Unipres (UK) Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Unipres (UK) Limited is an employer provider that has been delivering level 2 engineering apprenticeships since 2017. Leaders have established a training academy at the same location as the production facility in Sunderland. Apprentices are a mix of new employees and existing Unipres staff. At the time of the inspection, there were 27 apprentices on frameworks and standards-based programmes. Four apprentices are studying the level 2 improving operational performance: business improvement techniques framework, 12 apprentices are studying the level 2 engineering manufacture: maintenance and installation framework and 11 apprentices are studying the level 2 lean manufacturing operative standard. Unipres leaders subcontract the teaching of functional skills in English, mathematics and information communication technology to City of Sunderland College. 14–16 July 2021

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What is it like to be a learner with this provider?

Apprentices develop highly relevant knowledge, skills and behaviours as a result of the training that they receive. They apply their learning well and complete projects that lead to improved working practices and more efficient ways of working. For example, apprentices create compartments in toolboxes so that tools are more visible and less likely to get lost.

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What is it like to be a learner with this provider?

Apprentices enjoy their training and are proud of the contribution that they make in the workplace. For example, apprentices on the improving operational performance programme consider approaches to reducing the time taken to strip down machinery. This work has resulted a reduction in the time taken to strip one machine from 40 to 14 minutes.

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What is it like to be a learner with this provider?

Leaders, tutors and workplace mentors support apprentices well. They have clear oversight of apprentices’ progress and are quick to respond when apprentices need extra help. Apprentices benefit from comprehensive support which helps them to succeed. Leaders rearrange shift-work patterns in response to apprentices’ circumstances, provide support with travel arrangements and bring in external support services when needed.

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What is it like to be a learner with this provider?

Leaders prepare apprentices well for their next steps with the company. Apprentices shadow colleagues in other parts of the organisation to gain a deeper understanding of other roles. This helps them to build their confidence and consider promotion to other jobs. All apprentices who achieve their apprenticeship progress to employment with Unipres. Over a quarter progress quickly to further study.

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What is it like to be a learner with this provider?

Tutors provide apprentices with a wide range of useful training on how to keep themselves safe in the workplace and wider society. Apprentices feel safe and have a good understanding of safeguarding issues such as radicalisation, staying safe online and the risks of taking drugs. However, tutors do not routinely discuss with apprentices local risks that emerge. As a result, a few apprentices are unable to apply the safeguarding risks that they learn about to their local environment.

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better?

Leaders have a clear strategy for the training academy. The apprenticeship programmes form a key part of their corporate workforce development plan to create a skilled workforce for the future. Leaders recruit new apprentices appropriately and give existing staff the opportunity to develop their knowledge, skills and behaviours. As a result, leaders can fill roles in areas where they would otherwise find it difficult to recruit.

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better?

The training academy leaders work well with managers from across Unipres to develop a curriculum that enables apprentices to develop the knowledge, skills and behaviours that they need to be well-rounded operatives. Together, they select the qualification units that best cover the tasks that apprentices complete in the 14–16 July 2021 workplace. For example, the departmental managers asked for specific units that cover quality systems and the development of mechanical skills.

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better?

Leaders employ tutors who have significant experience of working at Unipres, and other similar organisations, and support them well with additional training. All tutors complete teaching and assessing qualifications as part of their ongoing development. Leaders support tutors to stay up to date with workplace developments through spending time in the production areas and attending industry-relevant training. For example, tutors recently learned about e-Kanban for ‘smart’ material flows.

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better?

Tutors structure the training programme effectively so that almost all apprentices make good progress. They start with the fundamentals of health and safety before moving onto the safe operation of machinery and then more complex subjects such as fault finding. Leaders and departmental managers value the work of apprentices in helping to reduce the number of defects on the production line.

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better?

