Waltham Forest Chamber of Commerce Training Trust Limited

Trust Limited

Address: Unit 6, Bourne Court, Southend Road, Woodford Green, IG8 8HD Unique reference number (URN): 55074

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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 successfully established an inclusive culture in which apprentices with barriers to learning receive the support they need to succeed. Staff use the results of initial assessment effectively to identify apprentices’ support needs. They provide tailored support using specialist advice and assistive technology to inform their teaching. Apprentices with dyslexia use speech-to-text technology and memory prompts to complete written tasks independently. Apprentices with attention deficit hyperactivity disorder benefit from learning being broken down into manageable steps and frequent breaks to support focus and emotional regulation.

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Inclusion Expected standard

Staff review support carefully, refine strategies and provide additional coaching, particularly at key points such as final examinations. Staff support apprentices with special educational needs and/or disabilities (SEND) to manage workplace pressures and build confidence when working with new people on busy construction sites. This helps apprentices to participate fully and develop their practical skills.

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Inclusion Expected standard

Tutors, including those at subcontractors, receive training on supporting apprentices with SEND. However, in a few instances, tutors do not have sufficient up-to-date specialist knowledge to adapt their teaching confidently.

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Inclusion Expected standard

Trustees and senior leaders closely monitor the progress of apprentices from disadvantaged backgrounds. They analyse achievement gaps thoroughly and evaluate the impact of their inclusion strategies to ensure that apprentices achieve well, regardless of barriers to learning.

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Leadership and governance Expected standard

Leaders have taken effective action to improve the quality of apprentices’ experiences and outcomes across the provision. They analyse performance information carefully to identify priorities and inform improvement plans. This has contributed to improved achievement rates and an increase in apprentices completing their apprenticeship in the planned timescale.

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Leadership and governance Expected standard

Leaders work productively with employers, awarding organisations and industry partners. This ensures that apprenticeships are responsive to employers’ needs. Employers highly value leaders’ proactive approach to adapt training to support their workforce development. For many, Training Trust is the provider of choice. Leaders are considerate of staff workload and prioritise staff wellbeing. They invest well in training and development, enabling tutors to enhance their practice and support improvements in the quality of teaching and learning.

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Leadership and governance Expected standard

Leaders have established productive relationships with subcontractors, built on trust, openness and a shared commitment to improving apprentices’ experiences and outcomes. They use quality assurance activities, performance reviews and collaborative working effectively to ensure apprentices have positive learning experiences across subcontracted provision.

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Leadership and governance Expected standard

While quality assurance arrangements across the provision are largely effective, they are not implemented consistently across all aspects of the provision. In a minority of cases, leaders do not routinely check the quality of tutors' marking and written feedback. They had not identified that feedback did not consistently help apprentices to improve their work to a higher standard.

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Leadership and governance Expected standard

Trustees understand the provider’s strengths and priorities well. They use detailed information on apprentices’ progress to hold leaders to account. Their oversight helps ensure that priorities remain sharply focused to support leaders in sustaining improvements.

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Achievement Expected standard

Most apprentices, including those at the subcontracted provision and those who are disadvantaged, achieve well and complete their apprenticeship. Most apprentices pass their final assessment at the first attempt and a high proportion achieve their English and mathematics qualifications first time. However, the proportion of apprentices achieving distinctions is low in several subjects.

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Achievement Expected standard

Apprentices quickly develop substantial new knowledge, skills and behaviours that prepare them well for employment. Electrical installation apprentices confidently apply mathematical principles when testing electrical systems and use digital diagnostic equipment accurately to analyse test results. Building services engineering apprentices confidently interpret technical drawings and complete pressure testing to industry standards. Most apprentices progress into sustained employment, take on increased responsibilities or receive a pay rise.

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Achievement Expected standard

Apprentices typically produce work that meets the required standards. However, in a few instances, apprentices' written work lacks sufficient depth and structure.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum offer that prepares apprentices well for skilled employment in sectors with significant workforce shortages, including construction, engineering and early years. They collaborate effectively with employers to design curriculums that are highly relevant to apprentices’ job roles. Tutors routinely model sector- specific terminology, enabling apprentices to use professional vocabulary confidently and accurately in the workplace.

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Curriculum and teaching Expected standard

Tutors plan and teach the curriculums well. Apprentices follow well-sequenced training programmes that develop the knowledge, skills and behaviours needed for their occupations. Building services engineering apprentices learn the scientific principles underpinning water expansion and the relevant legislation required to install hot water systems and associated components correctly. Electrical installation apprentices gain the skills to install, test, certify and maintain electrical systems safely.

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Curriculum and teaching Expected standard

Tutors use their vocational expertise effectively to make learning relevant and engaging. Electrical installation tutors use workplace scenarios, work-related project briefs and professional discussions effectively to deepen apprentices’ understanding of industry practice. Bricklaying tutors use demonstrations and clear instruction to help apprentices develop practical skills, while early years tutors set apprentices research tasks to explore child behaviour during transition stages, helping them to identify signs of attachment and separation.

