GTG Training Limited

GTG Training Limited

Address: 1 Bearing Drive, Steelpark Business Park, Wolverhampton, WV11 3SZ Unique reference number (URN): 1278597

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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

Through the application process, staff identify potential barriers to learning such as learning difficulties and disabilities, health problems and any barriers faced by apprentices who are care experienced. Leaders are proactive in encouraging apprentices with barriers to their learning to declare these early in their apprenticeship.

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Inclusion Expected standard

Leaders understand the needs of their apprentices and the type of barriers that they experience. For example, they provide appropriate support for female apprentices in male- dominated environments and young apprentices who are working away from home for the first time. Where apprentices face barriers, staff support them throughout their period of need. Staff help young apprentices with independent travel and work closely with parents, carers and employers to ensure young apprentices are fully supported.

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Inclusion Expected standard

Staff are trained to identify changes to the level of support required by apprentices. They regularly review whether support should continue, be reduced or be increased. They are trained on how to identify potential learning needs and receive useful guidance from leaders on how to plan and implement suitable support strategies.

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Inclusion Expected standard

Leaders have recently enrolled a few young apprentices who are looked-after children. Leaders ensure that a designated member of staff is allocated to support these apprentices. Staff work with carers and social workers to plan, implement and review academic and welfare support appropriately.

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Leadership and governance Expected standard

Leaders, most of whom have extensive industry or training experience, understand their apprenticeship programmes and the sectors in which they work in very well. They monitor their apprenticeships closely, through a wide range of quality assurance activities. This gives them a clear understanding of their strengths and weaknesses and allows them to respond quickly where concerns arise.

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Leadership and governance Expected standard

Governors challenge leaders well. They possess a wide range of educational and sector expertise which they use to hold leaders to account for the quality of education that apprentices receive. They understand the strengths and areas for development of the provider and have supported leaders through recent changes, such as increasing leadership capacity and refreshing leaders’ approaches to self-assessment and quality improvement.

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Leadership and governance Expected standard

Leaders recognise the challenges of recruiting appropriately qualified and vocationally experienced teachers to the industry. They provide opportunities for industry professionals to move into teaching through a package of professional development opportunities to improve their pedagogical skills. Existing staff have opportunities to develop their industry skills through links with partners and stakeholders and through internal training. For example, they can gain qualifications and training in the maintenance of electric vehicles.

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Leadership and governance Expected standard

Leaders work closely with a range of industry stakeholders and employers to adapt their curriculums and to ensure that apprentices have access to opportunities to develop their knowledge beyond the apprenticeship standard.

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Leadership and governance Expected standard

Staff feel valued. They feel that their workloads are fair and manageable, and some benefit from the flexibilities made available to them which allow them to meet responsibilities outside the workplace.

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Achievement Expected standard

Apprentices develop the skills that they need to thrive in their workplace and build a successful career in the sector. They acquire these skills quickly, which makes them valuable in the workplace from early in their apprenticeship. Some apprentices take on greater responsibility during their studies as a result of their new skills.

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Achievement Expected standard

Most apprentices complete their apprenticeship, and a small but increasing proportion achieve distinctions. Apprentices with barriers to their learning achieve at a similar rate to their peers.

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Achievement Expected standard

Apprentices are well prepared for their next steps. Most move on to permanent roles with their employers on completing their studies and remain in the automotive sector, while some progress to further education.

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Achievement Expected standard

Staff support apprentices to develop their mathematics and English skills. They teach apprentices how to communicate professionally and develop their writing skills by routinely providing feedback on spelling, punctuation and grammar.

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Curriculum and teaching Expected standard

Leaders have a clear rationale for the apprenticeships that they offer. They know the skills needed locally and nationally, and work closely with employers in the automotive and logistics industries to design curriculums that meet these needs. Leaders have a clear understanding of the quality of their apprenticeships and have a systematic approach to reviewing the quality of education that apprentices receive.

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Needs attention

Leaders sequence curriculums logically to support apprentices to build on their knowledge over time. In level 2 autocare, when teaching the electrical aspects of the curriculum, teachers start with the scientific principles of how electricity works. Apprentices learn the relationship between voltage, current and resistance, and how to measure and calculate these values. As their studies progress, they apply this knowledge to electrical fault diagnosis and rectification.

