Workforce Training & Development Ltd

Further education and skills inspection report

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Inspection of Workforce Training & Development Ltd

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Inspection dates: 29 September–1 October 2021

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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

Workforce Training and Development Ltd (WTD) is a small niche training provider. WTD offers standards-based apprenticeships in level 2 butcher and level 2 abattoir worker. WTD teaches apprentices solely in the workplace. WTD works with large national employers at food production sites and abattoirs at a range of locations across the country. At the time of the inspection, there were 12 level 2 abattoir workers and 41 level 2 butcher apprentices. 29 September–1 October 2021

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

Almost all apprentices are new to the role of abattoir worker or butcher. They receive a high standard of training that allows them to quickly be productive in their job. For example, butcher apprentices first learn basic knife skills so they can trim meat effectively. Trainers then provide ample opportunity for apprentices to practise this at increasing speeds. They are soon able to work on the moving line, which apprentices found daunting at first.

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

Apprentices value the support and belief their trainers and employers show in them. They become more confident and believe they can be successful. Leaders nominate apprentices for awards and skills competitions to showcase their talent. Apprentices are often successful in winning these awards and are right to be proud of their achievements. Line managers always support apprentices to attend training even when the need for them at work is considerable.

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

Apprentices feel safe in their demanding workplaces. They know who to talk to if they have any concerns, and they are listened to when they raise any. For example, adjustments in the factory for COVID-19 limit apprentices’ movement, so more breaks to take a stretch are now in place.

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better?

Leaders and trainers carefully plan an ambitious and well-sequenced curriculum for apprentices. Apprentices mainly work in roles where they deal with only one animal species. Leaders ensure employers commit to a training plan that covers all of the species that apprentices need to understand. This provides apprentices with a broad range of skills and equips them well for their next steps.

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better?

Apprentices with special educational needs and/or disabilities receive good support. Apprentices complete an assessment at the start of their studies. Trainers use this information to make effective adjustments for apprentices, for example extra one-to- one sessions or coloured overlays if they are dyslexic.

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better?

Apprentices benefit from high-quality fortnightly practical and classroom training. Trainers use their extensive experience to help apprentices develop high standards of practical skill. They demonstrate complex deboning to apprentices as simulations but also live on the moving line. Apprentices then attempt this themselves and receive useful oral feedback that helps them to improve.

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better?

Trainers structure classroom sessions well to link theory and practical. They prepare high-quality workbooks and materials for these sessions. Trainers revisit theory topics during practical observations with apprentices to check that they can apply their knowledge. For example, apprentices learn meat classifications and then have to explain and justify the classification they give while at work. 29 September–1 October 2021

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Trainers, apprentices and line managers review apprentices progress in detail at 10- weekly reviews. Together, they carefully plan apprentices on-the-job training so that this links to what they learn in the classroom. As a result, apprentices have sufficient opportunity to practise and apply what they learn at work.

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The standard of apprentices’ work is good. Feedback on observed sessions is thorough and provides apprentices with valuable advice about the standard of their work and their progress. Feedback on submitted assignments is not so clear and does not provide clear guidance on how apprentices can improve their grade.

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Trainers prepare apprentices well for their final assessments. Abattoir worker apprentices achieve distinction grades. Most butcher apprentices achieve a pass. National restrictions had an impact on a few butcher apprentices who had less time in work to practise their practical skills.

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Apprentices have useful discussions about the importance of respect for different beliefs and opinions. Trainers set this in the context of topical issues that link to apprentices’ roles in the meat industry. This includes the religious slaughter of animals and the views of animal rights protesters. As a result, apprentices develop an appreciation of these topics and how they might deal with opposing views about their work.

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Trainers know their apprentices well. They identify when apprentices need support in areas such as time management or other health awareness matters. However, this reactive approach means that the pastoral curriculum is narrow, especially for younger apprentices.

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Apprentices receive good independent careers advice and guidance. Trainers are extremely knowledgeable about the meat production sector. They provide information on careers and progression routes to apprentices at the right time in their studies. Apprentices know what they want to do next and how they can achieve it.

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Trainers immerse themselves in each company they work. They spend time undertaking roles on the ‘shop floor’ as if they were an employee. This means they keep very current with industry practice. Employers are right to value this approach and the level of understanding trainers have of their organisations.

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Leaders’ arrangements for quality assurance are effective. Due to the small size of the company, leaders use external partners to gather impartial feedback on the quality of education through lesson observations and reviews. However, leaders do not use this information well enough to focus on individual trainers’ areas for development.

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Leaders advocate strongly for equality of opportunity and create opportunities to diversify the workforce in the abattoir sector in particular. 29 September–1 October 2021

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An external governor works with leaders effectively in order to provide guidance and support. Actions for improvement and apprentices’ progress are monitored well through the termly formal meetings. Informal communications and discussions take place on a much more frequent basis.

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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. Health, safety and hygiene are an integral part of apprentices’ studies and roles. Apprentices clearly understand the high expectations of them.

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Safeguarding

Trainers teach apprentices about online safety. As a result, apprentices are clear about the risks they could face online and the importance of managing their social media profiles, particularly the importance of not sharing information on their work.

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Safeguarding

All staff and the designated safeguarding lead complete suitable annual training in safeguarding and in the ‘Prevent’ duty and understand the comprehensive policies and procedures that are in place.

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What does the provider need to do to improve?

 Trainers should provide more precise feedback to apprentices on how to improve the standard of their written work.  Leaders should consider further ways to prepare butcher apprentices to achieve grades with excellence.  Leaders should broaden the pastoral curriculum for younger apprentices so that it includes a broader range of topics, including healthy relationships.  Leaders should focus training more precisely on individual trainers’ areas for development so that they improve their practice quicker. 29 September–1 October 2021

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Provider details

Address Welford Grange Farm Naseby Road, Welford Northampton NN6 6HZ

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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 Not applicable 29 September–1 October 2021

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Information about this inspection

The inspection team was assisted by the company owner, 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 29 September–1 October 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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