Lynher Training Limited

Lynher Training Limited Monitoring visit report

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Name of lead inspector: Russell Shobrook, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Oakleigh House Hoopers Lane Gunnislake Cornwall PL18 9NN Monitoring visit: Lynher Training Limited, 5-6 May 20201

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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

Lynher Training Limited (Lynher) is an independent training provider based in Cornwall. It offers standards-based level 2 arborist, forest operative and horticulture operative apprenticeships. It trains and assess apprentices at its employers’ sites across Cornwall and Devon. At the time of the monitoring visit, Lynher provided training to 16 apprentices who all work with small and large employers in the local area.

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Context and focus of visit

Due to the impact of COVID 19 (coronavirus), Lynher have adjusted the way they deliver classroom-based training. Training staff predominantly use outdoor spaces to teach practical skills, and theoretical subjects are taught in socially distanced classrooms and online. The impact of COVID-19 has been considered in the findings and progress judgements below.

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Reasonable progress

Leaders work closely with employers to develop courses that meet the requirements of the apprenticeship and reflect local business needs. Leaders have rightly developed apprenticeships in the subject areas where they have the specialist knowledge and expertise.

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Reasonable progress

Leaders have designed an ambitious apprenticeship curriculum. They have planned the training effectively so that apprentices from different courses have the opportunity to work together and extend their learning. Apprentices studying at level 2 in arboriculture gain additional knowledge of tree surveying at level 3. Employers speak highly about the positive contribution apprentices make to their businesses. Monitoring visit: Lynher Training Limited, 5-6 May 20201 Leaders recruit apprentices with integrity. All apprentices are new to the industry and benefit from learning new knowledge and skills. Employers are committed to the apprenticeship and ensure apprentices receive enough time to complete their training and assessments.

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Reasonable progress

Leaders have recruited instructors and assessors who are highly knowledgeable and have current industry experience. Instructors use their expertise well to teach apprentices about future career opportunities. For example, instructors share their knowledge of different forestry techniques used around the world.

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Reasonable progress

Leaders frequently check the quality of the training apprentices receive. While their feedback does include some pedagogical training needs, this forms part of larger assessment and registration body compliance requirements and does not always develop instructor’s pedagogical skills well enough.

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Reasonable progress

Leaders are responsible for the governance arrangements. Although they receive feedback from external bodies which helps them to identify areas for development, they do not understand fully the strengths and weaknesses of their provision, other than those required by the awarding body.

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Reasonable progress

Instructors plan and teach the curriculum in a logical order so that apprentices develop the essential skills required to work safely, before moving on to learning more complex topics. For example, instructors teach apprentices how to climb trees safely, before they learn aerial cutting skills.

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Reasonable progress

Apprentices benefit from well-coordinated training. Leaders work closely with employers to ensure apprentices can consolidate their new skills at work. For example, instructors teach apprentices how to harvest trees on their employer’s premises and they continue to practise these skills on the same site. As a result, apprentices develop their skills rapidly.

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Reasonable progress

Instructors use coaching techniques effectively to help apprentices improve their performance over time. Instructors have designed the training so that experienced apprentices mentor those who have recently started their apprenticeship. This helps new apprentices to learn quickly the professional behaviours and skills required at work.

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Reasonable progress

Apprentices benefit from project work with local organisations, such as environmental charities. This increases their knowledge of sustainable methods of working and allows them to share new practices with their employers. Monitoring visit: Lynher Training Limited, 5-6 May 20201 Assessors check carefully whether apprentices are gaining the required knowledge, skills and behaviours to work successfully in their job roles. They use this information well to plan future learning. Staff ensure that apprentices and employers understand the requirements of end-point assessments. As a result, employers schedule tasks to provide apprentices with further opportunities to practise the skills required for their assessment, such as how to work safely in urban environments.

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Reasonable progress

Instructors support apprentices skilfully to develop their mathematical skills. For example, apprentices measure and estimate heights, diameters and weights of trees while working on site. However, staff do not pay enough attention to developing apprentices’ written English skills. Assessors’ feedback to apprentices does not help them to recognise their common mistakes and/or learn how to improve.

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Reasonable progress

Leaders prioritise the safeguarding of apprentices, particularly their understanding and implementation of health and safety practices. Instructors ensure apprentices are trained in the safe use of equipment and frequently check their levels of expertise.

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Reasonable progress

The experienced safeguarding lead has an in-depth knowledge of individual apprentices’ pastoral needs. They review potential safeguarding concerns and promptly put in place additional support, such as providing staff with additional training. Apprentices rightly value the sensitive support they receive from staff.

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Reasonable progress

Instructors enable apprentices to gain a good understanding of fundamental British values, such as mutual respect and tolerance, by explicitly linking them to the behaviours required at work. As a result, employers value the considerate way apprentices work with their fellow employees.

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Reasonable progress

During the pandemic, some training was delivered online. Leaders rightly recognise the need to reassure themselves that apprentices know how to keep themselves safe online, in and out of work. Monitoring visit: Lynher Training Limited, 5-6 May 20201 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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