Engage Train Support Limited

Engage Train Support Limited Forum House Business Centre, Stirling Road, Chichester PO19 7DN

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monitoring inspection report:

During the monitoring inspection, inspectors focused on the following themes:

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monitoring inspection report:

 leadership and governance - specifically the progress leaders and managers have made in designing and delivering relevant adult learning provision that has a clearly defined purpose, and in identifying and supporting the needs of adult learners

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monitoring inspection report:

 inclusion - specifically the progress leaders have made in identifying the needs of individual learners putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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monitoring inspection report:

 curriculum, teaching and training - specifically the progress leaders and managers have made in ensuring that learners benefit from high-quality adult education that prepares them well for their intended job role, career aim and/or personal goals

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monitoring inspection report:

 safeguarding arrangements - specifically whether leaders and managers have ensured that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders have developed an effective curriculum to support unemployed adults to move quickly into employment. Leaders respond well to employers’ needs for the training and recruitment of a local workforce for major infrastructure projects. Monitoring inspection report: Engage Train Support Limited 29 and 30 April 2026

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Leaders are ambitious in their approach to reach those furthest from the workforce. They seek out individuals who would benefit most from training opportunities, such as those known to the justice service. Leaders work closely with stakeholders, such as local charities and the Department for Work and Pensions, to access individuals who would benefit most from these training opportunities. Learners are supported to move quickly into employment.

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County Council leaders have a clear oversight of the curriculum and support staff effectively to meet their quality expectations. Leaders are aware of many of their strengths and areas for improvement. Where they identify areas for development, they take action to adapt activities and implement new processes to bring about improvement. Leaders are beginning to consider how outcomes from their quality assurance work will further inform professional development. However, this work is currently in its infancy.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders have established a culture in which all learners are welcomed and supported to re-engage in learning. They work with employers that have clear social value ambitions and are supportive of those who have criminal convictions. Consequently, learners known to the justice service move into employment quickly.

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Inclusion

Leaders encourage learners to self-declare any barriers to learning from the outset. They typically understand learners’ needs and implement effective support as required. However, leaders do not routinely identify learners known to social care early enough in their learning. Where leaders subsequently identify a care leaver, they act quickly to ensure that the learner can access the wider support required.

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Inclusion

Typically, staff provide sufficient and appropriate support to those with barriers to learning. They work well with specialist services to support learners with mental health challenges and substance addiction to overcome these challenges and gain employment successfully. Through the support and care that staff provide, learners achieve their qualifications and, in some instances, do so very well. For instance, learners with disabilities and/or learning difficulties often achieve better than their peers.

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Monitoring inspection report: Engage Train Support Limited 29 and 30 April 2026

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Leaders have designed an effective curriculum that enables adult learners to gain the qualifications that they need to enter the construction and rail industries. Through their training, learners develop the essential knowledge required to operate safely and effectively on site.

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Trainers sequence the curriculum logically to enable learners to build knowledge and skills progressively. For example, learners first learn how to recognise and minimise risks in the workplace before safely marshalling plant movements on site.

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Trainers have relevant industry experience and use this expertise well to explain new concepts clearly. They introduce technical vocabulary well through group discussions and sharing real life examples. Learners are able to learn new content quickly, such as risk assessments, hazard identification and safe systems of work.

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Trainers check learners’ understanding and correct misconceptions effectively. However, they do not consistently inform learners of what they need to do to improve.

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Learners generally benefit from positive individualised careers guidance and support, which helps them understand the next steps open to them on completion of their training. Many learners progress into employment on completion of their learning.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders have developed a well-established culture of responsibility, where all leaders and staff recognise and understand their roles and responsibilities in keeping learners safe. They implement and adhere to appropriate safeguarding policies and procedures. Leaders ensure that staff are safe to work with learners.

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Safeguarding arrangements

Learners are safe and know how to report a concern. They understand how to remain safe, including from radicalisation and extremism. Staff do not ensure that learners fully appreciate how these specific threats relate to their professional or personal lives. Learners know how to work safely in the construction and rail sectors very early in their learning.

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Safeguarding arrangements

Leaders have appointed a designated safeguarding lead who is appropriately trained to carry out the role effectively. Leaders support staff to recognise and respond appropriately to learners who may be at risk of harm. Monitoring inspection report: Engage Train Support Limited 29 and 30 April 2026

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

Engage Train Support is an independent learning provider based in Chichester. Leaders offer Skills Bootcamps for adult learners, specialising in entry qualifications for the construction and rail sectors. At the time of the monitoring inspection, there were 102 adult learners in training.

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programmes at time of inspection

Monitoring inspection report: Engage Train Support Limited 29 and 30 April 2026

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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