Stockport Engineering Training Association Limited(The)

Learning and Skills inspection report Date published: March 2013 Inspection Number: 408543 URN: 54624

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Stockport Engineering Training Association Ltd.

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Summary of key findings for learners

 The quality of teaching, learning and assessment is good.  High success rates are achieved that are well above national averages.  There is good development of skills in the Stockport Engineering Training Association Ltd. (SETA) training centre and in the workplace.  Apprentices are extremely well supported.  There are many additional qualification opportunities with 70% of learners progressing to higher levels of training.  SETA has very effective links with employers that benefit apprentices.  English and mathematics is well developed during off-the-job training.  Good initiatives to improve the provision have been implemented since the last inspection.  There is strong involvement of the board of trustees.

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Summary of key findings for learners

 Formal assessment of advanced apprentices work skills is carried out too late in the programme.  Individual learning plans are not systematically updated to record progression against targets.  The use of information and learning technology requires further development.  Key performance indicators and improvement targets need to be set and monitored for staff.  Opportunities to promote and discuss equality and diversity in teaching and training sessions are missed and it is not consistently being promoted and checked during progress reviews. Inspection dates 19–22 February 2013

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This inspection: Good-2

Previous inspection: Satisfactory-3 Outcomes for learners Good-2 Quality of teaching, learning and assessment Good-2 Effectiveness of leadership and management Good-2

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What does the provider need to do to improve further?

 Carry out assessments of workplace skills and knowledge earlier in the advanced apprenticeship programme. Update individual learning plans to show when achievements have been made and use them to provide an on-going record of progress that are regularly shared with employers and apprentices.  Target incremental improvements in success rates for level 2 apprenticeships to bring them in line with the very good advanced apprenticeship success rates.  Collect and use performance data for advanced apprentices in a similar way to that of level 2 apprentices to improve overall progress tracking.  Continue to increase the amount of information and learning technology available to make teaching and learning more interesting and interactive.  Make the outcomes of teaching, learning and assessment a standard agenda item at trustee board meetings to raise its profile and to focus on further improvements.  Provide staff with measurable targets identified through the business planning process.

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What does the provider need to do to improve further?

Regularly monitor the achievement of the targets to monitor and challenge staff to bring about incremental improvements to the provision.  Ensure that the on-going views of all apprentices are collected to help to improve the provision and not just from those based at the Stockport training centre.  Identify opportunities to further promote equality and diversity into teaching and training sessions and consistently promote and check apprentice’s awareness at progress reviews.  Systematically set and monitor targets to increase the participation of under-represented groups and to break down perceived stereotypes. Continue to make a good commitment to raising participation through initiatives such as the apprentice ambassador to help recruit young women into engineering.  Ensure that any health and safety hazards in the training workshops are identified and rectified.

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Inspection judgements

Outcomes for learners Good  The percentage of all apprentices who complete their framework is significantly above national averages. The number doing so within the expected time is also well above the national average. However, success rates for intermediate apprentices are not as high as they are for advanced apprentices.  Apprentices make good progress relative to their starting points. The acceptable prior academic achievement level for apprentices depends on the employer; however SETA ensures, through initial assessment, that only those capable of completing the framework go onto an apprenticeship programme.  The majority of advanced apprentices achieve their qualifications in the workplace within the planned time. However, the formal assessment and accreditation of work skills competence for advanced apprentices is not carried out until the last nine months of the programme. Work skills need to be assessed and recognised much earlier in the programme to provide a measure of

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Inspection judgements

cumulative progression and shared with apprentices and employers.  There are no significant gaps in the achievement of different groups of apprentices. The relatively few female apprentices generally perform better than males and the very few non- white British apprentices achieve better than their white British counterparts. In the last few years, apprentices with an identified learning difficulty or disability all completed their qualifications within the planned time.  The chief executive of SETA selects a charity each year and apprentices take part in events to raise money for the charity. Apprentices’ personal and social awareness is enhanced by the various types of fundraising events and charity involvement. Apprentices increase their self- confidence and develop good community awareness during the fundraising events.  Skills development in the workplace and at the SETA training centre is good and enables

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Inspection judgements

apprentices to develop very good vocational and employability skills. Many apprentices work for large employers and work on technical projects that help them develop complex engineering skills. Some apprentices work in very specialist trades such as armature winding, developing traditional useful skills that are highly valued by employers.  Good support is provided for apprentices to progress on to higher level courses with a very high number of 70% doing so over the last three years. Apprentices progress well from level 2 to level 3 programmes when their employers have the capacity to employ them at that level.  The underpinning knowledge studied by apprentices at the training centre very effectively develops their understanding of applications of mathematics in an engineering environment by setting mathematical principles into the workplace context. Apprentices written work is of a high standard and staff help develop their confidence by setting them oral presentations to deliver to

