Derwent Training Association

Derwent Training Association

Address: Hertford Way, York Road Business Park, Malton, North Yorkshire, YO17 6YG Unique reference number (URN): 51531

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 provide a supportive and welcoming ethos at Derwent Training Association. They know the geographical areas they serve well and provide opportunities for disadvantaged apprentices who may otherwise be isolated from local training opportunities.

p.2

Inclusion Expected standard

Staff quickly identify apprentices' needs and potential barriers to learning at the start of their apprenticeships. Leaders ensure that each apprentice completes a comprehensive personal and social development self-assessment which covers previous learning experiences, learning difficulties and more personal matters, such as living in temporary accommodation and care responsibilities.

p.2

Inclusion Expected standard

Staff ensure apprentices who need adaptations to their training benefit from suitable arrangements, which are frequently reviewed so that they remain appropriate. For example, trainers initially provide overlays to apprentices with dyslexia, and when apprentices become more independent and confident to reduce this support, they use highlighter pens instead. These arrangements help apprentices with support needs to engage in training and make the same progress as their peers.

p.2

Inclusion Expected standard

Trainers receive appropriate training so that they know how to support apprentices with additional learning needs and those with challenging personal circumstances sensitively. Leaders compile comprehensive group profiles so that all trainers have the necessary information about the needs of the apprentices they teach. Apprentices appreciate the care and attention staff show them.

p.2

Leadership and governance Expected standard

Leaders and trustees have an accurate understanding of the strengths and areas for development of the provision. Leaders recognise there are still further improvements to make to ensure high levels of achievement and have put appropriate strategies in place. For example, they now rigorously review apprentices’ progress, dealing with any potential factors that could result in withdrawal from learning, such as redundancy.

p.2

Leadership and governance Expected standard

Leaders collaborate very well with stakeholders both regionally and nationally. Leaders and trustees have a clearly thought-out strategy which builds on their expertise in engineering whilst carefully considering how they can diversify the business to protect its long-term future. Leaders have broadened the range of apprenticeships they offer to include professional services apprenticeships, such as business administration and customer service.

p.2

Leadership and governance Expected standard

Experienced trustees provide high levels of scrutiny and support to leaders. Trustees use their considerable backgrounds in engineering and education to question leaders about key topics which impact the quality of provision, such as staffing and the quality of teaching.

p.2

Leadership and governance Expected standard

Leaders go to considerable efforts to ensure that the management of staff workload and the promotion staff wellbeing is of a high priority. Leaders provide staff with high-quality training to improve their skills. All trainers new to teaching complete initial teaching and assessing qualifications and access external industry- specific webinars and conferences. Leaders arrange useful annual staff development weeks which are informed by the latest teaching and learning theory.

p.2

Achievement Expected standard

Achievement rates in 2024/25 were lower than expected due to a few apprentices leaving their apprenticeship early because of redundancy. Leaders have put in place effective arrangements to fast-track any apprentices at risk of redundancy. This has resulted in fewer apprentices leaving before completing their apprenticeship.

p.3

Achievement Expected standard

A high proportion of apprentices achieve a merit or distinction grade where these grades are available. Almost all apprentices pass the apprenticeship assessment at the first attempt.

p.3

Achievement Expected standard

Apprentices develop significant new knowledge, skills and behaviours from their respective starting points. They become proficient, skilled members of the workforce producing practical work of a high standard to industry tolerances and expectations. Apprentices progress from checking dimensions and practising welding techniques on scrap materials to completing more advanced fillet and butt welds.

p.3

Achievement Expected standard

A high proportion of apprentices continue in their current employment on completion of their apprenticeship with several gaining promotions or additional responsibilities.

p.3

Curriculum and teaching Expected standard

Leaders have designed specialised apprenticeship curriculums around local, regional and national skills gaps. They provide training mostly in engineering subjects as well as professional services. Leaders work closely with employers to align training with their sector needs.

p.3

Curriculum and teaching Expected standard

Trainers are appropriately experienced and qualified in engineering. They have knowledge and skills in areas such as specialist design engineering and mechanical engineering. Trainers have credibility with apprentices due to their breadth of experience. Trainers generally teach well. They use group discussions and directed questioning effectively on topics such as overloading of cables and wires. In a few instances, teaching activities are too long, or not clear enough, which results in a few apprentices becoming disengaged from learning.

p.3

Curriculum and teaching Expected standard

Trainers give clear developmental feedback on assignments and provide live feedback when apprentices are completing practical tasks so that they know what they have done well and what they need to do to improve further.

p.4

Curriculum and teaching Expected standard

Trainers support apprentices with additional learning needs well. When required, trainers provide apprentices with helpful one-to-one support during and between teaching sessions. Trainers ensure that apprentices, who require them, have reasonable adjustments for examinations.

