North West Training Council

Further Education and Skills inspection report Date published: May 2015 Inspection Number: 440402 URN: 53615 North West Training Council

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Summary of key findings for learners

 most apprentices complete their apprenticeship successfully in the planned timescale and progress to meaningful and relevant employment in their chosen career  apprentices develop good vocational skills and knowledge which they apply well at work and to the benefit of their employers  most apprentices study qualifications at a higher level than that required by their apprenticeship framework, enhancing their employment prospects and career opportunities  tutors use the good resources at the training centre to provide good training in the theory and practice of engineering  most apprentices develop good English, mathematics and information and communication technology skills  through effective performance management, senior managers have eliminated most underperformance successfully and brought about significant improvements in learners’ achievement  the needs of local engineering employers are met well.

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Summary of key findings for learners

 progress reviews and target-setting are not good enough to promote even better progress and achievement among apprentices and to ensure that every apprentice completes on time  a minority of theory teaching requires improvement  assessment is not sufficiently well planned to make best use of assessors’ and apprentices’ time and to provide early indications of apprentices’ development and achievements  tutors and assessors do not promote or reinforce apprentices’ understanding of equality and diversity adequately, particularly in the workplace  the process for observing teaching, learning and assessment requires further improvement. Inspection dates 20 – 24 April 2015

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This inspection: Good-2

Previous inspection: Requires improvement-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?

 Improve further the rate of progress for all apprentices by setting clear and challenging targets at review sessions and supporting apprentices to achieve them.  Improve the assessment of apprentices’ competence by increasing the number of direct observations of their performance in the workplace and using formative assessments more often in the early stages of training to contribute to their development plans.  Eradicate the minority of less effective teaching and learning by continuing to develop tutors’ skills through professional development and ensuring that tutors use effective strategies to aid apprentices’ attainment of new knowledge.  Improve the promotion of equality and diversity in training and review sessions to broaden learners’ understanding in their work context.  Improve the observation of teaching, learning and assessment to provide leaders and managers with a more precise and accurate understanding of the quality of provision.

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Outcomes for learners Good

 North West Training Council (NWTC) provides intermediate, advanced and higher apprenticeships, mostly in engineering and motor vehicle maintenance and repair. A very small number of apprentices are undertaking training as security alarm technicians. Around two thirds of apprentices are aged 16 to 18 years and the majority are studying at advanced level.  Overall, apprenticeship success rates are high though the rate for the relatively small number of intermediate apprentices requires improvement. More apprentices succeed in the planned timescale than nationally. Most of the current apprentices are making good progress towards completing their qualification although a minority are not making the progress expected of them. The performance gap between men and women has narrowed and is now negligible. Apprentices from different groups achieve at similar rates.  The majority of apprentices progress to, and achieve successfully, a higher level of qualification

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Outcomes for learners Good

than is required for their apprenticeship. Attendance and timekeeping at lessons and practical workshops are good. Apprentices’ behaviour at the training centre is exemplary.  Apprentices produce work of a high standard, particularly in the workplace. The quality of practical work in the training centre is high and apprentices transfer these skills aptly to their workplace where they quickly develop the confidence and skill to operate complex and expensive equipment, install high-quality systems and carry out complex repairs and maintenance activities.  Apprentices apply themselves well and enjoy their learning. They improve their subject knowledge and practical and critical thinking skills well. Apprentices develop confidence, communication skills and the ability to contribute positively to their workplace well.  Almost all apprentices achieve their functional skills qualifications in English, mathematics and

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Outcomes for learners Good

information and communication technology at their first attempt. The standard of most apprentices’ written work is good.  All apprentices take up permanent, full-time employment on completion of their training. However, managers recognise that they do not have sufficient data to evaluate the impact of training on apprentices’ further progression.

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The quality of teaching, learning and assessment Good

 The quality of teaching, learning and assessment is good and reflects the good outcomes apprentices achieve. Apprentices enjoy their learning and benefit from good care and support, which helps them to make good progress.  NWTC staff and employers support apprentices well. Assessors visit the majority of workplaces regularly and provide effective individualised support in theory and vocational work. Apprentices develop good vocational and communication skills including the effective use of engineering- related mathematics. Informal support from workplace mentors encourages and motivates apprentices.  In most theory lessons tutors develop the subject matter systematically, provide good individual support, make good use of helpful learning materials and assess learning through suitable questioning and written assessment. In an electrical installation lesson, the tutor developed apprentices’ understanding of conduit capacity well using his own industry experience to