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Inspection judgements

The quality of teaching, learning and assessment Good  The quality of teaching learning and assessment is good, reflecting the outcomes which are also good. Success rates are above national rates. Apprentices quickly progress from basic engineering training at the centre into employment with a good blend of vocational skills. Apprentices successfully complete specialist National Vocational Qualifications and extra units required by their employer, for example optional additional mechanical and electrical units, specialist plant and machinery operation certificates and abrasive wheel certification. Most apprentices complete a higher national certificate course prior to finishing their apprenticeship and a minority go on to complete foundation degrees.  Taught sessions in the centre are good. Lesson documentation is thorough and there is good planning for extension activities for the more able who progress quickly. Complex engineering

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Inspection judgements

tasks are well explained and there is good reinforcement of health and safety awareness and practice. Apprentices contribute effectively to session discussions, good team-working skills are developed during group work and peer working is effective at promoting and developing apprentices’ communication skills.  Apprentices develop high standards of engineering skills in the workplace. They are quickly able to make a valuable contribution to their employers work and undertake a wide range of tasks that provides them with valuable experience. For example, apprentices soon become competent at working and programming complex computer numerical controlled machine tools, producing work to high tolerances and specifications. Apprentices are confident and knowledgeable. They rapidly progress onto work requiring greater levels of responsibility.  Attention to health and safety is good. Safe working processes and practices are consistently

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Inspection judgements

assured by employers. For example, maintenance apprentices quickly become aware of the need for permits to work in certain areas. Apprentices are able to speak confidently about health and safety legislation, for example, the control of substances hazardous to health. Many apprentices carry out risk-analysis activities at the start of new work and update this on a daily basis.  Apprentices are extremely well supported by SETA and their staff. SETA works very closely with employers to ensure that programmes effectively meet the needs of both the apprentice and employer. For example, SETA worked with local companies to support apprentices who lost their jobs, finding appropriate new work placements to allow them to complete their apprenticeship. SETA also holds a national contract with a large electrical engineering company and some apprentices travel long distances to attend the training centre. All of the expenses incurred in

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Inspection judgements

travel, accommodation and subsistence are met by the provider and the employer. The apprentices are well cared for and given good pastoral support whilst away from home.  Assessment in the training centre is good. It is well planned and thorough with constructive feedback given on how to improve. Apprentices’ written portfolio evidence is of a high standard. At level 3, a diverse range of portfolio evidence is presented, including job cards, work sheets and digital images. However, workplace assessment of advanced apprentices occurs late in the programme preventing on-going progress recording with the practical requirements of the qualification.  The learning environment at the training centre is good. A full range of engineering disciplines, including mechanical fitting, machining, electrical, fabrication and welding are delivered. Apprentices have benefitted from the recent purchase of new milling machines. The workshops

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Inspection judgements

are generally well equipped and resourced, but some minor housekeeping issues exist. For example, there is untidy storage of equipment at height, and a small electrical motor used in demonstrations is not securely mounted. Classrooms are adequately equipped and comfortable. However, information and learning technology is underdeveloped. The use of interactive white boards and computer-based learning systems are not yet commonplace although plans to improve this are at an advanced stage.  Progress reviews are good and result in positive progression. Employers are fully involved in the review process. Apprentices’ knowledge and understanding is thoroughly checked by training advisers. Target-setting is suitably time constrained to the next visit date. However, individual learning plans are not consistently updated and most advanced apprentices are unclear of their National Vocational Qualification progress.

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Inspection judgements

 The promotion of English and mathematics is good. Apprentices written work is of a high standard and staff help develop their confidence by setting them oral presentations to deliver to tutors and peers. Mathematics is well delivered and develops a good understanding of various applications of numbers in an engineering environment, setting mathematical principles into a practical working context.  Equality, diversity and safeguarding are well promoted during induction. Some training advisers use a bank of questions that challenge and reinforce apprentices understanding. However, in taught sessions in the centre, there is insufficient planning to promote apprentices understanding of these areas further.

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Inspection judgements

The effectiveness of leadership and management Good  SETA’s directors and managers have introduced an effective range of initiatives in response to the recommendations from the previous inspection that have led to improvements in success rates and standards. Individual roles and responsibilities are clear and fit the new organisation structure well. The values, culture and practices of the company emphasise the priority of meeting individual needs and development. For example, all profits made from commercial work are used to support the development of apprenticeship programmes.  Training staff have a good awareness of strategic priorities and are committed to improving the quality of the provision and provide apprentices with high quality learning. Senior managers very effectively monitor the achievement of key strategic objectives many of which make a valuable contribution to the achievement of regional and national priorities. Operational management is

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Inspection judgements

good. Key performance indicators and targets are set but these are not used effectively to monitor or challenge individual staff performance.  A governing body of trustees provides effective challenge to senior managers. They have received a relevant range of training and development and contribute well to SETA’s strategic direction and the self-assessment process. They have a good awareness of performance management, which is an agenda item at each meeting. Trustees make regular contact with apprentices to review their experiences and they act as champions for various key aspects of the provision. For example, equality and diversity, social inclusion and the recruitment of under- represented groups. However, outcomes from observations of teaching, learning and assessment are not an agenda item.  Managers make very good use of data to monitor the performance of intermediate apprentices. For example, a colour-coded rating system is used to identify apprentices at risk of leaving the

