F-Tec Forklift Training Engineering Centre Ltd

Inspection of F-TEC Forklift Training Engineering Centre Ltd

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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

F-TEC Forklift Training Engineering Centre Ltd (F-TEC) is a national independent learning provider based in Swindon and was registered as a training company in 2014. In 2017, the Education and Skills Funding Agency (ESFA) awarded F-TEC an apprenticeship contract.

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Information about this provider

The provider currently has 63 apprentices. Twenty-two apprentices are studying the level 2 vehicle maintenance and repair framework and 41 apprentices are studying the level 3 lift truck and powered access engineering technician standard. The provider is also a subcontractor for Swatpro Academy.

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Information about this provider

Apprentices travel to F-TEC’s premises to attend five one-week long blocks of training each year. They stay in a designated hotel that has been selected by F-TEC leaders. During the pandemic, leaders and trainers moved to remote online training.

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Information about this provider

At the time of inspection, training was provided to apprentices face-to-face and remotely. 25 – 27 August 2021

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

Apprentices display positive attitudes to their learning. They are enjoying studying their apprenticeships and say that it is challenging and rewarding. Apprentices are determined to succeed. They want to become skilled, qualified lift truck maintenance engineers in an industry that they are passionate about. Apprentices enthusiastically describe their immense satisfaction when they successfully diagnose and fix vehicle problems. Apprentices, including those with additional learning needs, feel well supported by trainers.

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

Apprentices routinely demonstrate the behaviours and attitudes they need to be successful at work. They develop vital knowledge, skills and behaviours that make them better at their job. Apprentices know that their employers value their skills.

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

As a result of their apprenticeships, apprentices increase their confidence and resilience, and speak confidently to customers. Apprentices develop their fault finding and rectification skills and can identify faults accurately in lift trucks. Apprentices build resilience as a result of living and working away from home for their off-the-job training. They also develop their independent living and social skills.

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

A few apprentices who are following the level 2 vehicle repair and maintenance framework have not completed their programme on time. This is because they have not achieved their functional skills qualifications. Managers and tutors have credible plans in place to ensure that these apprentices can achieve swiftly.

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better?

Leaders have developed an ambitious apprenticeship programme that meets the needs of a sector in which there is a current national shortage of lift truck maintenance and repair technicians. Leaders ensure that they meet the principles and requirements of an apprenticeship. They are making sure that apprentices receive sufficient high-quality off-the-job training.

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better?

Leaders have designed the curriculum to allow apprentices to develop substantial new knowledge, skills and behaviours progressively. For example, apprentices studying the level 2 vehicle repair and maintenance framework begin by learning how to use hand tools safely before moving on to lift truck electric and electronic principles. This enables them to carry out complex tasks safely, such as removing and replacing power plant, lubrication and cooling system units. Apprentices studying the level 3 lift truck and powered access engineering technical standard learn initially about braking systems. They then build on this knowledge by learning about driveline systems before being able to work on complex tasks, such as diagnosing and rectifying faults.

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better?

The majority of employers help to develop the curriculum. Leaders meet employers’ requests for additional training that extends apprentices’ learning beyond the 25 – 27 August 2021

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requirements of the apprenticeship, such as telematics and welding. A few smaller employers say that they would like to be more involved in the apprenticeship, but that F-TEC leaders have not given them the opportunity to do so.

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Leaders have selected experienced industry experts to teach apprentices. Trainers are highly enthusiastic about their subjects. They maintain their occupational expertise routinely and are up to date with new equipment and technological advances in the sector. Leaders acknowledge that they have had a high turnover in training staff, which has negatively affected the quality of teaching for a minority of apprentices.

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Most trainers use assessment effectively. They use quizzes, question and answer, assignments and discussions to identify gaps in apprentices’ knowledge accurately. Trainers use this information to return to subjects and reinforce apprentices’ knowledge before moving on to the next topic. A few apprentices at level 3 struggle to recall knowledge from previous years.

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Leaders and trainers do not ensure that the coordination of on- and off-the-job training is planned systematically with all employers. As a result, a few apprentices following the level 3 lift truck and powered access engineering apprenticeship standard have not had sufficient opportunity to practice skills, such as engine rebuilds.

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Leaders are part of the trailblazer group for the level 3 lift truck and powered access engineering technical standard, which is developing the end-point assessment process. Currently, there is only one end-point assessment organisation approved for this niche market and it is ready to carry out final assessments from 1 st October 2021. Leaders have appropriate plans in place to prepare apprentices to take their final assessments from this date.

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Trainers develop apprentices’ English speaking and mathematical skills routinely. Apprentices deepen their knowledge of transposition of formula. This enables them to calculate the accurate current in a circuit. Apprentices discuss skilfully lift truck breakdowns and repairs with colleagues and customers. They ask probing questions and use appropriate technical language. However, trainers do not develop most apprentices’ written English skills sufficiently. As a result, the standard of apprentices’ technical reports, such as insurance assessments, is too low.

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Not all apprentices receive high-quality impartial careers guidance. A minority of apprentices are unsure of the next steps to take within the industry and the wider opportunities available.

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Leaders have strengthened the governance board since F-TEC’s new provider monitoring visit in February 2019. Governors and senior leaders recognise that they need to prioritise the further development of trainers’ teaching skills in order to continue improving the quality of training that apprentices receive. 25 – 27 August 2021

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that staff and apprentices receive appropriate training on safeguarding and the ‘Prevent’ duty. All members of the safeguarding team are suitably qualified. Leaders complete a range of appropriate checks when appointing new staff to make sure they are suitable to work with learners and apprentices. This includes staff at the designated local hotel where apprentices stay when they attend off-the-job training.

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Safeguarding

Apprentices feel safe. They know how to report any safeguarding concerns. Apprentices have a detailed understanding of how to keep themselves safe at work. For example, apprentices calculate the vibrations on sanding drills and air guns skilfully so that they can use these tools safely. Leaders recognise that, in relation to the ‘Prevent’ duty, they need to strengthen their understanding of the local risks posed to apprentices’ health and safety at home and in their workplaces.

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What does the provider need to do to improve?

 Governors and senior leaders should ensure that they prioritise the further development of trainers’ teaching skills in order to continue to develop the quality of training that apprentices receive.  Leaders, managers and trainers need to plan the systematic development of apprentices’ written work into the curriculum to ensure that apprentices improve the quality of their technical reports.  Leaders, managers and trainers should provide high-quality impartial careers guidance for all learners and apprentices, so that they understand the range of career opportunities available to them. 25 – 27 August 2021

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Provider details

Address Unit 17 Ash Kembrey Park Swindon Wiltshire SN2 8UN

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 25 – 27 August 2021

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Information about this inspection

The inspection team was assisted by the Head of Quality and Curriculum, 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 visiting 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

Kim Bleasdale, lead inspector Her Majesty's Inspector Bob Busby Ofsted Inspector Deborah Summers Ofsted Inspector Martin Bennett Ofsted Inspector Dr Agathine-Louise Walsh Ofsted Inspector 25 – 27 August 2021

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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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