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Curriculum and teaching Expected standard

Tutors use assessment effectively to check learning and support apprentices’ progress. They frequently use practical tasks, questioning and mock assessments to ensure that apprentices understand their learning and are well prepared for assessment. However, tutors feedback to apprentices is not consistently developmental, particularly in subcontracted provision. In these cases, tutors do not identify apprentices spelling or grammar errors and areas for improvement with sufficient precision.

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Participation and development Expected standard

Apprentices feel safe and work in highly supportive environments. Young apprentices, including those studying with subcontractors, know how to report any concerns. Staff routinely discuss mental health and wellbeing, helping apprentices manage their wellbeing effectively in demanding environments.

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Participation and development Expected standard

Leaders have implemented a well-planned, age-appropriate personal development programme. Apprentices develop a secure understanding of topics such as healthy relationships, consent and employee's rights. They benefit from workshops delivered by specialists on wider themes, including women’s safety and self-defence.

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Participation and development Expected standard

Apprentices have high attendance and punctuality. They participate enthusiastically in their training. Apprentices consistently demonstrate the professional behaviours expected in their chosen sectors. Employers value highly the confidence, positive contributions and energy that apprentices bring to the workplace and their organisations. Most apprentices have a thorough understanding of fundamental British values and apply them appropriately in their workplaces. For example, electrical installation apprentices understand how democratic processes support effective communication and safe working through team meetings and safety briefings.

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Participation and development Expected standard

Apprentices receive useful careers information and guidance. They benefit from a structured programme of careers-related activities including employer-led careers talks and develop valuable insights into specialist roles and career pathways through research. This broadens their aspirations and understanding of progression opportunities.

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

Apprentices enjoy learning in a respectful and welcoming environment where they feel valued. They value the positive relationships they have with tutors and employers. Across the provision, skilled tutors and caring staff provide high-quality training and actively advocate for apprentices with employers. This helps apprentices thrive and succeed. Employers value the high-quality training and support apprentices receive and regard the provider as their training provider of choice.

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

Apprentices demonstrate the professional standards expected in their industries as they progress through their apprenticeships. For example, electrical installation apprentices promote safe working practices and confidently apply relevant health and safety requirements, such as carefully operating tools when working on sites. Early years apprentices work closely with safeguarding leads and recognise local risks, including harmful cultural practices, enabling them to protect children effectively.

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

Apprentices benefit from a wide range of activities that broaden their learning beyond their apprenticeship. Building services engineering apprentices develop their understanding of sustainable practices through visits to suppliers, where they learn about environmentally responsible materials, waste reduction and energy-efficient products. They develop a clear understanding of current industry practices and are able to make informed decisions about the use of sustainable materials and technologies in the workplace.

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

Apprentices develop a secure understanding of wider topics, including inclusion, mental and physical health, online safety and the risks of extremism. Staff embed these themes skilfully throughout the curriculum. For example, early years apprentices understand the importance of respecting different cultures and beliefs and discuss contemporary examples of antisemitism maturely. They promote inclusion through activities that celebrate festivals such as Eid and Holi. They understand how to report bullying or harassment and are confident that any concerns would be dealt with promptly. Most, including those with barriers to learning, develop confidence as they progress through their courses.

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Next steps

Leaders should ensure that tutors routinely provide developmental feedback that helps apprentices to improve the quality and accuracy of their written work. Leaders should provide appropriately challenging tasks and activities for apprentices to increase the proportion achieving distinction grades across all subjects. Leaders should provide staff with up-to-date specialist training so they can support apprentices with specific needs and apply effective strategies consistently across all apprenticeships.

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About this inspection

Following our updated 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 the chair of trustees, leaders, tutors, support staff, employers and apprentices during the inspection.

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About this inspection

The inspectors confirmed the following about the provider:

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About this inspection

Waltham Forest Chamber of Commerce Training Trust Ltd is a registered charity based in Woodford Green, in the London Borough of Redbridge. It provides apprenticeships to over 100 employers. All apprentices are based in London and the neighbouring counties of Kent, Essex and Hertfordshire.

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About this inspection

At the time of the inspection, there were 158 apprentices, mostly on apprenticeships in electrical installation, carpentry and joinery, bricklaying and early years, with a small number on the building services engineering and business administrator standards. Just under a quarter of apprentices were working towards functional skills English and/or mathematics qualifications. Around half of apprentices were aged 16 to 18.

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About this inspection

A significant proportion of apprentices studying construction and engineering apprenticeships are taught by 2 subcontractors: Building Crafts College and Choice Training. All teaching and training is delivered mainly face-to-face at the provider’s and its subcontractors’ sites.

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Team inspectors:

Christina Christou, Ofsted Inspector Paul Manning, His Majesty's Inspector Eileen O'Gara, 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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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.

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

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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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