South Wales and South West Roofing Training

Group

Address: Brooklands Mill, Nadderwater, Exeter, Devon, EX4 2JG Unique reference number (URN): 2791025

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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 and trainers demonstrate an inclusive approach to recruiting and supporting apprentices. They have high aspirations for all apprentices, including those with barriers to learning. The small and well-established team of staff know their apprentices well as individuals. Trainers monitor apprentices closely, identify, and put in place quickly, any adjustments or extra support required.

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Inclusion Expected standard

Leaders have an effective application process and check for any learning difficulty or other barriers to learning. This helps leaders to identify apprentices, who require adaptations to help them with their studies. Leaders make sensible adjustments for apprentices who require them. This includes reviews of seating arrangements in classes, improved clarity of instructions and more frequent checks on wellbeing. Where appropriate, leaders liaise with employers to ensure apprentices receive the support they need.

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Inclusion Expected standard

The small team of staff discuss and review how well support strategies work and adjust them where required. Leaders and lead trainers provide guidance to trainers about the most relevant support strategies for current apprentices. There is still more work to do to ensure that trainers undertake more formal training about how to further support apprentices with a wider range of support needs.

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Leadership and governance Expected standard

Leaders use appropriate approaches to understand and assure themselves of the high standards of training they expect. They use their quality assurance activities effectively to evaluate accurately the quality of training and to make continual improvements.

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Leadership and governance Expected standard

Leaders and those responsible for governance meet monthly to review training standards thoroughly. They consider apprentices’ progress, quality updates, staff development and safeguarding. Those responsible for governance have significant expertise in the roofing trade and, as such, are well placed to provide relevant support and challenge to the leaders.

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Leadership and governance Expected standard

Leaders and trainers regularly review and update the curriculum. They make changes that benefit apprentices, for example, with the introduction of vertical tiling or new roofing materials aligned to apprentices’ final examination. There is a collaborative and supportive culture across the small and close-knit team. Leaders do frequent check ins on staff wellbeing and make sure they have a presence at all sites in case there are any concerns staff want to raise. Leaders and trainers work closely with their established employers, by whom they are highly regarded. Employers rightly praise leaders’ accurate understanding of apprentices’ training needs.

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Leadership and governance Expected standard

Trainers complete relevant industry professional learning. They are members of the National Federation of Roofing Contractors and stay up to date with developments in the industry. Trainers organise visits by external companies, who demonstrate the latest products. Leaders provide appropriate support for new trainers, including shadowing and a suitable teaching qualification. In their quality improvement plan, leaders rightly identify more focus on teaching skills would further enhance trainers’ knowledge and practice.

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Achievement Expected standard

A high proportion of apprentices achieve their apprenticeship and most make substantial progress with almost half gaining a distinction. Most continue working in the industry, with a few progressing into roles with greater responsibility.

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Achievement Expected standard

Apprentices develop the required knowledge, skills and behaviours to be competent roofers. They learn roofing fundamentals, including felting, battening and applying appropriate coverings. Apprentices complete additional training, such as asbestos awareness, which strengthens their understanding of safe working practices. Most apprentices produce work that meets the expected standard, with a significant minority working at a higher level.

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Achievement Expected standard

Leaders ensure all apprentices develop their English and mathematical skills. Apprentices studying functional skills qualifications in these subjects receive appropriate support and teaching. Trainers integrate English and mathematics into technical training well, using helpful scenarios, such as banking and pay slips, to make these skills relevant to life and work.

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Curriculum and teaching Expected standard

Leaders train level 2 roofer apprentices to help address national skills shortages. They have a secure understanding of their curriculums because they carry out effective quality assurance processes. Leaders work closely with employers to ensure that training remains current, relevant and aligned with industry needs. Trainers plan and sequence the curriculums well. Apprentices begin with essential safety training, such as working at heights, before progressing to practical roofing skills. This enables apprentices to build their knowledge and skills over time and develop confidence in the tasks they will perform in the workplace.

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Curriculum and teaching Expected standard

Leaders ensure that trainers use effective and adaptive teaching strategies that help apprentices understand new concepts and apply them confidently at work. For example, apprentices learn how to use a gauge stick to measure and mark the spacing of battens or slates/tiles accurately. They then apply these skills on site, demonstrating strong recall and increasing occupational capability.

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Curriculum and teaching Expected standard

Trainers are highly experienced industry experts. They assess apprentices’ work effectively and give clear, constructive feedback that helps apprentices improve their performance. Trainers work well with employers to ensure that they are aware of how they can further support apprentice’s progress at work.

