Gain Training

Gain Training

Address: 6 Hollingworth Hall Farm, Hobson Moor Road, Mottram, Hyde, Cheshire, SK14 6SQ Unique reference number (URN): 2814687

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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 foster an inclusive culture where learners feel well supported. They use appropriate processes at the start of the course to identify learners' individual needs and reduce barriers to education quickly.

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Inclusion Expected standard

Leaders clearly understand the barriers and challenges that learners face. Many learners live and work in disadvantaged areas or have special educational needs and/or disabilities. A few learners speak English as an additional language.

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Inclusion Expected standard

Trainers know their learners very well and provide flexible, individual support that they adjust where necessary. They confidently adapt their teaching to suit learners’ specific needs. For instance, trainers break learning down into accessible chunks to prevent learners from feeling overwhelmed and to help them process smaller amounts of information. Trainers give clear instructions using simple, concise language and visual aids, particularly to learners who speak English as an additional language. These measures enable learners to make appropriate progress.

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Inclusion Expected standard

Leaders ensure that staff receive the training they need. Staff apply this training effectively to meet most learners’ needs.

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Leadership and governance Expected standard

Leaders and governors have a clear aim to support regional skills priorities in the construction sector. They intend to improve the lives of learners who are either employed or self-employed. They work closely with employers to align the Skills Bootcamp curriculum with the specific construction skills that employers need. Leaders review the curriculum with employers to make sure that it reflects changing priorities in the sector and adapt training accordingly.

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Leadership and governance Expected standard

Leaders generally understand their strengths and areas for further improvement. They observe teaching and scrutinise learners’ work to evaluate the quality of training that learners receive. Leaders rightly acknowledge that their observations need to focus more closely on the quality of teaching and training.

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Leadership and governance Expected standard

Governors are suitably qualified and experienced for their roles. They scrutinise and challenge senior leaders appropriately. For example, governors challenged leaders to improve the accuracy of their monitoring and tracking of learners’ progress. Leaders acted swiftly to remedy this.

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Leadership and governance Expected standard

Leaders recruit qualified and experienced trainers who receive training to develop their sector knowledge and skills. Trainers update their occupational knowledge through training in wall and cladding installation. They learn how to cut and install mineral wool sections accurately. Trainers incorporate this new learning into their training sessions. However, leaders do not provide sufficient professional development that helps trainers improve their teaching skills further. Staff enjoy working for the provider. Leaders ensure that trainers’ workload is manageable. Leaders support trainers and protect staff and learners from bullying and harassment.

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Achievement Expected standard

Most learners remain on their Skills Bootcamp and complete their course. They then move on to study other construction-related qualifications. Many learners receive a salary increase, take on additional responsibilities or gain a promotion at work. Those who face barriers to learning achieve broadly in line with their peers.

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Achievement Expected standard

Trainers ensure that most learners, including those who face barriers to learning, develop the relevant knowledge, skills and behaviours to prepare them well for their next steps. Learners studying the level 3 occupational work supervisor course become competent and confident supervisors. Before each shift, they clearly explain relevant site safety information to their teams. They confidently delegate jobs to different tradespeople. Learners take great pride in these achievements.

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Curriculum and teaching Expected standard

Leaders generally have an accurate overview of their provision. They have designed 2 Skills Bootcamps that respond well to the need for skilled and qualified external wall insulators and site supervisors in the construction industry.

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Curriculum and teaching Expected standard

Leaders and trainers ensure that the curriculums are accessible to learners. Trainers generally provide tailored support that enables learners to overcome their barriers to learning. For example, trainers hold professional discussions with learners who have dyslexia instead of requiring them to produce written work. Learners appreciate these reasonable adjustments.

