Hampshire Training and Assessment is building an inclusive training environment with family values at its core
09 Apr 2026
Electrical learners at Hampshire Training and Assessment
Hampshire Training and Assessment (HTAA) is a family-run, purpose-built training centre where people and practical learning come first. Delivering gas, electrical, plumbing, renewables and an apprenticeship programme, it supports both new entrants and experienced tradespeople in real-world environments.
Having outgrown its previous premises, HTAA moved to its current site two years ago, and has since developed the centre to provide more hands-on learning opportunities, including bedsit-style training spaces designed to replicate someone’s home.
HTAA was awarded the LCL Awards Inclusivity Charter in 2023. Three years on, we spoke to Lauren Chase, Office Manager, to explore how inclusivity continues to shape the centre’s day-to-day approach.
Family values
With three generations working side by side, HTAA is, as Lauren describes, “a real family business.” Founded and led by her father, John Razzell, the centre is run alongside Lauren, her sister Sophia and their nan Rita, creating a close-knit team where family values are embedded in every aspect of the learner experience. This ethos is reflected in their motto: “If you wouldn’t let the candidate work in your nan’s house, we haven’t done our job properly.”
“We are very much a family business,” Lauren explains. “And I think that comes across in how we treat people. Learners aren’t just numbers to us; we actually get to know them and support them as individuals.”
This person-first approach is reflected in the diversity of learners attending the centre. From school leavers and experienced engineers to those looking to retrain later in life, HTAA regularly works with individuals with English as an additional language, and individuals with additional learning needs.
Lauren recalls one learner whose first language was not English, and who repeatedly struggled with the wording of an online assessment despite having strong practical knowledge.
“He knew exactly what he was doing - it was just how the questions were written. Once we worked through that with him and broke things down, he was able to show what he could actually do. It’s about understanding where the barrier is and helping to remove it.”
Helping everyone succeed
When asked if there has been an increase in any underrepresented groups enrolling for courses, Lauren notes that the centre is seeing more learners with additional learning needs such as ADHD and Autism, and more people arriving with qualifications from overseas who need help to translate existing experience into recognised UK routes.
Rather than applying a one-size-fits-all approach, the team takes time to understand each learner and adapt accordingly.
“Everyone comes in with different experiences and different ways of learning. It’s about recognising that early and making sure we’re delivering in a way that works for them.”
The same level of care is extended to neurodiverse learners, with the team adapting their communication and delivery to ensure individuals feel comfortable, supported and successful throughout their training. For a learner with AuDHD, for example additional days in the centre were made available, free of charge, to allow them to complete their electrical portfolio.
This learner said: “(HTAA) go out of their way to help and make you feel included…I found with my AuDHD, they’ve been really proactive in helping with additional needs, including applying for extra time on exams.”
Creating an inclusive environment
HTAA has also strengthened its commitment to inclusivity through online training in equality, diversity and inclusion awareness for all staff. This has helped reinforce the importance of awareness across the team, ensuring staff respond to learners in a considered and informed way.
Understanding and promoting different learning styles is embedded into course delivery, combining theory with a strong practical focus to help learners build confidence and demonstrate their abilities in a more accessible way.
An inclusive environment is intentionally shaped by the team, with the staff carefully selected based on character as much as qualifications. Many staff members join through recommendation or progress from former learners, helping to maintain a consistent culture across the organisation.
Lauren said: “By bringing on staff who are inherently kind and inclusive, we ensure that the welcoming, supportive atmosphere we’ve worked hard to create is felt by every single candidate.”
The hiring process is collaborative and designed to test whether new staff will fit the centre's family ethos. “We don’t want someone who can just do the job,” she says. “We want someone who can do it with our values.”
Feedback from one learner reflects this:
“The instructors and office staff are all incredibly supportive, approachable and dedicated. There’s such a close-knit group of people that you’re never made to feel like just a number. From day one, they make you feel welcomed, valued and truly part of the family.”
Their focus on inclusion also shapes how training is accessed. HTAA is registered with the DWP and can accept funded learners who qualify for support, opening-up opportunities for people who might otherwise be unable to afford training.
Inclusivity in-centre and beyond
The Inclusivity Charter has also had a positive impact internally, helping to raise awareness across the team and reinforce the standards the centre aims to uphold. Acting as a reminder to remain mindful, respectful and inclusive in everyday interactions, it also signals to prospective learners that HTAA is a place where they will be welcomed and supported.
Lauren adds, “We’ve held the Inclusivity Charter for a few years now, and it’s definitely become more meaningful over time. Everyone is different and may be dealing with their own challenges - whether that’s mental health, discrimination, or working in a male-dominated environment - it makes you more aware, and that awareness helps us approach things in the right way.”
For both the team and learners at HTAA, this awareness extends beyond the classroom and into the wider community the centre serves.
Launched in January 2026, ‘Hard Hats, Soft Hearts’ is a men’s mental health charity created by John Razzell to support tradesmen experiencing mental health challenges. Run from the centre one evening a week, it offers a safe and non-judgemental space where people can come in for a coffee and a chat about work and personal challenges.
Lauren shares the idea grew naturally from what the team was already seeing around them: “It can be a lonely world out there for a lot of tradesmen, especially if they’re self-employed and working on their own every day. We recognised an opportunity to try and help alleviate some of that stress.”
The charity has already supported individuals facing difficult personal circumstances, including providing practical and financial help where needed. More broadly, it reflects HTAA’s belief that inclusivity is not limited to training delivery, but extends to understanding and supporting the wider pressures people may be facing.
This ethos underpins everything HTAA does.
“We believe an inclusive environment is a productive one. At the end of the day, it’s about people,” concluded Lauren, “if you take the time to understand them and support them properly, you’ll get the best out of them - and they’ll feel like they belong.”
