Dulson Training Limited

Dulson Training Limited

Address: Unit 1, Rodenhurst Business Park, Rodington, Shrewsbury, SY4 4QU Unique reference number (URN): 2814685

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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 and staff have established a positive culture of inclusion. Learners feel well supported by staff to participate in learning and complete their Skills Bootcamp.

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Inclusion Expected standard

Leaders and staff identify potential barriers to learning at the start of the course. They capture vital information, such as learners being previously unemployed, having low levels of English and mathematics and any additional learning needs. Where required, staff provide support to learners, such as one-to-one training, use of a reader or extra time for assessments.

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Inclusion Expected standard

Leaders have appointed suitable staff with extensive experience of working with adults with special educational needs and/or disabilities. They have appropriate oversight of learners to ensure that support is working well and can be reduced, where learners no longer require it.

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Inclusion Expected standard

Managers and staff use a suitable tracking system to monitor learners’ progress. Staff carry out frequent check-ins with learners to discuss their progress and to identify any intervention support needs. This process ensures that learners receive the help they need to achieve.

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Inclusion Expected standard

Leaders work to reduce temporary barriers to learning and wellbeing. Learners observing Ramadan are well supported during their period of fasting so that they can complete the course successfully.

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Leadership and governance Expected standard

Leaders and managers closely monitor the quality of education that learners receive. They have a good understanding of the provision's strengths and areas for development. Leaders act swiftly to deal with any areas for improvement identified. They have recently implemented systems to monitor more closely learner progress, so that they have clear oversight and can intervene, where learners are at risk of falling behind.

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Leadership and governance Expected standard

Governors support leaders to meet their statutory duties. They challenge leaders on how they evaluate and gather evidence of the quality and impact of their curriculum. Governors gain assurance from leaders that safeguarding arrangements are effective.

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Leadership and governance Expected standard

Leaders and managers are considerate of staff wellbeing and workload. Staff feel valued and particularly enjoy the annual team building events.

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Leadership and governance Expected standard

Leaders and managers support instructors to develop their teaching and practical driving skills. Instructors complete relevant driving and instructor qualifications to broaden their skills set, such as reversing and coach driving. Managers regularly observe teaching and provide training and support, where improvements could be made. They work with new instructors recruited from industry to help them meet the high standard set by leaders.

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Leadership and governance Expected standard

Leaders work with stakeholders, including employers, to ensure that learners are ready to work in the sector. Staff equip learners with skills beyond those required to pass their driving assessments. These include understanding air systems, when coupling and decoupling trailers, navigating unfamiliar driving routes and carrying out blind-side reversing of articulated vehicles.

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Achievement Strong standard

Learners, including those with barriers to their learning, make significant progress on their courses. They quickly develop both the theoretical knowledge and the practical skills they need to pass their driving assessments. Learners become safe and efficient drivers of large goods vehicles.

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Achievement Strong standard

Achievement rates are very high. The curriculum prepares learners very well for their next steps. Almost all who complete the Skills Bootcamp progress on to employment or gain enhanced career opportunities with their existing employer.

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Achievement Strong standard

Learners develop the English, mathematical, digital and communication skills that they need to be successful. They learn to use a variety of digital systems and develop mathematical skills, such as calculating stopping distances, fuel savings and working time directives.

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Curriculum and teaching Strong standard

Leaders have designed a high-quality curriculum that enables learners to achieve their licenses to drive a variety of heavy goods vehicles. They bring significant knowledge and experience from the sector and from driver training. They closely monitor and develop the curriculum, ensuring that their high standards for teaching and learning are maintained.

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Curriculum and teaching Strong standard

Learners and employers value the flexibility of the curriculum. Learners study theory content at a pace that fits around their work and family commitments. They then attend intensive practical driving sessions to develop their driving skills.

