HGV Training Services Limited

HGV Training Services Limited

Address: Unit 5, Apollo Studios, Charlton King's Road, Kentish Town, London, NW5 2SB Unique reference number (URN): 2772946

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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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Leadership and governance Expected standard

Leaders generally know the strengths and areas for development of their curriculums. They have a clear focus on continuous improvement of their provision. For example, they have completed a comprehensive review of their Skills Bootcamp programme and identified most areas for improvement.

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Leadership and governance Expected standard

Directors have sufficient oversight of the quality of provision. Board members are well aware of the strengths and areas for development of their curriculums.

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Leadership and governance Expected standard

Leaders make decisions that are in the best interest of their learners. They are aware of the high rates of mental health problems in the construction industry. Leaders include mental health and first-aid training as essential components of their construction Skills Bootcamp programme.

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Leadership and governance Expected standard

Leaders are considerate of staff workload and wellbeing. Most staff find their workload to be manageable and feel well supported by leaders.

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Leadership and governance Expected standard

Leaders work closely with employers and stakeholders for the benefit of their learners. Employers greatly value the specialist training delivered by the provider to upskill their staff. This helps employers to overcome skills gaps and shortages in their workforce.

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Leadership and governance Expected standard

Leaders provide staff with a wide range of useful professional learning opportunities. This includes training on topics, such as safeguarding, the ‘Prevent’ duty and quality of teaching. However, there are insufficient opportunities for staff to develop their knowledge and understanding of how to support learners with special educational needs and/or disabilities and other barriers to their learning.

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Leadership and governance Expected standard

Leaders monitor the quality of education and training delivered by their subcontractors effectively. This is done through a range of suitable audits and observations of teaching.

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Inclusion Needs attention

Leaders have created and model an inclusive culture, where learners benefit from helpful advice from most tutors, who share their own lived experiences. Most learners with additional needs achieve their qualifications, and many take on further responsibilities at work or gain higher-paid employment.

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Inclusion Needs attention

While learners self-declare additional needs or disadvantage on enrolment, staff do not consistently identify learners’ full range of needs and barriers to their education at the start of their courses. This means that a few learners have to develop their own strategies to overcome the barriers that they face.

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Inclusion Needs attention

Leaders have not established effective systems and process to ensure they consistently communicate learners' identified needs to tutors at their subcontractor. In instances when this does not happen, tutors are not sure how to support learners with additional needs most effectively.

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Inclusion Needs attention

Staff have high expectations of their learners regardless of their additional needs. However, they do not consistently review the support that is in place to ensure that it meets learners’ existing and emerging needs.

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Inclusion Needs attention

Leaders do not consistently provide staff with specific training to support those with special educational needs and/or disabilities or other barriers to their learning and/or wellbeing.

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Achievement Expected standard

Learners, including those with additional needs, achieve well. They demonstrate the appropriate knowledge, skills and behaviours required by their chosen industries. Learners on the heavy good vehicle (HGV) course quickly learn about routine daily vehicle checks and effective use of primary and secondary braking systems. Learners on the construction course pay particular attention to wearing the correct personal safety equipment and are able to undertake appropriate risk assessments.

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Achievement Expected standard

For those that are already working in the transport industry, achievement of the HGV licence allows them to assist with driving roles, such as transporting trucks between depots. Employers greatly appreciate this increased workforce capacity and flexibility. Learners are well prepared for their next steps. Many learners who complete the HGV driving course apply for licences that allow them to drive larger articulated vehicles. Those on the construction course make the expected progress toward obtaining a construction skills certification scheme (CSCS) card that enables them to start working in the construction industry.

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Curriculum and teaching Expected standard

Leaders have developed curriculums to tackle effectively specific skills shortages in the heavy goods vehicle (HGV) driver and construction sector. They design programmes that effectively develop the skills, knowledge and behaviours of learners wishing to become HGV drivers or to work in the construction industry.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculums follow a logical order. On the HGV course, staff plan the practical training to make sure that it increases in complexity as the course progresses. For example, following off-road manoeuvres in a large private setting, learners progress on to driving large HGVs on public roads.

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Curriculum and teaching Expected standard

Staff do not sufficiently identify learners’ starting points in relation to mathematics and English. As a result, trainers are not clear how to best support learners to develop their mathematics and English skills.

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Curriculum and teaching Expected standard

Managers and trainers are experienced and well qualified. They share their experience of the industry and real-life examples with learners effectively. Trainers use suitable strategies to help learners remember important topics. During practical driving sessions, trainers share useful acronyms to help learners remember key information. For example, they use acronyms such as ‘GOSH’ (gear, observe, signal, handbrake) to explain what to consider when doing an uphill start. Learners value highly the experiences and the credibility of their trainers.

