Canal Engineering Limited

Canal Engineering Limited Monitoring visit report

p.1

Name of lead inspector: Jai Sharda, Her Majesty’s Inspector

p.1

Type of provider: Independent Learning Provider

p.1

Address: 8 Easter Park Lenton Lane Nottingham NG7 2PX Monitoring visit: Canal Engineering Limited, 29–30 May 2019

p.1

Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Providers newly directly funded to deliver apprenticeship training provision’ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Canal Engineering Limited is a Nottingham-based company separated into five divisions, one of which is its engineering training academy, trading as CEATA. Canal Engineering employs all but one of its 11 engineering apprentices, most of whom are studying at level 2. All are following a standards-based apprenticeship. As well as providing off-the-job training for apprentices, CEATA also offers a six-week engineering training programme at level 2 for learners, most of whom are unemployed and referred by the job centre. Sixteen learners are currently on this programme.

p.2

Reasonable progress

CEATA’s leaders have developed and implemented an appropriate strategy to ensure that the company’s curriculum offer meets the needs of its engineering business and those of the wider engineering industry in the East Midlands region. They recruit apprentices with integrity, ensuring that they acquire substantial new engineering skills that equip them for a career in the sector. Apprentices rightly comment positively on the difference that CEATA’s high-quality engineering training has made to their prospects of employment and career progression.

p.2

Reasonable progress

The company’s apprenticeship programme meets the requirements set out by the funding agency and the Institute for Apprenticeships and Technical Education. Leaders have a clear understanding of standard-based apprenticeships and they ensure that apprentices receive their full entitlement to high-quality off-the-job training. As a result, apprentices rapidly develop new skills and behaviours that their employers value.

p.2

Reasonable progress

Leaders’ process for recruiting apprentices is thorough. Apprentices receive useful information about the apprenticeship that includes its industrial relevance, what they Monitoring visit: Canal Engineering Limited, 29–30 May 2019 will learn and the importance of end-point assessment. Consequently, most apprentices stay on the programme and complete it. Apprentices and their employers benefit greatly from the apprenticeship programme.

p.2

Reasonable progress

Tutors have expertise in a suitable range of specialist engineering disciplines. Leaders ensure that tutors improve their technical knowledge and skills, as well as their teaching ability, through a well-planned continuing professional development programme. Tutors prepare apprentices well for end-point assessment. As a result, qualification achievement rates are high, and apprentices complete within the planned period of study.

p.3

Reasonable progress

Leaders track and monitor carefully the progress and achievement of apprentices. They ensure that tutors respond swiftly to help those who need extra help or additional learning support to complete their studies. As a result, all apprentices achieve well, with no significant differences in performance between different groups.

p.3

Reasonable progress

Leaders have a secure grasp of the company’s key strengths and areas for improvement. They demonstrate this through their careful and regular monitoring of the detailed quality improvement plan that correctly identifies the key areas that require improvement. Most improvement targets are achieved within planned timescales.

p.3

Reasonable progress

Managers ensure that the overall quality of teaching and learning is effective. They use the results of observations of teaching and learning to help tutors improve their practice. Effective performance management measures ensure that tutors who do not meet the company’s high expectations improve rapidly. The few who fail to do so no longer work for the company.

p.3

Reasonable progress

Destination data for apprentices shows that almost all apprentices remain with Canal Engineering after they complete their studies. Many are now in positions of responsibility and act as mentors to newly recruited apprentices.

p.3

Reasonable progress

Tutors make good use of the available information to recruit apprentices onto a suitable engineering course at a level that matches their previous qualifications and attainment. As a result, apprentices make good progress from their starting points and achieve well.

p.3

Reasonable progress

Apprentices develop a good range of engineering skills that enhance their employability and contribute to their employer’s business. They learn the techniques of tungsten inert gas and metal inert gas welding using both aluminium and steel. Monitoring visit: Canal Engineering Limited, 29–30 May 2019 They hone their skills by completing internal projects for their employer before moving on to more advanced projects and commercial orders for external clients.

p.3

Reasonable progress

Apprentices receive good support from carefully selected workplace mentors. This enables them to make good progress and supports their learning and development of new skills. Mentors are experienced and highly skilled engineers. They are selected for personal attributes such as patience and ability to coach apprentices effectively. Many are former apprentices and are familiar with the skills that apprentices can be expected to demonstrate at each stage of the programme. As a result, most apprentices are on target to achieve and none are behind in their studies.

p.4

Reasonable progress

Close collaboration between employers and workplace supervisors and tutors/assessors to monitor and track apprentices ensures that apprentices rapidly develop complex technical and practical skills. Tutors provide apprentices with valuable guidance about future careers and opportunities to progress in the engineering industry. A few apprentices take up the offer of studying additional units to enhance their career prospects. Almost all apprentices secure permanent jobs once they have completed their studies.

p.4

Reasonable progress

Apprentices develop good skills in English and mathematics. They can use the specialist language of engineering confidently and carry out complex engineering calculations and drawings to the required standards. Tutors ensure that apprentices exempt from the requirement to study functional skills nevertheless develop further their skills in English and mathematics to standards commensurate with the qualification they are studying.

