DMR Training and Consultancy Limited

DMR Training and Consultancy Limited

Address: 87-89 Church Street, Leigh, Greater Manchester, M46 0RR Unique reference number (URN): 2791290

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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 established a culture of inclusion where learners enjoy trusting and supportive relationships with trainers. Leaders understand clearly the barriers to education that learners face. Many learners live and work in areas of disadvantage, have special educational needs and/or disabilities or do not have English as their first language.

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Inclusion Expected standard

Leaders and trainers work in a caring way to meet learners’ specific needs. At the start of the course, leaders quickly identify learners’ individual support needs. When these needs change, most trainers review and record any amendments. However, a few trainers do not review or record amendments to learners’ support well enough.

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Inclusion Expected standard

Trainers adapt their teaching and training when needed. They provide learners with appropriate resources to support their learning. For example, they support learners with dyslexia with assistive technologies that make reading more accessible.

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Inclusion Expected standard

Leaders ensure that staff benefit from appropriate training to provide the support that learners need confidently.

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Leadership and governance Expected standard

Leaders and governors have a clear vision to provide a range of learning pathways to meet skills needs in the construction sector. They work closely with a wide variety of employers and stakeholders to understand specific skills gaps. Leaders are quick to adapt their offer in response to new skills needs. For instance, they offer qualifications in insulation and building treatments.

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Leadership and governance Expected standard

Governors are suitably qualified and experienced for their roles. They provide effective scrutiny and challenge to senior leaders. For example, governors challenged leaders to reduce the proportion of learners who did not complete their qualifications on time. Leaders subsequently reduced this considerably.

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Leadership and governance Expected standard

Leaders typically understand their strengths and areas for improvement. They carry out observations of lessons and scrutiny of learners' work to evaluate the quality of training that learners receive. Leaders acknowledge that their observations require more focus on the quality of teaching and training.

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Leadership and governance Expected standard

Leaders recruit qualified and experienced trainers, who benefit from a range of training to help them develop their sector knowledge and skills. However, leaders do not provide professional development to help trainers to improve their teaching skills further.

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Leadership and governance Expected standard

Leaders focus acutely on their staff’s wellbeing and workload. Staff benefit from an employee assistance programme, where they have access to bereavement counselling and advice on a range of issues in relation to finance, legal matters, stress, health, wellbeing and emotional problems. Staff feel very well supported by their leaders and are extremely proud to work at the provider.

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Achievement Expected standard

Learners, including those with barriers to learning, gain a range of new knowledge, skills and behaviours. They produce work that is reflective of the high standards in the construction industry. For instance, learners studying level 3 trowel occupations accurately interpret drawing specifications when they are laying out the foundations of a building.

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Achievement Expected standard

Learners improve their English and mathematical skills as a result of their course. Learners studying level 2 trowel occupations apply the geometry theory that they need to calculate accurately a right-angled corner in their brickwork.

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Achievement Expected standard

Most learners make at least expected progress from their starting points and achieve their qualifications on time. They move on to study other specialist qualifications, benefit from an increased salary and gain additional responsibilities or a promotion at work. Those with barriers to their learning achieve slightly less well than their peers.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the construction sector and the needs of employers in the sector. They provide a range of relevant qualifications for learners who currently work in the industry but do not have the relevant qualifications needed to help them advance in their career. For example, leaders provide an accredited route to enable learners to gain health and safety certification without which they would be unable to work on most construction sites.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is accessible for learners with barriers to learning. Trainers confidently make adaptations to their teaching. For example, trainers break down learning into smaller steps and simplify technical terminology to help learners with language barriers to understand fully what they are learning.

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Curriculum and teaching Expected standard

Trainers teach the curriculum in a logical sequence. Learners firstly learn about vital site health and safety and the importance of following safe working practices and of recognising and reporting hazards, before moving on to learning about specialist topics, such as preparing surfaces for membrane roofing systems or preparing background surfaces for floor covering.

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Curriculum and teaching Expected standard

Trainers have suitable subject knowledge and expertise to teach learners. They provide clear demonstration and explanation to learners. Immediately following this, learners apply this learning to practise their skills at work. Level 3 bricklaying learners competently produce arches to meet the exacting standards of their industry.

