business and management. Tutors teach high-quality curriculums relevant to employers’ strategic goals. They produce highly bespoke training plans matched accurately to apprentices’ needs.

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Curriculum and teaching Strong standard

Leaders recruit highly skilled tutors who are experts in their subjects. Tutors and coaches use their expertise very successfully to share real examples that help apprentices to understand complex concepts and apply them confidently in practice. Apprentices link theory to their roles by using 'six thinking hats’ to support participation among their team in strategy meetings.

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Curriculum and teaching Strong standard

Tutors and coaches reinforce technical vocabulary consistently so that apprentices develop a secure understanding of business terminology. Team leader and operations manager tutors frequently recap the theory that underpins motivational techniques and leadership styles. Apprentices use the project management processes they are taught to accurately monitor project risks and dependencies.

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Curriculum and teaching Strong standard

Tutors facilitate high-quality masterclasses led by employers’ senior leaders that set authentic workplace challenges for apprentices to solve. Apprentices develop the skills to analyse business problems and evaluate possible solutions. They successfully apply their skills at work by questioning leaders about topics such as change management. Apprentices present helpful, informed recommendations that employers value highly.

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Curriculum and teaching Strong standard

Tutors use timely and effective assessment. They provide clear and constructive feedback that ensures apprentices understand how to achieve the highest grades. Apprentices use

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Expected standard

the feedback that they receive to quickly improve the quality of their work and meet the high standards expected by staff.

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Achievement Expected standard

All apprentices remain in employment after their apprenticeship. Those in temporary positions secure permanent jobs, and a few apprentices gain promotion. Apprentices' work is of a high standard, and apprentices who complete their programme achieve. The proportion of apprentices who achieve distinction grades is high and improving. However, overall achievement rates have been adversely affected by retention in one apprenticeship that leaders have ceased to offer. Achievement rates for 2024/25 have improved and are broadly in line with the national average.

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Achievement Expected standard

Apprentices develop the intended knowledge and skills and apply these effectively at work. Management apprentices confidently manage conflict situations within their teams.

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Achievement Expected standard

Apprentices with special educational needs and/or disabilities are supported to achieve well. Apprentices with dyslexia are provided with IT equipment that enables them to carry out their work effectively at pace. The few apprentices who need English and mathematics qualifications receive effective teaching to develop their skills.

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Participation and development Expected standard

Apprentices uphold consistently the high expectations and professional standards set by staff. They attend very well and develop positive attitudes to learning. Apprentices explain confidently how they apply fundamental British values at work by supporting colleagues to promote inclusive and respectful working relations.

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Participation and development Expected standard

Apprentices know how to recognise inappropriate behaviour and how to report concerns. Coaches signpost apprentices to external guidance, including employment legislation, to strengthen apprentices’ confidence in dealing with staffing concerns.

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Participation and development Expected standard

Apprentices receive helpful careers guidance. Apprentices on level 3 programmes who wish to progress to management positions understand the learning opportunities available to them.

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Participation and development Expected standard

Leaders provide effective resources, such as handbooks and newsletters, to develop apprentices’ understanding of diversity. Coaches actively promote diversity through the celebration of cultural events. They host days that raise awareness of the lived experiences of others, such as those who are neurodiverse.

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Participation and development Expected standard

Apprentices develop an informed understanding of social responsibility. Most apprentices take part in charitable activities. They learn more about the experience of those with physical disabilities and the importance of equality through team development days with a charity supporting those with visual impairment. However, apprentices do not consistently gain access to these valuable opportunities across all apprenticeships.

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

Apprentices are highly motivated and value the training that they receive. They build confidence by learning significant new skills that they apply successfully in their roles. Many apprentices take on increased responsibilities at work while on programme and can articulate clear goals for their next steps. They are keen to continue their learning where it will help further develop their careers.

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

Apprentices benefit from carefully planned face-to-face training sessions in accessible learning environments. They develop beneficial relationships with senior leaders in their organisations through effective masterclasses. Apprentices appreciate that training is rotated around employers’ national offices because it enables them to build relationships with peers outside of their region. They willingly share their experiences, and they learn from one another through collaborative discussion about business challenges.

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

Apprentices actively engage with the wider personal development curriculum planned for them by leaders. Apprentices use the monthly topics shared with them by staff to reflect on their own sense of wellbeing and their resilience. Apprentices explain how these reinforced messages help them to understand topics beyond the workplace, including support relating to mental health and safeguarding.

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

Tutors and coaches guide apprentices skilfully through the different aspects of their apprenticeship. They link the content of theory sessions to applied industry examples to enable apprentices to make links to the workplace. Tutors and coaches proactively monitor apprentices’ progress. They adjust programmes and offer flexibility to apprentices during challenging periods. Leaders work closely with apprentices during these times to ensure that they quickly get back on track.

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

Staff consider the needs of apprentices, including those who are disadvantaged or have special educational needs and/or disabilities, well. They offer support with discounts on shopping for those under 19 and share information about grants that apprentices may be eligible for.

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Next steps

• Leaders should continue to implement the actions they are taking to improve the proportion of apprentices who complete and achieve their apprenticeship. • Leaders should ensure that apprentices’ support needs are accurately recorded to enable them to fully review the effectiveness of support and how it is adapted over time. • Leaders should ensure apprentices have consistent access to meaningful opportunities to take part in charitable and community events to support apprentices’ wider development.

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Team inspectors:

Sarah Benson-Smith, Ofsted Inspector Sue Martin, 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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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

Inspectors spoke with leaders, tutors, coaches, employers, apprentices 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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About this inspection

Train 2 Train Limited is an independent learning provider offering apprenticeships focused on business and management. It operates nationally and is based in Wakefield, West Yorkshire. Most teaching and training takes place face to face at employers’ premises.

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About this inspection

At the time of inspection, there were 57 apprentices in learning. The majority were over 19 years of age. There were 31 apprentices studying the level 5 operations manager apprenticeship, 19 studying the level 3 team leader apprenticeship and 7 studying the level 3 business administrator apprenticeship.

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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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