RPC Containers 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

RPC Containers Limited trades as Berry Superfos (Berry). Berry is part of a global company that designs, develops and manufactures plastic packaging solutions. Berry is an employer provider that offers level 3 standards-based apprenticeships in engineering technician (mechatronics maintenance technician), improvement technician and science manufacturing technician. They are internally known as the engineering, improvement and polymer pathways. At the time of the inspection, there were 14 engineering, 11 improvement and four polymer apprentices. Apprentices attend classes at the training centre at Oakham. They work at a number of sites across the country in a wide range of roles. 15–17 September 2021

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

Leaders are ambitious for their apprentices and what they can achieve. Engineering apprentices, who are new to the company, are guaranteed a permanent role at the end of their studies. Improvement apprentices, who are existing employees, become factory continuous improvement champions. Leaders recognise apprentices’ achievements with award nominations and acknowledgment from the executive team. As a result, apprentices know they can progress, feel valued and commit fully to their studies.

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

Apprentices develop new knowledge, skills and behaviours that prepare them well to progress in their career. They benefit from well-planned training that exceeds the minimum off-the-job requirements. In year one, engineering apprentices attend training for three days per week and work for two days. Consequently, apprentices swiftly master the basic use of hand tools and move to work on more complex machinery. They quickly become very productive in their factory.

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

Apprentices learn how to manage their mental health through a partnership with a local charity. They take time out of work to develop community well-being gardens. Apprentices build strong relationships with their peers and are rightly proud of what they contribute to the community.

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

Apprentices feel safe and understand the complex health and safety requirements in their workplace. They are confident that they can raise any concerns and that they will be listened to and actioned.

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better?

Leaders and trainers carefully plan the curriculum. Engineering apprentices first complete a level 2 foundation course. They learn health and safety and basic tool work before they move onto more advanced engineering subjects. Improvement apprentices learn and implement a range of improvement techniques before they complete an ambitious work-based Kaizen project. The projects impact positively on the business and apprentices and line managers are right to be proud of the outcomes.

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better?

Trainers use their specialist knowledge to explain important concepts to apprentices well. They take time to demonstrate tricky practical skills to apprentices. Apprentices practise these skills and receive helpful verbal feedback from trainers until they master them. For example, when turning metal, apprentices learn to do this within tolerance but practise until they achieve a high standard finish.

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better?

Trainers make good use of assessment to check apprentices’ understanding. Apprentices complete effective ‘phase’ tests on what they learn, the tests also revisit prior learning. Trainers use the outcomes of the tests to provide constructive feedback to apprentices or recap subjects. This ensures apprentices really know and understand these topics over time. 15–17 September 2021

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Trainers take great care and attention to develop effective resources for apprentices. Presentations and workbooks are of a good standard and pitched to the appropriate level. Apprentices produce work of at least the expected standard.

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Trainers have significant and relevant work experience that they use to develop apprentices’ practical skills, knowledge and behaviours effectively. However, opportunities for trainers to develop their teaching practice are limited to ad-hoc discussions between themselves. This does not help them to broaden their approaches to training or share practice.

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Apprentices meet with their trainer and line manager quarterly for progress reviews. They are set suitable targets and agree apprentices’ off-the-job training plans so they practise what they learn. For example, apprentices learn to use a lathe and then complete a series of jobs with this machine in the factory soon after.

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Leaders and managers took decisive action to address the practical skills gaps apprentices had when they returned to in-person teaching following national restrictions. Further time was given for apprentices to attend catch up sessions at the training centre. Consequently, apprentices caught up with their practical skills rapidly and are now on track with their studies.

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Apprentices complete an initial English and mathematics assessment. Trainers use this well to set apprentices developmental English activities. Engineering apprentices attend useful further mathematics lessons. Currently, there are no apprentices who require additional learning support. There are a few apprentices who speak English as an additional language. These apprentices do not receive enough specific support, which can slow their progress.

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Apprentices are yet to undertake any final assessments. However, all apprentices are clear on the requirements for the interim and final assessments they complete. They understand how to achieve the grades available to them.

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Apprentices receive a good range of information on career options with the company. They have meaningful opportunities to experience a range of different sites and departments before they progress to a permanent role. However, there is no independent careers guidance available should apprentices wish to explore alternative employment.

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Leaders and managers work very closely with local schools and colleges. They provide practical sessions to promote careers in engineering. These partners rightly value these sessions. Leaders consult effectively with internal managers to understand the needs of their departments. They use this information well to plan the apprenticeships they offer and the curriculum content. Leaders take due consideration of trainers’ workload and well-being.

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A steering committee made up of senior leaders, line managers and external members meets quarterly. It provides effective oversight of the training academy. 15–17 September 2021

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The committee scrutinises detailed reports on apprentices’ progress and leaders’ improvement plans. It challenges leaders robustly to ensure they meet statutory responsibilities. This has a particularly positive impact on the rigour of safeguarding arrangements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have effective policies and processes to keep apprentices safe. Apprentices receive high levels of support when they need it. Trainers embed and re-enforce health and safety requirements in the curriculum and training repeatedly. As a result, apprentices are clear on what is expected of them, the critical importance of personal protective equipment and the regulations in their factory.

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Safeguarding

All staff complete suitable training in safeguarding and in the ‘Prevent’ duty. Trainers teach apprentices about online safety and radicalisation but do not revisit these topics. Apprentices have only a basic awareness of the risks they may encounter online.

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What does the provider need to do to improve?

 Leaders should provide more opportunities for trainers to continue to enhance their teaching practice  Leaders and trainers should consider the arrangements to support apprentices who speak English as an additional language  Leaders and managers should ensure that apprentices have access to independent careers guidance so that they can understand the broader options available to them  Leaders and trainers should ensure that younger apprentices gain a deeper understanding of risks they may face online 15–17 September 2021

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Provider details

Address Berry Superfos Schofield Road Oakham Rutland LE15 6RW

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 15–17 September 2021

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Information about this inspection

The inspection team was assisted by the company director, 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

Emma Woods, lead inspector Her Majesty’s Inspector Bob Hamp Her Majesty’s Inspector 15–17 September 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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