Watertrain Limited

Watertrain Limited

Address: Suite A4, Chadwick House Warrington Road, Birchwood Park, Birchwood, Warrington, WA3 6AE Unique reference number (URN): 1276425

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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 created a culture of inclusion throughout the organisation, where apprentices enjoy supportive relationships with staff. They understand clearly the barriers to learning that apprentices face and are passionate to reduce these barriers so that apprentices succeed in work and in life.

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Inclusion Expected standard

The special educational needs coordinator (SENCO) works closely with learning development coaches (LDCs) to make sure that apprentices’ needs are met. At the start of the apprenticeship, staff quickly identify apprentices’ individual support needs. When these needs change, most staff review and record any amendments.

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Inclusion Expected standard

LDCs mostly adapt their teaching and training to meet apprentices’ specific needs. LDCs provide apprentices with visual impairments with presentation slides that contain modified backgrounds and fonts to make reading more accessible.

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Inclusion Expected standard

LDCs ensure that apprentices benefit from suitable reasonable adjustments. They arrange for apprentices to have additional time in their final assessments. Prior to their final assessments, leaders arrange for apprentices to meet their external assessor, which enables those with anxiety and mental health concerns to feel well prepared for their final assessment. Apprentices appreciate this.

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Inclusion Expected standard

Leaders and the SENCO ensure that staff benefit from appropriate training so that they can confidently provide the support that apprentices need.

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Leadership and governance Expected standard

Leaders and governors have a clear and ambitious vision to provide high-quality apprenticeships for their industry. They collaborate closely with a range of employers to provide up-to-date sector-relevant training that enables apprentices to develop the specialist skills they need for work.

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Leadership and governance Expected standard

Leaders' and governors’ make decisions and take actions that are in the best interests of apprentices. They have recently appointed a special educational needs coordinator who works very closely with learning development coaches (LDCs) to reduce apprentices’ barriers to learning. Additionally, leaders now provide a mental health first aider to support apprentices with their mental health and any other concerns they may have.

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Leadership and governance Expected standard

Governors and leaders have a distinct oversight of their strengths and areas for improvement. Governors provide effective challenge to leaders to improve the quality of training. In response, leaders act swiftly to enhance aspects of their apprenticeships. For instance, they have increased considerably the number of apprentices who complete their apprenticeship on time.

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Leadership and governance Expected standard

Leaders recruit qualified and experienced LDCs, who keep their subject knowledge updated through useful visits to water industry conferences and exhibitions. Leaders have identified that they need to provide training to support LDCs to develop their teaching skills further. Leaders are extremely considerate of staff's workload and wellbeing. They mandate that staff use an app that helps to keep them safe when they are working in the field. When staff do not check in on the app, an alert is created, which leaders follow up immediately. Staff feel valued and are very proud to work for the provider.

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Achievement Expected standard

Most apprentices complete their apprenticeship on time. Achievement rates are significantly above national benchmarks. Around half of apprentices achieve merit or distinction grades in their final assessments.

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Achievement Expected standard

Apprentices, including those facing barriers to education, typically develop new knowledge, skills and behaviours which they apply well at work. Apprentices studying level 3 water industry treatment process technician conduct discussions confidently with colleagues using complex vocabulary such as flocculation, cryptosporidium, peroxide, and algal bloom when managing water quality and treating wastewater. Most apprentices make expected progress from their individual starting points.

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Achievement Expected standard

Apprentices improve their English and mathematical skills as a result of their apprenticeship. They calculate accurately the volume of an oxidation ditch in a wastewater treatment system.

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Achievement Expected standard

Apprentices are generally ready for their next steps. After completing their apprenticeship, most apprentices remain in the water treatment industry. Over half of apprentices gain promotion, take on additional responsibilities or receive a salary increase.

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Curriculum and teaching Expected standard

Leaders have extensive experience in training for the water treatment industry. They work closely with employers to plan bespoke curriculums to meet the technical skills requirements of the sector. Apprentices benefit from training that helps them to become competent in a range of water treatment work.

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Curriculum and teaching Expected standard

Learning development coaches (LDCs) generally teach in a way that enables apprentices to develop their knowledge, skills and behaviours over time. LDCs teach foundational sector knowledge and terminology early to ensure that apprentices secure and develop fluency in the knowledge and skills critical to their job roles. Apprentices studying level 3 water treatment technician work independently on unvented boilers to carry out planned and preventative maintenance, collect samples to test for bacteria and legionella, and then disinfect buildings based on the analysis of samples taken. Apprentices evolve into trusted and competent members of their teams.