p.4

Curriculum and teaching Expected standard

Trainers mostly explain well what apprentices need to know in readiness for their final assessments. However, in a few instances, trainers provide information about apprenticeship assessment too late in the apprenticeship, which limits apprentices’ understanding of how to achieve a distinction grade.

p.4

Curriculum and teaching Expected standard

Trainers mostly ensure that apprentices have helpful progress reviews. They generally have useful discussions with apprentices and their employers. In a few instances, apprentices do not have their progress reviews frequently enough and the targets set are too general.

p.4

Participation and development Expected standard

Leaders have developed an interesting programme of wider learning that covers a broad range of relevant topics, including mental and physical wellbeing, healthy relationships and local risks. Trainers teach these topics at the start of sessions and have useful discussions with apprentices during progress reviews. Leaders ensure that there is useful information displayed throughout the centre. Apprentices mostly recall what they have been taught, although a few are unable to relate this learning to their lives.

p.4

Participation and development Expected standard

Apprentices have positive attitudes, work professionally and are respectful of others. Their attendance is consistently high. Managers ensure apprentices work in a safe and supportive environment, free from bullying and harassment. Apprentices feel safe and know how and where to report concerns.

p.4

Participation and development Expected standard

Apprentices participate in a wide range of enrichment opportunities which supports their wider development. They participate enthusiastically in WorldSkills competitions, regional awards and internal celebration events. Apprentices make meaningful contributions to their local community through charitable projects, including manufacturing benches located at the cenotaph in Malton.

p.4

Participation and development Expected standard

Trainers provide apprentices with useful careers guidance. This supports apprentices to make informed decisions about their future employment and progression opportunities. Leaders have strengthened their careers programme ensuring that it is impartial and timely.

p.4

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

Apprentices respond well to the high expectations of trainers and leaders. Apprentices take pride in producing practical work of a high standard. They practise difficult-to-master skills, such as when fabricating complex agricultural and engineering equipment until they are proficient.

p.5

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

Apprentices form mature working relationships with their peers and trainers in an atmosphere of mutual respect and tolerance. Male and female apprentices work well together. Apprentices respond well to the healthy competition encouraged by their trainers where they strive to reach zero tolerances with their measurements.

p.5

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

Apprentices respond positively to the strict workplace discipline required when working with potentially dangerous equipment. For example, they carefully adhere to the health and safety requirements when practising fabrication and welding techniques to reduce the risks of accidents. Apprentices learn about the importance of keeping their peers and colleagues safe in high-risk engineering environments.

p.5

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

Apprentices are ambitious for their futures. They discuss enthusiastically with their trainers a wide range of potential sector related careers, with many apprentices aspiring to work off- shore in marine engineering or become specialists in their workplace.

p.5

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

Apprentices benefit from training which is adapted to their specific industry needs. For example, trainers tailor the training to reflect the differences in power supply for apprentices working in agricultural settings so that apprentices are able to meet the regulations for keeping the public and other colleagues safe from electric shocks.

p.5

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

When attending the training centre, apprentices benefit from learning in well-equipped workshops and classrooms with up-to-date equipment, such as lathes, milling machines, welding equipment and a recently installed compact universal hydraulic steelworker. Leaders are in the process of redecorating the centre, improving lighting and Wi-Fi connectivity for the benefit of current and future apprentices.

p.5

Next steps

Leaders should ensure that all apprentices benefit from timely progress reviews with helpful targets so that they and their employers know what they need to focus on next. Leaders should improve apprentices’ understanding of the final apprenticeship assessment process so that they know more clearly what they need to do to achieve grades above a pass. Leaders should continue to support trainers, recruited recently from industry, to develop high-quality teaching skills. Leaders should continue to develop apprentices’ understanding of personal development topics, so they see the relevance to their lives.

p.5

Team inspectors:

Alison Gray, Ofsted Inspector Ian Frear, His Majesty's Inspector Tina Ockerby, Ofsted Inspector

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.6

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.6

About this inspection

Inspectors spoke with apprentices, trainers, managers, trustees and employers during the inspection.

p.6

About this inspection

Derwent Training Association is a private training provider that specialises in the delivery of engineering apprenticeships from its training centre in Malton, North Yorkshire. Recently it has extended its provision to professional services apprenticeships, such as level 3 team leader.

p.6

About this inspection

At the time of the inspection, there were 157 apprentices in training. Most apprentices are on engineering related apprenticeships from levels 2 to 4, with a small cohort on the level 3 team leader apprenticeship. Apprentices are equally split between adults and those under 19 years of age.

p.6

About this inspection

Chief Executive Officer: Claire Gavaghan

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.

p.8

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.

p.8

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