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Curriculum and teaching Expected standard

Trainers typically use assessment effectively to identify gaps in learners' knowledge and inform their teaching. They use practical observation well to highlight learners’ strengths and areas for development. Most trainers use appropriate questioning techniques to identify what learners know and remember. However, a few trainers do not ask sufficiently probing questions to check learners’ deeper understanding of a topic.

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Participation and development Expected standard

Leaders have high expectations for learners to attend their training and achieve their qualifications. Most learners have high attendance and are motivated to achieve so that they can fulfil their career goals. Learners appreciate the understanding and encouragement they receive from trainers.

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Participation and development Expected standard

Leaders make sure that trainers provide learners with industry-specific careers information that helps them make decisions about their next steps. Many learners aspire to become site supervisors and managers.

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Participation and development Expected standard

Trainers ensure that learners have a firm understanding of fundamental British values. Learners know the importance of being respectful towards colleagues and routinely apply this at work. They adhere strictly to health and safety regulations in a safety-critical work environment. Learners maintain work areas clean and wear appropriate personal protective equipment.

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Participation and development Expected standard

Leaders generally ensure that learners benefit from wider development opportunities, such as mental health and digital training. In a few instances, learners are volunteer sports coaches for children.

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Participation and development Expected standard

Learners feel safe and have not experienced bullying or harassment. They know the process that they need to follow to report any concerns they have about themselves or others.

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

Learners feel welcomed and well supported by trainers. They enjoy their courses and are committed to achieving their qualifications, so that they can quickly move on to the next steps in their lives and careers.

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

Learners with barriers to their education appreciate the reasonable adjustments that trainers put in place to help them succeed. For example, learners whose first language is not English complete video or audio recordings to demonstrate their knowledge and understanding. By removing these barriers, trainers ensure that learners thrive and achieve rather than fall behind in their learning.

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

Trainers ensure that learners develop new knowledge and skills that prepare them well to work in the construction sector. Learners studying level 2 trowel occupations apply the skills they learn competently, such as taping and jointing prior to building masonry structures.

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

Learners develop their confidence as a result of their courses. For example, learners studying level 2 wood occupations confidently explain what they have learned about the different types and qualities of wood and adhesives.

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

Learners improve their English and mathematical skills. They communicate confidently and effectively with work colleagues across a wide range of trades, managers and customers. Learners studying level 2 plastering calculate ratios accurately when mixing different types of plaster. Learners calculate the materials needed to complete a job precisely so as not to waste money.

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

Learners routinely work considerately to avoid causing hazards to others at work. They complete thorough safety checks and risk assessments, and carry out correct manual- handling techniques.

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

Trainers make sure that learners know about the dangers associated with where they live and work, such as knife and drugs crime. Learners know the importance of cyber security and how to keep themselves safe online.

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Next steps

Leaders should ensure that trainers systematically and consistently review and adapt the support they provide to learners with barriers to their learning. Leaders should evaluate the quality of teaching and training that learners receive more thoroughly and ensure that staff receive relevant professional development to deepen their teaching expertise. Leaders should ensure that staff skilfully embed high-quality careers education and guidance throughout the curriculum. Leaders should ensure that they take appropriate action to maintain the high proportion of learners who complete their courses and ensure that those with barriers to learning achieve in line with their peers.

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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 HMI.

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About this inspection

Inspectors spoke with staff, learners and employers during the inspection.

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Team inspectors:

Alastair Mollon, His Majesty's Inspector Alex Lang, 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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Adult learning programmes

DMR Training and Consultancy Limited is an independent learning provider based in Leigh, Greater Manchester. Leaders currently receive funding from Greater Manchester and Greater London Combined Authorities.

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Adult learning programmes

At the time of the inspection, there were 52 adult learners on a variety of construction courses at levels 2 and 3. The majority of learners study the level 3 diploma in occupational work supervision, the level 2 diploma in associated industrial services occupations – passive fire protection and the level 2 diploma in waterproof membrane roofing systems.

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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. 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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