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Curriculum and teaching Expected standard

LDCs mostly use assessment effectively to check what apprentices know and remember. They provide timely and useful feedback that highlights what apprentices have done well and what they could do better. Apprentices largely reflect on their feedback and make improvements to their work. However, a few LDCs do ask sufficiently probing questions to check apprentices’ deeper understanding of a topic.

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Curriculum and teaching Expected standard

LDCs generally make learning accessible for apprentices. They adapt their teaching to support apprentices with barriers to their education. For example, apprentices with dyslexia, medical or mental health conditions take more frequent breaks during their training sessions. Apprentices appreciate LDCs considerate approach in providing these adaptations.

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Participation and development Expected standard

Learning development coaches (LDCs) provide calm and welcoming learning environments for apprentices. Apprentices feel well supported by staff and value the inclusive and encouraging environment that LDCs provide.

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Participation and development Expected standard

Apprentices typically have high attendance to their training. They routinely display professional and respectful behaviours both in training and at work.

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Participation and development Expected standard

Leaders generally ensure that apprentices benefit from wider development opportunities that include additional training alongside their apprenticeship. Apprentices complete an Institute of Occupational Safety and Health qualification, and benefit from further training on risk assessment, legionella, and leakage. This enables apprentices to broaden their knowledge of the industry pathway in which they are working.

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Participation and development Expected standard

LDCs routinely engage apprentices in discussions in class and in progress reviews about a wide range of health and wellbeing topics. This supports apprentices to develop an appropriate understanding of subjects, such as the dangers of knife crime, sexual abuse, stress, county lines and cyber bullying.

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Participation and development Expected standard

LDCs generally ensure that apprentices are well-informed about their potential next steps and future learning. Apprentices are enthusiastic about their career prospects in the water industry. They are ambitious to gain promotion or work overseas.

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Participation and development Expected standard

Apprentices do not experience bullying or harassment. They know that leaders have a zero- tolerance of this and would act quickly to address any incidents.

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

Apprentices, including those who have barriers to their learning, study a well-structured programme that helps them to develop the key knowledge, skills and behaviours they need to achieve their career ambitions. For instance, apprentices studying level 4 asset manager participate in work projects to identify and manage the risks in multi-tenant buildings.

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

Apprentices feel safe and well supported by learning development coaches (LDCs) and their employer. They enjoy their studies and are committed to achieving their apprenticeship so that they can move swiftly onto their next steps.

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

Apprentices grow in self-confidence during their apprenticeship and, consequently, they become more effective in their jobs. Apprentices deliver presentations confidently and write reports that meet the precise standards of their organisation. They use complex terminology accurately, such as intermolecular forces, sludge age and mixed liquor to describe processes in water treatment.

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

Apprentices with barriers to their learning receive suitable support that is tailored to meet their needs. Staff make appropriate adjustments to enable all apprentices to participate fully in training. LDCs distribute fidget toys to apprentices with attention deficit hyperactivity disorder, and provide lesson content in advance of training sessions to help apprentices manage their anxiety.

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

Apprentices generally develop a secure understanding of fundamental British values and apply these well within their job roles. They understand about protected characteristics and the importance of being respectful to others regardless of their sexual orientation. Most apprentices know about the risks of extremism and radicalisation linked to terrorism threats to the water industry's critical national infrastructure.

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

Many apprentices participate in a wide range of activities that support charities and enhance the communities in which they live and work. They participate in painting, landscaping and installing bird tables in their communities.

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Next steps

Leaders should strengthen professional learning further to continue to develop staff's teaching practice and industry knowledge. Leaders should ensure that staff skilfully embed high-quality careers education and guidance throughout the curriculum. Leaders should ensure that staff trainers systematically and consistently adapt their teaching to reduce apprentices’ barriers to learning.

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Team inspectors:

Alastair Mollon, His Majesty's Inspector Alison Humphreys, His Majesty's Inspector Liz Greenhalgh, Ofsted Inspector Graham Baker, Ofsted Inspector Lee Clements, Ofsted Inspector Andy Gadsdon, His Majesty's 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 15 September 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 the provider staff, learners, and employers during the inspection.

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About this inspection

Watertrain Limited (Watertrain) specialises in apprenticeships for the water industry. Watertrain is based in Warrington, Cheshire. They work with several large national employers.

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About this inspection

At the time of the inspection, there were 290 apprentices. There were 101 apprentices studying level 3 water industry network technician, 100 apprentices studying L3 water industry treatment process technician, 50 apprentices studying L2 water network operative, 21 apprentices studying L4 asset manager, and 18 apprentices studying L3 water treatment technician.

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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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