Tutors design their teaching carefully so that apprentices can remember and apply what they are taught. They competently use a range of teaching strategies such as practical demonstrations, annotated diagrams and workplace observations. Tutors monitor the accuracy with which apprentices use their skills in the workplace, and they revisit topics in future classes. As a result, apprentices produce work of a high standard, and the large majority achieve their qualification.

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better?

Leaders and tutors plan a well-integrated programme of on- and off-the-job training. Apprentices benefit from spending time with workplace ‘buddies’ who support them to apply knowledge and practise their skills safely. For example, apprentices study the theory of cutting speeds for a range of materials before they carry out practical shaping and chamfering tasks. As a result, apprentices improve the fluency with which they carry out tasks in the workplace.

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better?

Leaders have high expectations for apprentices. They have a clear behaviour code of conduct that provides apprentices with useful guidance on a range of topics, including what constitutes bullying and harassment. Tutors support apprentices effectively to understand and apply the code of conduct. For example, they guide apprentices to recognise the boundaries of acceptable ‘banter’. Apprentices are confident that, if they have a concern, it will be taken seriously by leaders.

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better?

Leaders ensure that apprentices are well informed about workplace issues that may impact on their physical well-being. They issue guidance on posture to avoid back pain and provide support to avoid discomfort associated with wearing heavy boots. Apprentices can use insoles to protect their feet or stand on mats to alleviate problems associated with standing for long periods of time.

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better?

Leaders and tutors support apprentices to achieve functional skills qualifications in English and mathematics beyond the level required to achieve their apprenticeship. All apprentices who have not yet achieved a level 2 qualification in these subjects attend classes at the partner college. However, insufficient attention is given to 14–16 July 2021 meeting apprentices’ individual needs in English and mathematics, as all apprentices follow the same curriculum.

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better?

Leaders give useful advice and guidance to apprentices before they start the programme. They explain clearly what the programmes entails and how it can lead to different opportunities in the workplace. Although leaders support apprentices well to progress within the company, a few apprentices do not have sufficient access to impartial information, advice and guidance about wider opportunities.

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better?

Tutors on the standards-based lean manufacturing operative apprenticeship place too high an emphasis on the achievement of the qualification element of the programme. They do not focus sufficiently on ensuring that apprentices on this programme are aware of the new knowledge, skills and behaviours that they will need to demonstrate in order to be successful at their end-point assessment.

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better?

Tutors provide helpful feedback on the practical tasks that apprentices complete. Apprentices make good use of this feedback to identify errors and to improve their skills. However, the feedback that tutors provide on apprentices’ written work is often superficial and simply confirms what the apprentice has completed. As a result, apprentices are not well-enough informed about how to improve the standard of their written work.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders take reasonable steps to assess the risks that apprentices face. They implement appropriate policies on safeguarding and the ‘Prevent’ duty. Leaders provide good support for apprentices who face difficulties and refer them to relevant specialist organisations when needed.

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Safeguarding

All staff complete basic training on safeguarding, the ‘Prevent’ duty and completing risk assessments. A few staff benefit from additional training on topics such as alcohol awareness and mental health. Leaders make effective use of networks and partner colleges to update their own knowledge. However, leaders rightly recognise that a more regular programme of training for staff would help to improve tutors’ awareness of local risks.

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What does the provider need to do to improve?

 Plan a structured programme of safeguarding updates so that tutors are well informed to discuss current and local risks with their apprentices.  Ensure that tutors provide constructive feedback to apprentices on how they can improve the quality of their written work.  Provide better support for apprentices on standards-based programmes to recognise the knowledge, skills and behaviours that they will need to demonstrate in order to successfully complete their end-point assessment. 14–16 July 2021

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Provider details

Address Cherry Blossom Way Sunderland SR5 3NT

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors City of Sunderland College 14–16 July 2021

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Information about this inspection

The inspection team was assisted by the academy controller, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including observing learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Andrea Shepherd, lead inspector Her Majesty’s Inspector Hayley Lomas Her Majesty’s Inspector Andrew Scanlan Ofsted Inspector 14–16 July 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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