Learn more about Hampshire Training and Assessments here.
Electrical learners at Hampshire Training and Assessment
Hampshire Training and Assessment (HTAA) is a family-run, purpose-built training centre where people and practical learning come first. Delivering gas, electrical, plumbing, renewables and an apprenticeship programme, it supports both new entrants and experienced tradespeople in real-world environments.
Having outgrown its previous premises, HTAA moved to its current site two years ago, and has since developed the centre to provide more hands-on learning opportunities, including bedsit-style training spaces designed to replicate someone’s home.
HTAA was awarded the LCL Awards Inclusivity Charter in 2023. Three years on, we spoke to Lauren Chase, Office Manager, to explore how inclusivity continues to shape the centre’s day-to-day approach.
Family values
With three generations working side by side, HTAA is, as Lauren describes, “a real family business.” Founded and led by her father, John Razzell, the centre is run alongside Lauren, her sister Sophia and their nan Rita, creating a close-knit team where family values are embedded in every aspect of the learner experience. This ethos is reflected in their motto: “If you wouldn’t let the candidate work in your nan’s house, we haven’t done our job properly.”
“We are very much a family business,” Lauren explains. “And I think that comes across in how we treat people. Learners aren’t just numbers to us; we actually get to know them and support them as individuals.”
This person-first approach is reflected in the diversity of learners attending the centre. From school leavers and experienced engineers to those looking to retrain later in life, HTAA regularly works with individuals with English as an additional language, and individuals with additional learning needs.
Lauren recalls one learner whose first language was not English, and who repeatedly struggled with the wording of an online assessment despite having strong practical knowledge.
“He knew exactly what he was doing - it was just how the questions were written. Once we worked through that with him and broke things down, he was able to show what he could actually do. It’s about understanding where the barrier is and helping to remove it.”
Helping everyone succeed
When asked if there has been an increase in any underrepresented groups enrolling for courses, Lauren notes that the centre is seeing more learners with additional learning needs such as ADHD and Autism, and more people arriving with qualifications from overseas who need help to translate existing experience into recognised UK routes.
Rather than applying a one-size-fits-all approach, the team takes time to understand each learner and adapt accordingly.
“Everyone comes in with different experiences and different ways of learning. It’s about recognising that early and making sure we’re delivering in a way that works for them.”
The same level of care is extended to neurodiverse learners, with the team adapting their communication and delivery to ensure individuals feel comfortable, supported and successful throughout their training. For a learner with AuDHD, for example additional days in the centre were made available, free of charge, to allow them to complete their electrical portfolio.
This learner said: “(HTAA) go out of their way to help and make you feel included…I found with my AuDHD, they’ve been really proactive in helping with additional needs, including applying for extra time on exams.”
Creating an inclusive environment
HTAA has also strengthened its commitment to inclusivity through online training in equality, diversity and inclusion awareness for all staff. This has helped reinforce the importance of awareness across the team, ensuring staff respond to learners in a considered and informed way.
Understanding and promoting different learning styles is embedded into course delivery, combining theory with a strong practical focus to help learners build confidence and demonstrate their abilities in a more accessible way.
An inclusive environment is intentionally shaped by the team, with the staff carefully selected based on character as much as qualifications. Many staff members join through recommendation or progress from former learners, helping to maintain a consistent culture across the organisation.
Lauren said: “By bringing on staff who are inherently kind and inclusive, we ensure that the welcoming, supportive atmosphere we’ve worked hard to create is felt by every single candidate.”
The hiring process is collaborative and designed to test whether new staff will fit the centre's family ethos. “We don’t want someone who can just do the job,” she says. “We want someone who can do it with our values.”
Feedback from one learner reflects this:
“The instructors and office staff are all incredibly supportive, approachable and dedicated. There’s such a close-knit group of people that you’re never made to feel like just a number. From day one, they make you feel welcomed, valued and truly part of the family.”
Their focus on inclusion also shapes how training is accessed. HTAA is registered with the DWP and can accept funded learners who qualify for support, opening-up opportunities for people who might otherwise be unable to afford training.
Inclusivity in-centre and beyond
The Inclusivity Charter has also had a positive impact internally, helping to raise awareness across the team and reinforce the standards the centre aims to uphold. Acting as a reminder to remain mindful, respectful and inclusive in everyday interactions, it also signals to prospective learners that HTAA is a place where they will be welcomed and supported.
Lauren adds, “We’ve held the Inclusivity Charter for a few years now, and it’s definitely become more meaningful over time. Everyone is different and may be dealing with their own challenges - whether that’s mental health, discrimination, or working in a male-dominated environment - it makes you more aware, and that awareness helps us approach things in the right way.”
For both the team and learners at HTAA, this awareness extends beyond the classroom and into the wider community the centre serves.
Launched in January 2026, ‘Hard Hats, Soft Hearts’ is a men’s mental health charity created by John Razzell to support tradesmen experiencing mental health challenges. Run from the centre one evening a week, it offers a safe and non-judgemental space where people can come in for a coffee and a chat about work and personal challenges.
Lauren shares the idea grew naturally from what the team was already seeing around them: “It can be a lonely world out there for a lot of tradesmen, especially if they’re self-employed and working on their own every day. We recognised an opportunity to try and help alleviate some of that stress.”
The charity has already supported individuals facing difficult personal circumstances, including providing practical and financial help where needed. More broadly, it reflects HTAA’s belief that inclusivity is not limited to training delivery, but extends to understanding and supporting the wider pressures people may be facing.
This ethos underpins everything HTAA does.
“We believe an inclusive environment is a productive one. At the end of the day, it’s about people,” concluded Lauren, “if you take the time to understand them and support them properly, you’ll get the best out of them - and they’ll feel like they belong.”
Learn more about Hampshire Training and Assessments here.