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The quality of teaching, learning and assessment Good

illuminate the learning and frequent short assessments to check apprentices’ progress.  In a minority of theory lessons tutors do not explain the theory well enough and because assessment of learning is not sufficiently systematic, apprentices in these lessons do not make enough progress.  In practical lessons, tutors engage apprentices’ interest quickly through the use of interactive web-based quizzes; apprentices work diligently throughout their sessions, make good progress and develop good practical skills. Tutors use questioning effectively to assess and develop learning. Tutors challenge more able apprentices to make the progress expected of them by providing a good range of extension activities.  Tutors monitor the progress that apprentices make towards the achievement of units of the qualification well in the centre. Apprentices have a good understanding of the progress they are making and what else they need to achieve. However, target-setting during progress reviews in

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The quality of teaching, learning and assessment Good

the workplace is often too vague with insufficient focus on agreeing measurable learning outcomes to help improve performance and progress.  The planning of assessment is inconsistent and does not always maximise opportunities for gathering evidence in the workplace. On a minority of advanced apprenticeship programmes, assessment is left too late, not starting until the final year of the programme.  Apprentices’ portfolios are orderly, presented well and contain a good standard of written work showing how apprentices undertake a range of relevant work in their companies. Assessors give apprentices good verbal feedback on what they need to do to improve both in the training centre and at work. However, written feedback is not always supplied and is often superficial. It does not summarise clearly the standard of apprentices’ work sufficiently, nor does it inform them of what they need to do to improve further.

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The quality of teaching, learning and assessment Good

 Tutors promote and reinforce the importance of good written English skills well in the centre. The majority of tutors correct apprentices’ spelling, punctuation and grammar and incorrect use of technical terminology. For example, in one report on dismantling and reassembling a motor, an apprentice was reminded that it was a motor he was working on, not a machine. Lists of technical vocabulary used in engineering are displayed in workshops and used to help apprentices improve their spelling. However, assessors do not always correct apprentices’ written work in the workplace or promote the professional standard expected by employers.  Recruitment officers provide apprentices with useful information, advice and guidance when they start their apprenticeships that enable them to make informed decisions about their career path and choose the most appropriate qualifications and employer to meet their aspirations. As

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The quality of teaching, learning and assessment Good

a result, apprentices achieve well and progress to permanent roles with their employer following the completion of their apprenticeship.  Apprentices feel safe in the training centre and within the workplace. All tutors and apprentices promote and reinforce high standards of health and safety in workshops. Apprentices routinely wear appropriate personal protective equipment and follow the instructions clearly displayed in classrooms and workshops. Tooling and hand-held devices are stored away appropriately at the end of the session and workshop areas are kept clean at all times.  Apprentices have a clear understanding of their rights and responsibilities with respect to equality and safeguarding, which are promoted well throughout the centre. However, in lessons and progress reviews, tutors and assessors fail to promote a deeper understanding of diversity and, as a result, apprentices lack knowledge of, for example, communication customs expected

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The quality of teaching, learning and assessment Good

by clients and business owners from other cultures.

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The effectiveness of leadership and management Good

 Leaders and managers have aspirational and ambitious expectations for the achievement of their apprentices. Since the previous inspection they have been unremitting in their pursuit of, and attempts to eliminate, underperformance. Where underperformance by managers and tutors has been identified, this has been managed well. Three senior managers are now fully accountable to the chief executive for the impact of their managerial actions and for the tutors and assessors they manage.  The newly appointed chairman of the board has a very good understanding of NWTC. The board monitors the impact of managerial changes and organisational performance very actively through, for example, fortnightly meetings with senior managers and monthly meetings with staff representatives. Currently, the board is under-resourced and is seeking new members with complementary professional expertise.  Communication throughout the organisation has considerably improved and a much greater

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The effectiveness of leadership and management Good

openness prevails. Managers keep staff fully informed about key priorities and ensure that they have every opportunity to contribute to the decision-making processes. Staff morale has improved and staff exhibit a strong commitment to the success of the organisation.  Managers’ close scrutiny of apprentices’ progress is having a beneficial impact on improving overall success rates and the number of apprentices who complete on, or before, their planned end date. The learner tracking system has recently been developed but, as managers acknowledge, further improvements are required to be able to produce more detailed reports about all aspects of apprentices’ achievements and progress.  Tutors and assessors have undertaken a wide range of training to help them improve the quality of their teaching, learning and assessment. Overall, this is having a beneficial impact on improving the quality of the provision. However, there remains a small amount of