p.4

Reasonable progress

Tutors and mentors focus strongly on health and safety. Apprentices apply health and safety practices well in the workplace. They are aware of the serious risks to their safety, and that of others, if failing to comply with the company’s safety at work protocols.

p.4

Reasonable progress

The coordination of on- and off-the-job training is effective. However, mentors and workplace supervisors are not always sufficiently aware of the order in which CEATA’s tutors deliver the off-the-job modules. This limits their ability to maximise the benefits of apprentices’ classroom learning by coordinating it more effectively with workplace practice.

p.4

Reasonable progress

Assessors carry out progress reviews to ensure that apprentices meet suitably challenging achievement targets. However, these targets focus very heavily on the completion of individual units and tasks. Few targets relate to the development of apprentices’ wider workplace skills and behaviours. This results in some apprentices prioritising unit and course completion over the development of essential workplace skills and behaviours. Monitoring visit: Canal Engineering Limited, 29–30 May 2019

p.4

Reasonable progress

Managers have designed a programme that meets the needs of learners well, particularly for those who are looking to change careers after becoming unemployed. CEATA’s six-week introductory engineering training programme equips learners with the basic skills needed to secure employment or further training in fabrication and welding, sheet metal work and thermal cutting techniques.

p.5

Reasonable progress

Managers have productive links with local job centre staff who ensure that CEATA receives regular and frequent referrals to its engineering training programme. The course content is aligned well to the engineering priorities identified by the regional local enterprise partnership.

p.5

Reasonable progress

Learners attend a half-day information and guidance session to introduce them to the course and to ensure that they are suitable for engineering study at level 2. As a result, most learners complete the programme and nearly all achieve.

p.5

Reasonable progress

Skilful and patient teaching and coaching ensures that learners make rapid progress, quickly developing new, vocationally relevant skills that meet the required industry standards. The few learners who need extra help and support are promptly identified and supported to help them complete their studies.

p.5

Reasonable progress

A significant number of learners suffer from mental ill-health, specific learning difficulties and low self-esteem. Participation in training helps them to develop their confidence and feel more positive about their life chances and prospects of employment. For those learners who previously worked in a different trade, the engineering course provides a valuable opportunity for them to retrain to work in the engineering sector.

p.5

Reasonable progress

Learners produce practical work that is of a high standard. They use their newly learned skills to produce welded products such as a metal weather vane and other decorative fabricated metalwork that meet or exceed industry expectations. Tutors provide helpful feedback focusing on the accuracy of learners’ work, based on the expected tolerances. As a result, learners make good progress and achieve well.

p.5

Reasonable progress

A high proportion of learners progress into employment after they have completed the programme and achieved their qualification. Based on managers’ data, over 40% of learners go on to permanent or temporary work within the engineering sector. However, the destination of too many learners remains unknown.

p.5

Reasonable progress

Learners develop engineering-specific English and mathematical skills well during their studies. They apply these skills when needed in the work that they are doing. Monitoring visit: Canal Engineering Limited, 29–30 May 2019 For example, learners accurately read technical drawings to produce work that meets and often exceeds the standards set by the awarding body. Tutors refer learners who want to study for a qualification in English or mathematics to other training providers. However, only a very few learners decide to take advantage of this opportunity.

p.5

Reasonable progress

Learners receive impartial and constructive advice and guidance at the start of their programme. They also receive an exit interview when nearing the end of their studies to help them decide on their next steps. However, not enough learners receive advice and guidance during their programme. As a result, too many learners reach the mid-point in their programme without secure plans for their next steps.

p.6

Reasonable progress

Leaders and managers apply safe recruitment practices effectively. They ensure that all CEATA staff are subject to pre-employment checks prior to starting work. An appropriately trained designated safeguarding officer provides effective advice to staff, apprentices and learners to support them in recognising and reporting safeguarding concerns.

p.6

Reasonable progress

Apprentices and learners are safe and feel safe. They know who they can report concerns to and feel able to raise any concerns that they have. Apprentices and learners have a sound understanding of how to keep themselves safe at work and online. Managers ensure that arrangements for the safety of apprentices working and living away from home are good and reviewed regularly.

p.6

Reasonable progress

Leaders and managers provide appropriate training to staff to ensure that they are knowledgeable about safeguarding. Staff apply this knowledge effectively and take appropriate action to deal with any safeguarding concerns.

p.6

Reasonable progress

Leaders and managers have an effective ‘Prevent’ duty action plan for managing the dangers associated with radicalisation and extremism. Although apprentices and learners have a basic awareness of the dangers of radicalisation and extremism, they are not able to explain confidently or clearly how these dangers may manifest in their workplace. Monitoring visit: Canal Engineering Limited, 29–30 May 2019 the guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-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 . Learner View 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. To find out more go to www.learnerview.ofsted.gov.uk .

p.6

Reasonable progress

Employer View Employer View is a 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. To find out more go to www.employerview.ofsted.gov.uk .

p.7

Reasonable progress

regulates and inspects to 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection. 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 . 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

p.7

Reasonable progress

the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7