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Curriculum and teaching Expected standard

Leaders have appropriate processes to monitor apprentices’ progress. These work closely with employers to ensure apprentices have time to practise their skills, particularly in areas that need strengthening. However, leaders do not fully capture all elements of progress. This includes tracking apprentices’ wider development and monitoring the progress of those completing functional skills qualifications in English and/or mathematics.

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Participation and development Expected standard

Leaders provide apprentices with clear careers information, advice and guidance that helps them consider future opportunities. Trainers further strengthen this by developing apprentices’ skills in areas, such as estimating, purchasing and effective communication, supporting their progression within the industry. Apprentices understand how the skills they gain contribute to their future development. Former apprentices have progressed into roles, such as team leader, and have taken on additional responsibilities, including estimating. Leaders offer valuable enrichment such as opportunities to enter competitions, including Roofing Apprentice of the Year.

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Participation and development Expected standard

Leaders ensure apprentices learn and work in safe, respectful environments, where wellbeing is prioritised. Trainers model high standards of behaviour and mutual respect through their professional conduct and well-organised learning spaces. As a result, apprentices demonstrate consistently respectful attitudes towards staff, peers and their environment, contributing to a positive learning culture.

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Participation and development Expected standard

Leaders maintain high attendance through close monitoring and prompt action, when apprentices miss learning. leaders quickly follow up any absences, with apprentices rescheduled onto the next available training block. On the rare occasions that this happens, trainers support apprentices well to catch up, including in English and mathematics where required. Trainers address lateness effectively and instil positive workplace behaviours for the importance of arriving on time.

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Participation and development Expected standard

Leaders provide suitable training on safeguarding, staying safe from radicalisation and broader wellbeing, including mental health awareness. However, apprentices’ recall of some of these topics, including healthy relationships, is not yet consistently secure.

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

Most apprentices achieve their apprenticeship. Those with barriers to learning, achieve at least as well as their peers. All apprentices develop the new knowledge, skills and behaviours they need to thrive at work. They quickly become competent in fixing roof coverings, including fitting and securing interlocking tiles and natural slate. Apprentices use specialist terms and technical language in context, which helps them communicate effectively with colleagues and clients.

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

Apprentices enjoy their learning and, together with their employers, value the high-quality training they receive. They are motivated to succeed. Trainers are roofing experts and have ambitious goals for every apprentice. They consistently link learning to high examination performance, which motivates apprentices to achieve the best possible outcomes. Apprentices grow in confidence and can apply their developing skills successfully in the workplace. Employers quickly trust apprentices to produce work to a high standard.

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

Apprentices, including those who need extra help, receive effective support. They value the small group sizes, which give them frequent access to trainers and regular individualised help. Leaders and trainers swiftly identify apprentices’ needs and put appropriate adjustments or additional support in place quickly.

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

Apprentices develop an understanding of positive mental health, protected characteristics, fundamental British values and cultural diversity in modern Britain. However, their knowledge is not sufficiently deep enough for them to apply it consistently while training or in the workplace.

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

Apprentices feel safe and training takes place in safe environments. Apprentices demonstrate respectful attitudes towards their trainers, peers and the learning environment, keeping it tidy and well organised. Apprentices contribute well to a positive and purposeful culture for learning. Leaders promote a culture in which bullying, harassment or discrimination are not tolerated.

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Next steps

Leaders should ensure that trainers receive more professional learning, to further improve their teaching skills and to support apprentices with a wider range of additional needs. Leaders should further strengthen the progress review process to include the capture of apprentices’ wider development, including the development of English and mathematical skills. Leaders should further deepen and embed the training on wider topics, such as mental health awareness and healthy relationships, so that all apprentices remember what they have learned.

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Lead inspector:

Steve Battersby, His Majesty's Inspector

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Team inspectors:

Vicki Locke, His Majesty's Inspector Steve Caunter, 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 Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

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

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About this inspection

South Wales and South West Roofing Training Group (trading as South West Roofing Training Group (SWRTG) is an independent learning provider, based in Devon and Wiltshire. SWRTG was established in 1996 to provide specialist training for companies working specifically in the roofing industry. Apprentices can train at one of two centres in the southwest, near Exeter, in Devon and in Melksham, Wiltshire.

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About this inspection

At the time of the inspection, SWRTG had 25 apprentices in learning, 2 of whom were under the age of 18. Apprentices are all studying the level 2 roofer apprenticeship, focusing on the roof slater and tiler pathway.

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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