LRTT Limited

LRTT Limited

Address: K4 Cotswold Airport Kemble, Cirencester, Gloucestershire, GL7 6BA Unique reference number (URN): 1278577

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Expected standard

Leaders reduce barriers to learning effectively. They ensure that the curriculum is accessible by providing high-quality learning resources to help meet individual apprentices' needs. For example, apprentices benefit from using audio and visual online learning materials which are personalised to meet their preferences, such as changing the background colour and font type. This helps support apprentices' theoretical understanding of complex mathematical topics in aircraft maintenance.

p.2

Inclusion Expected standard

Leaders identify apprentices' support needs swiftly. They provide useful opportunities for apprentices to disclose their learning or wellbeing barriers at the start of their course and throughout the training. Staff typically use this information well to produce support plans that trainers use in lessons with their apprentices.

p.2

Inclusion Expected standard

Leaders monitor well the support strategies that trainers use. They generally ensure that trainers have the knowledge needed to implement support plans and monitor the progress that apprentices with learning or wellbeing barriers make. Leaders support trainers' professional development in reducing apprentices' learning and wellbeing barriers when required.

p.2

Leadership and governance Expected standard

Leaders and governors have a clear vision and strategy to provide a high-quality aircraft maintenance curriculum. Since the previous inspection, they have made positive changes to meet apprentices' training needs better. This helps apprentices to align workplace activities with their assessments more efficiently.

p.2

Leadership and governance Expected standard

Leaders and governors know their strengths and most development priorities and are aware of the areas that they needed to improve. They have taken decisive action to improve apprentice achievement rates. Governors routinely provide effective challenge and support to leaders.

p.2

Leadership and governance Expected standard

Leaders and governors typically ensure that the training they provide meets apprentices' best interests. They provide a useful course structure that prepares apprentices well before they enter the workplace. Leaders ensure that apprentices learn in purposefully designed workshops, gaining valuable aircraft maintenance experience. For example, apprentices train using a range of mechanical tools and practise on fixed- and rotary-wing aircraft at the training centre at the start of their training.

p.2

Leadership and governance Expected standard

Leaders ensure that trainers receive useful professional development. They have prioritised the development of trainers' teaching skills, such as formative assessment and the use of digital tools to aid memory recall. Leaders have formed useful partnerships with local employers that help trainers maintain up-to-date industry knowledge. Leaders have developed a positive work culture. They ensure that staff work in a supportive environment. Leaders are considerate of staff workloads.

p.2

Achievement Expected standard

Leaders identified accurately the reasons for previous low achievement and took action to rectify this. Current apprentices have achieved their licence to work on aircraft prior to their planned training end date and receive staff support to complete their full apprenticeship. The proportion of apprentices who achieve their apprenticeship has improved.

p.3

Achievement Expected standard

Apprentices starting the new aircraft maintenance technician apprenticeship since September 2024 make the expected progress. These apprentices benefit from an effective assessment plan that helps them gather the assessment evidence they need more efficiently.

p.3

Achievement Expected standard

Apprentices produce work at the expected standard. They demonstrate, through professional discussions, competence in applying the new technical knowledge and skills that they develop. For example, apprentices demonstrate the competencies they need in using engineering diagrams to carry out avionic testing and mechanical troubleshooting.

p.3

Achievement Expected standard

Apprentices are well prepared for their next steps. Most remain in employment as aircraft maintenance technicians and take on more responsibilities at their workplace.

p.3

Participation and development Expected standard

Apprentices demonstrate the high professional standards that leaders and employers expect. Trainers and employers work closely together to ensure apprentices' compliance with regulatory requirements in the aviation sector. Apprentices understand the importance of following safety rules when carrying out aircraft maintenance tasks.

p.3

Participation and development Expected standard

Apprentices develop a contextually relevant understanding of fundamental British values. For example, they understand the highly regulated aviation environment in which they work. They develop the confidence to escalate safety concerns. However, the programme of wider opportunities that apprentices receive is not tailored to their individual development needs enough.

p.3

Needs attention

Apprentices typically receive useful career education. They learn about the internal progression routes at their employer. Apprentices know that the mandatory licence they complete as part of their apprenticeship enables them to be an aircraft maintenance technician in the sector. Trainers ensure that apprentices know that the practical skills they develop are transferable to other industries, such as riveting metal.

