Swiftool Precision Engineering Limited

Swiftool Precision Engineering Limited Monitoring visit report

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Name of lead inspector: Saul Pope, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Swiftool House Brookside Way Huthwaite Sutton-in-Ashfield NG17 2NL Monitoring visit: Swiftool Precision Engineering Limited, 26–27 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

At the time of the monitoring visit, five apprentices followed standards-based engineering technician apprenticeships at level 3. They studied on site at the provider’s main address. During the early stages of the COVID-19 (coronavirus) pandemic, they studied remotely. The impact of COVID-19 has been taken into account in the findings and progress judgements below.

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Reasonable progress

Leaders offer the engineering technician apprenticeship in response to a local skills shortage, as well as a local lack of opportunities. They actively promote their apprenticeship offering through work with local schools and membership of local steering boards. Leaders aim to develop local engineers who are skilled and also ambitious about their career prospects. Initially, leaders have enrolled a very small number of apprentices. This is a cautious and sensible approach.

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Reasonable progress

Leaders and managers conduct a suitable initial assessment of apprentices’ starting points. This includes a check on apprentices’ mathematical and English knowledge, as well as their practical and team-working skills. Leaders and managers rightly recognise that they should use initial assessment information to plan apprentices’ training more precisely. Apprentices have a clear understanding of the structure of their course. This includes how they will be assessed at its end point.

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Reasonable progress

Apprentices receive substantial off-the-job training. Leaders work closely with apprentices’ line managers to ensure that workplace demands do not prevent training from taking place. During their on-the-job training, apprentices benefit from using high-quality, modern machinery and tools. This includes involvement in research projects on brand new tools. Monitoring visit: Swiftool Precision Engineering Limited, 26–27 May 2021 Both leaders and trainers have substantial experience within the engineering sector. Trainers use their knowledge well to develop apprentices’ knowledge and skills. Leaders rightly recognise that they need to develop trainers’ teaching skills. Trainers undertake appropriate assessor qualifications, but have not done any formal teacher training.

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Reasonable progress

Leaders accurately identify other areas of the apprenticeship that need further development. They recognise that they need to improve their oversight of the quality of teaching, as well as devise a more thorough quality plan that focuses on steps to make improvements to the apprenticeship.

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Reasonable progress

Apprentices make considerable progress from their starting points. As a result of their studies, they are able to work more independently, programme machines competently and reduce the number of defects on the shop floor. Supervisors rightly value apprentices’ positive impact on their teams. Apprentices’ written work is of a high standard. They use technical terminology consistently well, and have an appropriately thorough knowledge of health and safety.

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Reasonable progress

Apprentices continue to develop their English and mathematical skills during their course, for example, when they review the quality of their written work or develop their understanding of trigonometry. They also improve their digital skills, through training on computer-aided design.

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Reasonable progress

Staff at all levels of the provider are ambitious about apprentices’ career development. Leaders and managers have planned work rotations and mentoring carefully. As a result, apprentices swiftly gain experience of engineering operations such as turning, milling and grinding, as well as of the tool store and quality inspection. Managers and trainers support apprentices in developing an area of engineering they want to specialise in. Consequently, apprentices are enthusiastic and keen to progress within the engineering sector or on to a related higher- education course.

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Reasonable progress

Trainers have planned the course so that apprentices develop their skills and knowledge gradually and logically. They start by teaching apprentices about basic engineering principles and basic machine code before moving on to advanced principles and engineering calculations. However, trainers do not always consider how to link classroom teaching with practical work that apprentices undertake.

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Reasonable progress

Managers and trainers do not formally monitor and review the progress that apprentices make on their course. Some apprentices are unsure of the progress that they make, and of what they need to do to improve further. Monitoring visit: Swiftool Precision Engineering Limited, 26–27 May 2021

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Reasonable progress

Leaders and managers are vigilant in ensuring that apprentices work and study in a safe environment. Apprentices rightly feel safe at all times. They wear appropriate personal protective equipment on the shop floor, and work safely. They know whom to contact if they have a safeguarding concern.

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Reasonable progress

Trainers and managers who work with apprentices, including the designated safeguarding lead, have completed appropriate safeguarding training. Newly appointed staff have particularly valuable safeguarding qualifications and expertise.

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Reasonable progress

Leaders have devised a suitable ‘Prevent’ action plan that identifies risks linked to radicalisation and extremism. This includes appropriate steps to monitor apprentices’ online activity, and covers pertinent local risks.

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Reasonable progress

Apprentices cover safeguarding-related themes as part of their course, such as the signs that someone may be the victim of abuse. They have also covered British values and the dangers of radicalisation and extremism on their course, but do not have a thorough understanding of these topics. Monitoring visit: Swiftool Precision Engineering Limited, 26–27 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

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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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