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Curriculum and teaching Expected standard

Trainers are suitably qualified and have relevant experience in their subjects. They teach the curriculums in a logical sequence. Learners studying the occupational work supervisor course first learn about essential inspections and checks that support safe and healthy conditions on construction sites. They then learn how to coordinate and organise methods of work and support team performance. Trainers use effective teaching methods that enable learners to acquire the knowledge, skills and behaviours they need for work. They ask probing questions to check the depth of learners’ understanding. Learners studying external wall insulation apply their learning safely and accurately when they prepare backing walls for wall cladding systems at work. Employers value the skills that learners bring to the workplace.

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Curriculum and teaching Expected standard

Trainers carry out generally effective reviews of learners’ progress. However, in a small minority of cases, trainers do not set sufficiently specific developmental actions to help learners to expand their knowledge, skills and behaviours swiftly so that they make quicker progress.

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Participation and development Expected standard

Learners receive helpful careers information, advice and guidance that helps them to decide their next steps. They aspire to gain additional skills for their current roles or to become site or project managers. They know the steps they need to take to achieve their career goals.

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Participation and development Expected standard

Learners routinely attend their training. They appreciate trainers’ flexible approach to scheduling training around their work priorities.

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Participation and development Expected standard

Trainers ensure that learners have a firm understanding of fundamental British values. Trainers teach learners the importance of behaving professionally and treating colleagues with respect. Learners apply this understanding when working with colleagues and tradespeople from a wide range of cultures and countries.

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Participation and development Expected standard

Learners know how to report safeguarding concerns and they understand how to keep themselves safe at work. For example, when carrying out repairs in tenants’ homes, they carefully assess risks to their personal safety, such as discarded needles left in the property.

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Participation and development Expected standard

Learners understand the risks associated with extremism and radicalisation. They clearly recognise warning signs that may cause concern, such as a colleague becoming withdrawn or behaving out of character.

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

Learners enjoy their training and feel well supported by their trainers. They are keen to achieve so that they can move quickly on to the next steps in their careers. A large proportion of learners are experienced in the construction industry. The skills they learn on the Skills Bootcamp enable them to broaden their career choices and raise their aspirations.

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

Learners appreciate trainers’ efforts to remove barriers to their education. For example, trainers thoroughly check learners’ understanding of technical terminology, particularly for those who speak English as an additional language.

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

Learners develop a range of new knowledge, skills and behaviours for work. Those studying level 3 external wall insulation use plant, equipment and materials, such as flashings, breather membranes and sealing tapes safely. They feel immense pride when they receive a promotion or pay rise.

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

Learners, particularly those who initially felt overwhelmed by the course, gain in confidence and self-belief as they develop their skills at work. Those studying level 3 occupational work supervisor confidently plan work in line with available resources and budget.

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

Learners have a firm understanding of site safety rules and regulations and follow them consistently. They work considerately to avoid creating hazards for nearby colleagues. External wall insulation learners use an anemometer to measure wind speed accurately and make informed decisions about whether to continue or pause work.

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

Learners receive appropriate information about their wellbeing. They understand the negative impact that excessive stress can have on their work. Learners deepen their understanding of the risks associated with poor mental health in the construction industry. They learn about the high rates of suicide and alcohol dependency in the sector and receive useful information about where to access support for mental health and alcohol dependency.

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Next steps

Leaders should evaluate the quality of teaching and training that learners receive more thoroughly. Leaders should ensure that staff receive relevant professional development to deepen their teaching expertise. Leaders should ensure that trainers consistently set tailored developmental actions so that learners develop their knowledge, skills and behaviours swiftly.

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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 provider staff, governors, learners, and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Gain Training is an independent learning provider based in Hyde, Cheshire. Leaders offer Skills Bootcamps to adult learners who are either employed or self-employed. At the time of the inspection, there were 39 learners enrolled on level 3 Skills Bootcamps. Of these, 22 learners were studying retrofit external wall insulation and 17 were studying occupational work supervision. Learners complete their training on construction sites.

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Team inspectors:

Ian Frear, His Majesty's Inspector Daniel Braithwaite, 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 25 August 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

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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