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Needs attention

Most teachers use teaching strategies effectively. They often use recap activities to reinforce learning and ensure that apprentices have a thorough understanding of theoretical concepts before attempting practical tasks. Apprentices value this approach, as it clarifies the purpose, goals and techniques involved before giving them opportunities to practise their new skills. Teachers use questioning effectively to clarify misconceptions and deepen understanding.

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Needs attention

Leaders work closely with employers and apprentices to ensure that on- and off-the-job training is well coordinated. At the beginning of the apprenticeship, employers are provided with a schedule that identifies which topics will be taught when and which types of workplace activities they need to source, so that apprentices can hone and master newly acquired skills.

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Participation and development Needs attention

Leaders have not ensured that the curriculum for young apprentices includes sufficient, age- related content to help them to develop their understanding of topics related to healthy relationships, such as consent, coercion and respect in intimate relationships.

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Participation and development Needs attention

Apprentices' attendance and punctuality are high. Leaders emphasise the importance of attendance to apprentices and investigate any absence quickly. They ensure that professional behaviours are prominent in the curriculum, and apprentices undertake projects to deepen their understanding of appropriate workplace behaviour.

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Participation and development Needs attention

Most apprentices receive helpful careers advice and guidance that informs them of available opportunities after completing their studies and how to achieve their aspirations. However, a small minority of apprentices lack the guidance needed to make well-informed decisions about their next steps.

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Participation and development Needs attention

Apprentices know that bullying and harassment will not be tolerated. They know how to report concerns if they arise, and are confident that, once reported, they would be dealt with quickly and effectively.

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Participation and development Needs attention

Apprentices benefit from wider opportunities that enhance their learning. Some participate in national competitions and charitable events, such as restoring vehicles to compete in a European 'banger rally' to raise money for charity.

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

Apprentices enjoy their learning and value the opportunity to study in well-resourced, state- of-the-art professional learning environments that include industry-standard workshops and learning spaces. They attend residential block-release training with suitable, comfortable and safe accommodation, which they value, particularly as many are young and staying away from home alone for the first time.

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

Apprentices, including those with barriers to their learning, quickly develop the skills that they need to thrive in their workplace. Apprentices with no prior experience in the automotive sector rapidly become confident to perform a wide range of servicing tasks, including changing tyres, oil and a variety of filters. Bus, coach and heavy goods vehicle apprentices quickly become competent to work on engines and replace batteries, lights, alternators, brake discs and pads. These skills are in high demand in the industry and, as a result, apprentices are proud of their new skills and feel valued by their employers.

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

Most apprentices complete their apprenticeship and move on to positive destinations, including permanent roles with their employers and further education.

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

Apprentices develop their understanding of fundamental British values and life in modern Britain. They understand the importance of being respectful and tolerant, both at work and in their daily lives. However, young apprentices do not study a curriculum that informs them well enough of the importance of healthy relationships and how to develop these.

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

Apprentices have opportunities to take part in activities that extend beyond their studies and align with their wider interests. They participate in national competitions and charitable events, such as restoring vehicles to compete in a European 'banger rally'. They also participate in vehicle restoration projects designed to help them develop a range of soft skills, including focus, creativity, critical thinking and initiative.

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Next steps

Leaders should ensure that the curriculum for young apprentices contains sufficient age- appropriate content on the importance of healthy relationships. Leaders should further improve their careers advice and guidance, so that apprentices are fully informed of their potential next steps. Leaders should continue to improve the proportion of apprentices who achieve distinctions in their final assessments. Leaders should continue their focus on ensuring that all apprentices are taught to a consistently high standard.

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Team inspectors:

Rachel Clark, His Majesty's Inspector Joel Dalhouse, His Majesty's Inspector Joanne Keatley, Ofsted Inspector Errol Ince, Ofsted Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with leaders, governors, teachers, mentors, apprentices and employers during the inspection.

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About this inspection

GTG Training Limited is an independent learning provider whose English training centre is in Wolverhampton. There are a further 4 sites in Scotland. The provider offers a range of automotive and logistics apprenticeships at levels 2 and 3. At the time of inspection, there were 778 apprentices in learning, of whom 253 started their apprenticeship before the age of 19. There were 177 apprentices studying the level 2 autocare technician apprenticeship, 193 studying the level 3 bus and coach engineering technician apprenticeship, 154 studying the level 3 heavy vehicle service and maintenance technician and 114 studying the level 2 large goods vehicle driver apprenticeship. The remaining apprentices were studying across a range of other transport and logistic apprenticeships.

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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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