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Curriculum and teaching Expected standard

Trainers on the HGV driving course provide feedback to learners during driving that is constructive and supportive. They encourage learners to reflect on their skills and any errors they make. At the end of driving sessions, trainers give learners clear feedback on areas to develop in preparation for the independently assessed final test.

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Curriculum and teaching Expected standard

In construction lessons, trainers use questioning well to monitor learners’ progress and to adapt teaching. Trainers use end-of-session assessments effectively to measure learners' overall understanding of topics and to celebrate achievement.

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Curriculum and teaching Expected standard

Staff ensure that curriculums are accessible for those with additional needs and put effective adjustments in place when needed. Learners with reading difficulties use voice-over software to access training materials. Trainers use visual aids for those with hearing impairments.

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Participation and development Expected standard

Leaders and trainers accurately identify industry-specific wider development needs of learners. Leaders ensure the curriculums have a significant emphasis on mental and physical health and resilience. Tutors discuss the impact of loneliness on the road for heavy good vehicle (HGV) drivers, often drawing on their own personal experiences.

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Participation and development Expected standard

Leaders set high expectations for learners' attendance, behaviours and attitudes. Learners conduct themselves well and are committed to their training. For example, learners on the HGV driving course are cautious and courteous on the road.

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Participation and development Expected standard

In lessons, learners closely follow the instruction of their trainers. They enthusiastically take part in well-structured lessons and contribute to discussions. Learning environments are respectful and are free from bullying, harassment or discrimination.

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Participation and development Expected standard

Learners develop attitudes and approaches that are consistent with fundamental British values. They are respectful of differences and cultural diversity. Tutors encourage debate and discussions to help learners develop suitable approaches to resolving differences of opinions.

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Participation and development Expected standard

Leaders provide learners with useful and supportive career information. Learners develop and broaden their knowledge and appreciation of the breadth of the industries they are entering. Learners are aware of the range of opportunities available to them, when they finish their courses.

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

Learners enjoy what they learn and are supported well and cared for by their experienced trainers. Learners, including those with barriers to their learning, make expected progress from their starting points and achieve well.

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

Learners understand that they are entering high-risk environments on road or construction sites. They rapidly develop their ability to follow instructions and rules that are safety critical for their chosen careers.

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

Those on the heavy goods vehicle (HGV) driving course value the opportunity to improve their existing careers or to move into new areas of work. They quickly learn the differences between car and HGV driving, such as the slower acceleration of HGVs when joining motorways from slip roads. Learners on the construction course recognise the key safety risks in the construction industry. They increase their confidence in being able to work safely on construction sites.

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

Learners who have additional learning needs or other barriers to learning do not routinely benefit from early identification of these barriers or suitable support that is based on their specific needs.

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

Learners are polite and respectful and have high levels of motivation and attendance. Learners on the HGV driving course develop the skills and characteristics of skilled HGV drivers. They greatly value high-quality practical driving instructions. They learn the importance of negotiating complex road junctions, when transporting large loads. They welcome information given by trainers about the day-to-day working life of a driver, including tips on how to stay fit and healthy. Learners are well prepared for their next steps. On construction courses, learners benefit from presentations by employers who highlight specific employment opportunities and the personal qualities that learners need to apply for work successfully.

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

Learners feel safe, understand how to stay safe and know how to report any concerns.

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Next steps

Leaders should identify learners’ barriers to learning quickly and accurately and make sure that staff use this information to develop effective and individualised support plans for learners. Leaders should provide staff with appropriate training so they are able to effectively support those learners with additional learning needs. Leaders should ensure that staff accurately identify learners’ mathematical and English skills at the start of their courses and use this information to support learners to develop these skills further.

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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 learners, trainers, employers, managers, staff at subcontractors and senior leaders during the inspection.

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About this inspection

HGV Training Services Limited operates under the name of Insite Training. It is a national independent learning provider with their head office located in the London borough of Camden. The provider offers Skills Bootcamp courses for adults in driving heavy goods vehicles and construction. There are currently around 300 adult learners, of whom 65 are in training. Those who have finished their training are being supported towards employment. The teaching on all courses is a combination of in-person training and independent self- study. The provider currently works with the 3 subcontractors; Trans Plant Mastertrain, 2 Start Training Ltd and AJ's Training Ltd.

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Team inspectors:

Saskia Niderost, Ofsted Inspector Christopher Dearnley, Ofsted Inspector David Baber, 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 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.

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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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