Setting

Aviation House 125 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Ms S Moore Quality Manager SPX/Valley Forge Mere Way Ruddington Nottingham NG11 6JW

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apprenticeship training

Thank you for your hospitality and cooperation, and that of your staff, during my visit on 16 November 2009 to look at good practice in motor-vehicle engineering apprenticeship training.

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apprenticeship training

The visit provided valuable information that will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

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apprenticeship training

The evidence used to inform the judgements included discussions with key members of staff, learners and key partners.

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Features of good practice

 The good recruitment process that helps to ensure learners are able to cope with the demanding requirements to successfully complete their programmes. The use of pre-entry GCSE requirements, together with basic skills testing and mechanical reasoning tests, ensures the recruitment of individuals who are more able to cope with the very complex and technical requirements of the programmes. Once apprentices start the programme, further initial assessment tests are carried out to ensure that any additional learning support needs are identified and individual support is then given.

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Features of good practice

 The excellent employer working links that enhance training of apprentices. As a worldwide company, Valley Forge/SPX has contracts with several motor vehicle manufacturers in other countries. Some of this work provides tangible benefits to the United Kingdom apprenticeship programmes. For example, technical authoring services are provided to some manufacturers and the manuals and technical information are available for use in apprenticeship technical training programmes. Learners see a ‘bigger picture’ of the manufacturers’ business needs and ways of operating. Vehicle dealership staff also receive technical update training from Valley Forge staff, ensuring that their learners receive the latest technical understanding of manufacturers’ products.

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Features of good practice

 Good mapping of manufacturer training against National Vocational Qualification (NVQ) standards to capture additional evidence and avoid unnecessary extra work. Apprentices attending product-specific technical training courses from manufacturers are able to use the skills and knowledge gained as direct evidence towards their NVQs. This is possible as the common skills and knowledge areas between the different programmes have been identified as suitable NVQ evidence. This prevents unnecessary repetition of work and maximises the opportunities to collect NVQ evidence. Off-the-job training is planned and managed well and takes place in very well-equipped workshops and classrooms, using the latest vehicle technologies and training resources.

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Features of good practice

 The very good management of employer relationships to maintain success rates during a period of change and economic downturn. Valley Forge staff have built up very good working relationships with vehicle manufacturers and employers. This helped ensure a smooth transition when learners were transferred from their previous provider following sudden closure. This was achieved despite problems with the transfer of records and paperwork, with some learners’ progress being unavoidably delayed. Employers were impressed with the way staff at Valley Forge quickly tackled issues and put in place improved programmes to help learners make good progress and maintain high success rates. The apprenticeship programmes have also been organised to ensure that apprentices become productive members of staff as quickly as possible, to contribute to the effectiveness of businesses in the recent difficult economic climate.

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Features of good practice

 The good use and checking of data to monitor progress and encourage timely completion. Close attention is paid to monitoring the progress of apprentices against the time they have been on the programme. A detailed up-to-date database provides staff and managers with regular performance reports. Staff work towards achieving key performance indicators based around learners’ progress and achievement expectations. Managers quickly identify if additional resources are required to keep learners’ progress on target. The data are readily available to all staff, including data about other manufacturers’ contract performance. This transparency about the performance of all programmes creates trust between managers and staff and encourages competitiveness across the various contracts, benefiting learners. Good use is made of the internal verifiers (IVs) to not only check the quality of NVQ assessments but also the accuracy of the data produced, helping

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Features of good practice

maximise learners’ progression. IVs carry out data checks against NVQ evidence records as part of their role and ensure the data are reliable. They also monitor learners’ progress against framework requirements, working with assessors to correct any shortfalls.

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Features of good practice

 The positive impact of changing training staff roles on employer communication and timely success of learners. The introduction of a combined trainer/assessor role supported by new programme coordinators has given staff total responsibility for the training and assessment of their learners at work and in the training centres. This has resulted in better communication and information for employers, such as how well their learners are progressing during off-the-job training blocks. Learners benefit from more consistent training and assessment planning and a better understanding of what is required of them. New programme coordinators oversee the work of the trainer/assessors for each contract. They are also able to provide cover for the trainer/assessors during sick leave or holiday periods and support assessment of learners to catch up on any areas of slow progress. Programme coordinators help to develop and improve the

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Features of good practice

programmes and encourage timely success by promptly identifying any performance issues. The ability of programme coordinators to help and support, wherever needed, allows a flexible and customer-focused programme to be operated, meeting learners’ and employers’ needs well.

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Areas for development

 Consider formalising planned training for apprentices in their workplace from the start of programmes. Explore further with employers how they can contribute better to the well- planned off-the-job training activities. Look at agreeing an outline plan of workplace activities linked to those taking place off-the-job over the duration of the programmes. More formalised coordinated on-the-job training would maximise opportunities for learning and assessment of learners’ competencies.

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Areas for development

I hope these observations are useful as you continue to develop apprenticeship training in your organisation.

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Areas for development

As I explained previously, a copy of this letter will be sent to your Learning and Skills Council and will be published on the Ofsted website. It will also be available to the team for your next institutional inspection.

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