p.4

Needs attention

Apprentices attend well. They know who to contact if they have a welfare concern. They learn useful information to help keep themselves safe, such as identifying potential online safety risks. Younger apprentices receive appropriate information on healthy relationships.

p.4

Curriculum and teaching Needs attention

Leaders do not ensure that staff routinely hold timely, high-quality workplace progress reviews with apprentices and their employers. They typically maintain a close overview of most other improvement priorities and have accurately identified their strengths. For example, the curriculum changes that leaders have made since September 2024 demonstrate their commitment towards providing a high-quality aircraft maintenance technician apprenticeship programme at level 3. This ensures they meet employers’ skills needs in aircraft maintenance.

p.4

Curriculum and teaching Needs attention

Leaders work closely with employers to plan the curriculum. They sequence the curriculum effectively so that apprentices start by gaining valuable learning experiences in a training environment before practising their maintenance skills at an airport. For example, apprentices build their competence by learning the correct use of hand tools and practising circular patch repairs.

p.4

Curriculum and teaching Needs attention

Trainers use their industry experience in practical workshop lessons effectively. In these lessons, trainers provide helpful step-by-step demonstrations. This helps apprentices build their confidence in the workplace. For example, apprentices gradually take on leadership roles during small-group learning tasks, such as safely wheel-jacking aircraft. However, in a few instances, theoretical lessons are not sufficiently well taught.

p.4

Curriculum and teaching Needs attention

Trainers typically provide effective guidance on the work apprentices complete. This helps apprentices make the necessary improvements in their written and practical work and to prepare for their assessments. Apprentices with special educational needs and/or disabilities receive useful guidance from support staff to help them prepare for their assessments, such as personalising revision aids.

p.4

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

Apprentices learn in an inclusive environment. They receive appropriate support from trainers to overcome barriers to their learning or wellbeing. For example, apprentices who require extra support appreciate the additional training sessions that they attend. This helps them to achieve their career goal of becoming an aircraft maintenance technician.

p.4

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

Apprentices gain valuable opportunities to build their competencies in a realistic training environment before applying their new skills at an airport. At the training centre, they practise mechanical tasks using fixed- and rotary-wing aircraft under trainer supervision. However, leaders do not ensure that assessors contact and support apprentices in the workplace enough. They do not ensure that assessors consistently provide apprentices with high-quality, timely feedback or progress reviews with employers.

p.5

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

Apprentices develop the professional behaviours expected of them. They learn about the importance of following aircraft maintenance regulations and safety protocols, such as tool tagging in the workshop. This helps them to understand the need to work with integrity and to avoid potential hazards in a safety-critical environment.

p.5

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

Apprentices are punctual and attend well. They are motivated to gain practical workshop experience while they are based at the training centre. The training that they receive typically meets their expectations and helps them to develop the technical skills that they need for their careers. However, in a few cases, the teaching in theoretical lessons is not consistently of a high quality. Leaders rightly recognise that, historically, too few apprentices remained on their programme and completed their final assessments. They have since made necessary curriculum changes, which are having a positive impact.

p.5

Next steps

Leaders should continue to take action to ensure that the proportion of apprentices achieving their qualifications is high and sustained. Leaders should ensure that apprentices consistently receive high-quality, timely workplace progress reviews and feedback, and that this is sustained. Leaders should ensure that theoretical lessons are consistently well taught. Leaders should ensure that apprentices receive and participate in a rich and carefully tailored programme of wider opportunities that directly relate to their development needs.

p.5

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.

p.5

About this inspection

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

p.5

About this inspection

The inspectors confirmed the following information about the provider: LRTT Limited is an independent learning provider located in Kemble, Gloucestershire. Leaders provide aircraft maintenance technician apprenticeships. All apprentices begin by

p.5

Team inspectors:

Paul James, His Majesty's Inspector David Baber, Ofsted Inspector Christine Lacey, Ofsted Inspector Gemma Burgess, Ofsted Inspector

p.6

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.

p.6

Percentage of learning aims successfully achieved

studying for 9 months at the training centre in Kemble. They then spend the next 21 months training with their employer at airports across the United Kingdom.

p.6

Percentage of learning aims successfully achieved

At the time of the inspection, there were 493 apprentices, 17 of whom were aged between 16 and 18.

p.6

Percentage of learning aims successfully achieved

All apprentices study an aircraft maintenance apprenticeship programme at level 3. In September 2024, the provider began teaching the aircraft maintenance technician apprenticeship programme, a replacement for the legacy engineering technician apprenticeship programme.

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8