Cogent SSC Limited

Cogent SSC Limited Monitoring visit report

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Name of lead inspector: Alex Lang, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Unit 5 Mandarin Court Centre Park Warrington Cheshire WA1 1GG Monitoring visit: Cogent SSC Limited, 6-7 May 2021

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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 ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Cogent SSC Limited (CSSC) is an independent learning provider based in Warrington, Cheshire. They are a specialist training provider in the scientific, industrial and life sciences sector. CSSC provide standard based apprenticeships across the country. CSSC began to receive public funding for training apprentices in July 2019. At the time of the visit, they trained 58 apprentices. This included 18 science process operative apprentices at level 2, and 28 science manufacturing technician and 11 laboratory technician apprentices at level 3. There was also a very small number of apprentices who trained to be business administrators at level 3.

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Context and focus of visit

The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

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Reasonable progress

Leaders use their strong links in the scientific and life sciences sector to design effective training programmes for apprentices. They work closely with employers and sector experts to design apprenticeship programmes. This ensures apprentices learn relevant and substantial new knowledge, skills and behaviours that meet the specific needs of employers. For example, science manufacturing apprentices have optional units in process technology to meet their employers’ needs.

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Reasonable progress

Leaders have established effective partnerships with employers. These partnerships allow apprentices to better understand what is taught. For example, tutors teach sessions at employers’ premises with apprentices’ mentors joining teaching sessions to ensure learning is put into context of their job role. Apprentices are supported well by tutors and workplace mentors to make effective contributions to their employers’ business. Monitoring visit: Cogent SSC Limited, 6-7 May 2021 Leaders use their previous experience in delivering apprenticeships to improve the quality of training. They have effective quality assurance and improvement processes to ensure apprentices receive training that make an effective contribution to their employers’ businesses. Leaders know their provision well and identify areas for improvement in a quality improvement plan, which all staff use to improve apprentices’ learning experience.

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Reasonable progress

Leaders have employed highly qualified and experienced staff to train apprentices. Staff benefit from a personalised development programme to improve their teaching practice. For example, staff new to teaching, have one-to-one coaching sessions to develop their teaching skills. Staff value their professional updating and use knowledge effectively in their teaching.

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Reasonable progress

Governors are well informed and experienced in their roles. They receive reports on the quality of training that apprentices receive. Governors hold specific roles on the board, including education, human resources and safeguarding to challenge leaders in these key areas. They support leaders and hold them to account for their actions.

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Reasonable progress

Tutors teach topics in a logical order. This ensures apprentices incrementally enhance their knowledge, skills and behaviours. For example, at the start of the programme, apprentices study mathematics and learn about the transposition of formulae. They then use this new knowledge to move on to more challenging aspects of chemistry as part of their apprenticeship.

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Reasonable progress

Tutors thoroughly plan apprentices’ learning. They use information about apprentices’ prior knowledge and experience to ensure they plan a suitable and personalised training programme. Apprentices work on additional projects that complement their apprenticeship. For example, apprentices present findings from projects such as the effects of bacteria in diffusion to senior colleagues. This helps apprentices develop new skills and behaviours that will help them to secure extra responsibility in the workplace.

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Reasonable progress

Apprentices develop substantial new knowledge, skills and behaviours. They can explain how they apply new learning in their jobs. For example, technical operators on night shifts fix machines rather than wait for a mechanic the next day. As a result, production at the workplace continues with little loss of productivity. Apprentices are confident to communicate their actions with colleagues when carrying out shift handovers.

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Reasonable progress

Tutors support apprentices effectively to improve their work. They provide detailed feedback that helps the apprentice improve the quality of their work. Tutors work closely with workplace mentors to develop practical activities that test the Monitoring visit: Cogent SSC Limited, 6-7 May 2021 understanding and the application of apprentices’ new knowledge in the workplace. Apprentices accurately and competently use technical terminology and produce work of a high standard.

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Reasonable progress

Apprentices who have additional needs are supported effectively. Tutors use a range of techniques to help learners complete their work. For example, they provide planning strategies and templates when starting new projects. Apprentices with additional needs achieve the grades of which they are capable.

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Reasonable progress

Apprentices do not receive sufficient information on their next steps. They are unclear on the opportunities available to them once completing their apprenticeship.

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Reasonable progress

Leaders ensure apprentices are safe. They have established a culture of care and protection while in their work settings. Apprentices complete health and safety risk assessments and training before they start in the workplace. This ensures apprentices are ready for work. They train apprentices to challenge any perceived workplace risks.

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Reasonable progress

Leaders have strong safeguarding practices in place. Staff understand and act on the safeguarding policy and procedures. The designated safeguarding lead has appropriate qualifications and participates in frequent updating. They maintain good contacts with safeguarding boards across the country, to keep learners safe. This ensures apprentices are aware of any local safeguarding risks.

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Reasonable progress

Tutors train apprentices in the risks posed by radicalisation and extremism. Employers support this training by contextualising the training to the workplace. Apprentices feel safe. Monitoring visit: Cogent SSC Limited, 6-7 May 2021 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.

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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