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The effectiveness of leadership and management Good

underperformance, which managers are working hard to eliminate.  Leaders and managers plan, establish and manage high-quality engineering apprenticeships successfully to meet the needs of the local and national engineering communities. They use close and effective partnership working with businesses of all sizes and industry bodies to promote the benefits of apprenticeships. For example, NWTC is piloting the new apprenticeship standard in automotive mechatronics, developed as part of the Government’s trailblazer programme, with a prestigious national motor vehicle manufacturer.  The promotion of inclusivity, equality and diversity for apprentices and staff is good. Apprenticeship programmes provide coherent and substantive courses of study at different levels to challenge, stimulate and enrich individual learners. There is little difference in the performance and experience of different groups. However, insufficient attention has been given

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The effectiveness of leadership and management Good

to setting realistic, measurable and challenging targets, for example, for recruiting female apprentices and those from minority ethnic groups.  Since the previous inspection, managers have strengthened quality assurance arrangements significantly but with variable impact. They have improved the self-assessment process and the judgements in the self-assessment report are based on a wide range of evidence including apprentices’ and employers’ feedback. The performance of subcontracted provision is managed well. The process for observing teaching, learning and assessment is not yet rigorous enough. Overall, there is a mismatch between the grades awarded and the identified strengths and areas for improvement. Action planning following observation is not sufficiently detailed and specific to help tutors to improve further.  Arrangements to support the development of all learners’ English, mathematics and functional

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The effectiveness of leadership and management Good

skills and support for learners with additional learning needs are effective. However, the development of professional and technical language skills in the workplace requires improvement.  Arrangements for safeguarding learners are good and meet statutory requirements. Leaders and managers regularly review arrangements to keep learners safe, which include a 24-hour, seven- days-a-week helpline. Apprentices feel safe in the training centre and on employers’ premises. Most apprentices are aware of the dangers of the misuse of the internet and electronic communication devices and have a basic understanding of the dangers of terrorism, extremism and radicalisation.

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North West Training Council

Inspection grades are based on a provider’s performance:

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North West Training Council

1: Outstanding 2: Good 3: Requires improvement 4: Inadequate Overall 14-16 part-time provision 14-16 full-time provision 16-19 study programmes Traineeships 19+ learning programmes Apprenticeships Employability Community learning

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North West Training Council

Overall effectiveness 2 NA NA NA NA NA 2 NA NA

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North West Training Council

Outcomes for learners 2 NA NA NA NA NA 2 NA NA

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North West Training Council

The quality of teaching, learning and assessment 2 NA NA NA NA NA 2 NA NA

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North West Training Council

The effectiveness of leadership and management 2 NA NA NA NA NA 2 NA NA

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Provider details

Type of provider Independent learning provider

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full contract year

Principal/CEO Mr Paul Musa Date of previous inspection November 2013 Website address www.nwtc.co.uk

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programme level

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

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 25 5 174 113 4 4 Number of traineeships 16-19 19+ Total N/A N/A N/A

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Number of learners aged 14-16

Full-time N/A Part-time 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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Contextual information

NWTC operates from Bootle, Merseyside. It recruits learners primarily from the North West of England including Cheshire, Merseyside and Greater Manchester. It delivers engineering training for around 300 employers including both national and small- to medium-sized employers. NWTC is taking part in the pilot of the new automotive mechatronics trailblazer apprenticeship in partnership with an international motor vehicle manufacturer.

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Information about this inspection

One of Her Majesty’s Inspectors (HMI) and six additional inspectors, assisted by the Head of Operational Quality, HR and Administration 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 learners’ 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 learners and employers; these views are reflected throughout the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision at the provider. Inspectors looked at the quality of teaching, learning and assessment across all of the provision and graded the sector subject areas 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

www.gov.uk/government/publications/handbook-for-the-inspection-of-further-education-and-skills- from-september-2012

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Grade Judgement

guidance ‘Raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. 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

Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too.

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Grade Judgement

To find out more go to www.learnerview.ofsted.gov.uk

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Grade Judgement

Employer View is a new website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too.

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Grade Judgement

To find out more go to www.employerview.ofsted.gov.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Grade Judgement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and provider inspection reports, please visit https://reports.ofsted.gov.uk/user.

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Grade Judgement

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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