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Curriculum and teaching Strong standard

Staff and instructors are experts in their fields. They use this knowledge skilfully to enhance their teaching, providing learners with significant industry insight beyond the requirements of their examinations. Teaching is of a consistently high quality. During practical training sessions, instructors use a range of methods, including demonstration, recall and immediate

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Expected standard

feedback and guidance. Consequently, learners quickly develop the skills they need to drive large goods vehicles competently and confidently on the road.

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Expected standard

Leaders make sure that the curriculum is accessible to learners. Those who need additional support during their online studies receive frequent calls and one-to-one training where needed. During practical driver training, learners support needs are discussed before training commences, ensuring that any adaptations or adjustments that they need are put in place.

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Participation and development Expected standard

Leaders have created a learning environment that reflects the expectations of professionalism in the industry. They closely monitor learner participation and progress during online theoretical study. In practical training, leaders check attendance carefully and act quickly where concerns arise. Learners attend and participate well.

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Participation and development Expected standard

Leaders and staff plan industry relevant content on mental and physical health into the curriculum. Learners understand the importance of maintaining their wellbeing, particularly where their careers lead them on to long-distance driving.

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Participation and development Expected standard

Learners are well prepared for their next steps. Through their practical training, instructors discuss career opportunities for drivers in the industry and the different routes available to them. This includes moving into management roles, driving long distance and completing further qualifications to transport hazardous goods to enhance their pay and careers.

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Participation and development Expected standard

Learners develop their understanding of life in modern Britain, which is well contextualised to their industry. They understand the risks of using vehicles as weapons and the importance of understanding different laws and codes, where they operate vehicles. In a few instances, learners do not develop a sufficiently broad understanding of the risks of radicalisation and extremism beyond the requirements of their qualifications.

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

Learners enjoy and value their learning. They speak very highly of their instructors and other staff, and the help that they receive throughout their studies. Learners appreciate greatly the opportunity to study for a heavy goods vehicle licence that, in almost all cases, will have a significant impact on their future careers.

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

During their remote, theoretical learning, learners have the use of high-quality online resources that help them to gain quickly the knowledge that they need to pass their theory examinations. This is supported by frequent conversations with staff to make sure that learners make the progress expected. During practical training, learners rapidly develop significant new knowledge, skills and behaviours. Most learners have little or no experience of driving on public roads in a vehicle larger than a car. They quickly develop the competence and confidence to drive large goods vehicles on public roads in line with national licensing requirements.

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

Learners value the extensive knowledge and experience of their instructors. They particularly appreciate the valuable guidance that instructors give beyond the curriculum, such as vehicle placement on different types of roads and identifying obstacles when navigating traffic roundabouts.

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

The vast majority of learners pass their examinations. Of those that do, all go on to use their new licence either as a full-time driver or as an addition to their existing job role, adding value to their employer and improving their career opportunities.

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

Throughout their course, learners develop a contextual understanding of life in modern Britain and the importance of maintaining their mental and physical health, with a particular emphasis on keeping healthy when driving long distances. However, a few learners cannot identify the risks of radicalisation and extremism beyond what they need to know to complete their examinations.

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Next steps

Leaders should monitor the progress of all learners, including those with disadvantage, and make good use of data to inform and adapt their inclusion strategy. Leaders should continue to monitor the impact of the newly implemented progress tracking systems, so that they have a sustained and positive impact on the quality of provision for learners. Leaders should ensure that learners gain a thorough understanding of the risks of radicalisation and extremism so that they know how to apply this in their daily lives.

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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 HMIs.

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About this inspection

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

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About this inspection

Dulson Training Limited is an independent learning provider based in Shropshire. It has a contract to teach Skills Bootcamps, specialising in heavy goods vehicle training. At the time of the visit, the Skills Bootcamp was being funded by Enterprise Cheshire and Warrington. There were 25 learners on one of 3 pathways, car to category C (class 2) vehicle, car to category CE (class 1) and international carriage of dangerous goods by road (ADR).

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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 28 July 2026

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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. Director of Operations: Hayley Norgrove

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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

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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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