The Gas Rooms Limited

The Gas Rooms Limited

Address: Unit 26, Clawthorpe Hall Business Centre, Burton-In-Kendal, Carnforth, LA6 1NU Unique reference number (URN): 2748182

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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 created a positive and welcoming culture. Leaders identify learners’ main support needs when they first apply for the Skills Bootcamp. During their online interview, tutors check whether learners require any adjustments or additional help with their learning. Although tutors provide individual support when required, they are too reliant on learners highlighting their own support needs.

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Inclusion Expected standard

Tutors continuously evaluate and adapt the support they put in place for learners who need it. Tutors complete relevant training on inclusion and making reasonable adjustments so that they understand learners’ barriers and how best to support them. This includes avoiding over-supporting learners, and encouraging them to become more independent. Tutors design clear and accessible presentations and resources to meet the needs of learners with dyslexia. They reteach difficult topics when learners need extra reinforcement.

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Inclusion Expected standard

Tutors adjust their assessment methods effectively to meet learners’ needs. If learners struggle with a written test, they use an oral assessment. Learners, if needed, have their own examination room, extra time and a reading pen as required.

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Leadership and governance Expected standard

Leaders have a clear strategy for delivering high-quality Skills Bootcamps. They are agile in responding to learner, employer and regional needs in reducing skills gaps in the renewable energy sector. Leaders understand their strengths and areas for development. They acted on most of the areas highlighted at the new provider monitoring visit. Leaders have effective governance structures in place to help ensure accountability. They use quality assurance processes appropriately to review training and assessment.

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Leadership and governance Expected standard

Governors bring relevant sector and educational expertise. They use their knowledge of the plumbing and heating industry, and of education, to support leaders’ strategic planning and continuous improvement. Governors offer constructive advice on safeguarding, teaching and learning, and policy development. They demonstrate a clear understanding of local community needs and the requirements of learners with learning difficulties and disabilities.

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Leadership and governance Expected standard

Leaders, with support from governors, prioritise learners’ best interests in decision-making. They receive consistently positive feedback from learners, employers and stakeholders. Learners, including those who are disadvantaged, achieve very well.

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Leadership and governance Expected standard

Leaders ensure tutors receive subject-specific training to keep their technical knowledge up to date. Tutors hold relevant teaching qualifications and complete assessment training. They participate in peer observations, team teaching and professional discussions. However, leaders place a limited emphasis on further developing tutors' pedagogical skills. Tutors benefit from a highly supportive workplace culture. They describe leaders as considerate of their workload and wellbeing, and say they feel valued. Tutors enjoy their roles and are proud to work for The Gas Rooms.

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Achievement Strong standard

Learners, including those who are disadvantaged, achieve consistently well and make swift and sustained progress in learning how to install and maintain air source heat pumps. All learners who have started the Skills Bootcamp to date have completed and achieved their qualifications. Learners gain industry-recognised accreditation that enhances their progression and future work opportunities.

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Achievement Strong standard

Learners who are employed or self-employed gain the knowledge and skills they need to future-proof their businesses and adopt greener technologies in line with local and national targets. They consistently produce practical work of a high standard.

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Achievement Strong standard

Learners quickly develop the knowledge and confidence to advise their customers about a wide range of heating options, renewable energy solutions and the use of low-temperature and green energy. On completion of their course, learners can install and commission those systems as well as conduct effective fault-finding.

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Curriculum and teaching Expected standard

Leaders have a generally accurate understanding of their key strengths and areas for development. Although their actions have brought about sustained improvement and learners benefit from an ambitious curriculum, there remain a few inconsistencies in the quality of training.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that closely aligns with local, regional and national skills needs. Learners learn how to install and maintain environmentally sustainable heating systems. They study the full set of qualifications that plumbing and heating engineers need to enter the renewable heating industry. The curriculum is accessible and supports the needs of learners, including those who are disadvantaged or have barriers to learning. Training meets the needs of employers and funding organisations, with additional content included on system design and servicing.