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Inspection judgements

programme early to trigger interventions to reduce the risk. However, the performance data of advanced apprentices is not collected in the same way and does not provide such a clear understanding of progress. SETA’s quality assurance of sub-contracted provisions is satisfactory.  Comprehensive arrangements to improve teaching, learning and assessment are in place in response to the previous inspection and due to the increase in the off-the-job training now carried out by SETA. Observations appropriately assess the quality of taught sessions through an independent observer who provides detailed feedback that guides improvement actions well. The outcomes are linked to staff development and appraisal. However, the full implementation of this key quality assurance process has until recently been slow.  The self-assessment process is generally good. Success data, the collection and evaluation of users’ views and the outcomes of quality assurance processes are used effectively to evaluate

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Inspection judgements

the provision and an apprentices’ committee provides useful apprentice feedback. However, the provider needs to collect the views of apprentices not based full-time in the Stockport training centre. The self-assessment report and quality improvement plan are linked well to the business plan. They are kept up-to-date through regular monitoring which allows staff to have a good awareness of strengths and areas for improvement. The self-assessment report is well structured and is an accurate reflection of the provision. Inspectors agreed with all the grades awarded by the provider.  SETA has effective arrangements to meet the needs and interests of apprentices and employers. Links with local employers are very strong. It is actively involved with a range of organisations to meet the needs of the local and national community. For example, the chief executive is a board member of Group Training Associations (GTA) England. Staff are knowledgeable and

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Inspection judgements

experienced and have a very good awareness of the needs of local engineering companies and of their future skill needs. Training programmes are designed well to meet individual needs of apprentices and employers and are delivered flexibly. For example, intranet-based learning resources are available to apprentices.  SETA promotes equality and diversity effectively. Regular and frequent updating and training provide staff and stakeholders with a good level of awareness; for example, board members have received useful training and development in equality and diversity. Apprentices generally have a good awareness of equality and diversity. However, opportunities are missed to raise and reinforce some apprentices’ understanding.  Monitoring of participation, progress and achievement for different groups of apprentices takes place and is satisfactory. No significant gaps in achievement rates of different groups have been

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Inspection judgements

identified. However, the provider recognises the need to set and monitor targets more systematically. SETA has a real commitment to increasing participation of under-represented groups and of breaking down perceived national stereotypes. For example, it has introduced apprentice ambassador role models to help in its recruitment of young women into engineering.  The company meets its statutory requirements for safeguarding apprentices. They adopt safe working practices and have a good awareness of health and safety. The provider effectively protects apprentices from harassment, bullying and discrimination.

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Inspection grades are based on a provider’s performance:

1: Outstanding 2: Good 3: Requires improvement 4: Inadequate

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Overall

The quality of teaching, learning and assessment 2 2

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Overall

The effectiveness of leadership and management 2 2

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Stockport Engineering Training Association

Type of provider Independent learning provider

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full contract year

Principal/CEO Russell Prince Date of previous inspection February 2011 Website address www.setatraining.com/

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programme level

Level 1 or below Level 2 Level 3 Level 4 and above

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(excluding apprenticeships)

Full-time 0 0 0 4 0 3 0 0 Part-time 0 0 0 0 0 0 0 0

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 24 14 101 32

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Apprenticeship level and age

Number of learners aged 14-16 N/A Number of community learners N/A Number of employability learners N/A Funding received from Skills Funding Agency (SFA)

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following main subcontractors:

 Stockport College  Tameside College  Chesterfield College

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Additional socio-economic information

Stockport Engineering Training Association is a registered charity and was formed in 1966 as a Group Training Association to provide work based learning in engineering and associated training services to small and medium-sized engineering companies in the Stockport and Greater Manchester area. SETA has a government-funded contract to provide apprenticeships and advanced apprenticeship programmes in engineering nationally. Approximately 45% of the company turnover comes from government funded training and the rest from full fee paying courses for adult skills and health and safety training and services.

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Information about this inspection

Two of Her Majesty’s Inspectors (HMI) and three additional inspectors, assisted by the SETA chief executive as nominee, carried out the inspection with short notice. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. Inspectors also used data on apprentices’ achievements over the last three years to help them make judgements. Inspectors used group and individual interviews, telephone calls and online questionnaires to gather the views of apprentices and employers; these views are reflected throughout the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all of the provision at the provider. Inspectors looked at the quality of teaching, learning and assessment across all of the provision and graded the sector subject area listed in the report above.

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Grade Judgement

Detailed grade characteristics can be viewed in the Handbook for the inspection of further education and skills 2012, Part 2:

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Grade Judgement

http://www.ofsted.gov.uk/resources/handbook-for-inspection-of-further-education-and-skills- september-2012

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Grade Judgement

guidance ‘Raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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Grade Judgement

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Grade Judgement

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Grade Judgement

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Grade Judgement

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