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Curriculum and teaching Expected standard

Leaders and tutors work closely together to ensure that the Skills Bootcamp is well structured. Tutors plan training in a logical order to equip learners with the knowledge and skills that they need to confidently work with air source heat pumps. Tutors build on the previous day’s learning and mostly check learners’ understanding before they move on to new topics or set assessments. However, at times, tutors do not routinely manage learners’ responses to questions, and some learners dominate discussions. Tutors cannot be certain that all learners have understood as checking, at times, is cursory.

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Curriculum and teaching Expected standard

Tutors are vocational experts with proficient knowledge of heating and plumbing. Although they are qualified teachers, they do not engage in sufficient professional development to continue to refine their teaching practices.

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Participation and development Expected standard

Learners work in safe and respectful learning environments. Tutors welcome and value the prior experience that learners bring to the classroom. Leaders and tutors maintain a positive dialogue with learners about their welfare and wellbeing.

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Participation and development Expected standard

Leaders and tutors set high expectations for learners’ attendance and behaviour. Learners value their training and do not miss any training sessions. They enjoy their course and are committed to their studies. They talk enthusiastically about how they learn from their tutors and peers.

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Participation and development Expected standard

Leaders offer some wider development activities despite the constraints of a 7-day course. They also provide useful guidance to learners once they have finished their training. For example, they offer additional training in using a refractometer to measure glycol levels in heating systems for anti-frost protection.

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Participation and development Expected standard

Although not fully coordinated, tutors provide learners with advice about their career development. Learners are aware of the additional employment opportunities available to them as registered air source heat pump engineers. Learners aspire to complete further training so they can gain installation and maintenance work, for example by completing fluorinated gas training courses and qualifications to supplement the accreditation that the Skills Bootcamp provides.

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

Learners make rapid and sustained progress on their Skills Bootcamp. They quickly develop the knowledge and skills needed to install and maintain air source heat pumps and move towards greener technologies in their businesses.

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

Learners overcome difficulties and achieve well due to tutors’ personalised support. Learners who struggled with education in the past, because of concentration difficulties or challenges with reading and writing, say that they can focus, enjoy lessons and make progress. When tasks are difficult, tutors are close by, responsive and reassuring. They read materials aloud when needed, offer additional time in assessments or create a quieter learning space by placing learners in a smaller group.

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

Learners feel welcomed, respected and valued in a positive, friendly and professional learning environment. Tutors build strong relationships, encourage questions and create a mature, collegial atmosphere in which learners focus and enjoy their learning. Learners demonstrate cooperation and respect. They support one another and contribute positively to the training. Learners engage in open conversations with tutors about their welfare and mental health. If needed, they are signposted for support from specialist organisations.

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

Learners show high levels of commitment, enthusiasm and motivation. Even those who were initially unsure about returning to education quickly gain confidence and participate fully in both classroom and practical activities. They benefit from well-organised teaching, purposeful activities and a strong balance of practical and theoretical work. Tutors’ high expectations for behaviour, attendance and safety help learners feel prepared to work independently and safely in the industry.

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

Learners build confidence in their future employment opportunities as qualified air source heat pump engineers. Leaders provide effective post-course support that removes barriers to entering the industry, including help with registrations and first installations.

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Next steps

Leaders should ensure that they develop tutors' pedagogical skills so they can plan and teach a consistently high-quality curriculum. Leaders should introduce a more thorough process for identifying learners’ support needs at the start of the Skills Bootcamp. Leaders and tutors should strengthen the careers guidance they provide, so learners understand the full range of opportunities available to them after completing the course.

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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, teachers and learners during the inspection.

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About this inspection

The Gas Rooms Limited was formed in 2018 to meet the need for local, industry ‑ linked training for plumbing and heating engineers in Cumbria. Leaders began offering Skills Bootcamps in air source heat pumps in July 2023, responding to the growing demand for environmentally sustainable heating solutions.

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Team inspector:

Alastair Mollon, 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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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

At the time of the inspection, there were 10 learners enrolled on the Skills Bootcamp. Most learners were self-employed heating engineers.

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Expected standard

John Ladell : Director 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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