Hybrid Technical Services Limited

Further education and skills inspection report

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Inspection of Hybrid Technical Services Limited

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Inspection dates: 28 September–1 October 2021

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Overall effectiveness Requires improvement

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

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Information about this provider

Hybrid Technical Services Limited (Hybrid) is an independent learning provider based in Liverpool, Merseyside. Hybrid offers apprenticeships in gas engineering and more recently, in electrical installation in response to skills needs in the Liverpool City Region. Apprenticeship provision consists of just over half of the provider’s business. Hybrid also provides commercial gas training that leads to accreditation for gas engineers to become qualified and registered to work.

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Information about this provider

At the time of the inspection, there were 65 apprentices studying the level 3 apprenticeship standard in gas engineering and three apprentices studying the level 3 apprenticeship standard in electrical installation. Most apprentices are based in the Merseyside area, with a few in Cheshire and Lancashire. The provider does not subcontract any of its provision. 28 September–1 October 2021

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

Apprentices are proud that they are learning to become gas engineers. They enjoy practical workshop sessions, in which they learn how to recognise and rectify faults in gas appliances. Apprentices are trusted with more independent work throughout the apprenticeship, such as hanging radiators and boilers safely.

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

Apprentices benefit from their tutors’ experience of working in the gas industry. However, tutors do not sufficiently support apprentices to complete their final portfolios on time. Most apprentices are unaware of the requirements of their final assessments or how they can achieve a distinction grade. Leaders have recently put plans in place for apprentices to catch up; however, they have been too slow. Almost a quarter of apprentices are significantly past their planned end date.

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

Apprentices develop confidence and customer service skills. They deal effectively with customers and keep them fully informed of any loss of water or gas during work to their property. This allows customers to prepare by collecting enough water to meet their needs during the period of the work, therefore minimising disruption.

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

Apprentices feel safe. They demonstrate positive behaviours in the workplace, such as communicating politely and professionally with customers and colleagues. This results in good working relationships and a positive customer experience.

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better?

Leaders have been too slow to improve the quality of education that apprentices receive. Many of the weaknesses identified at the previous monitoring visit still remain. There are no formal governance arrangements in place. Directors are not sufficiently aware of the progress that apprentices make on their programmes. This means that they are too slow to intervene when apprentices need additional support.

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better?

Tutors do not sufficiently gather information on apprentices’ prior knowledge and experience at the start of the programme. Leaders have very recently introduced new documentation to improve how they capture this information. However, tutors do not use this information to plan an individualised curriculum. All apprentices complete the same training regardless of their previous experiences or role in the workplace. As a result, too many apprentices do not make sustained progress and achieve their potential.

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better?

Tutors do not coordinate on- and off-the-job learning effectively. Employers are unaware of the topics that apprentices learn in the training centre. For example, apprentices learn pipe bending in the training centre but may not carry out this task in the workplace for several months. They are therefore unable to practise their skills effectively in a timely manner. 28 September–1 October 2021

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Leaders have recently introduced a personal development curriculum for apprentices. The curriculum includes raising awareness of topics such as serious crime, sexual harassment and gambling. However, at the time of the inspection, very few apprentices have had the opportunity to participate in these sessions. Consequently, most apprentices have little or no knowledge of these topics.

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Leaders do not provide ongoing careers advice and guidance to apprentices. Tutors have discussions with apprentices at the start of the programme about becoming a gas engineer and self-employment in the future. However, apprentices are unaware of promotion opportunities or careers in other industries. They are also unaware of further study outside of the provider.

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Tutors plan the knowledge component of the apprenticeship effectively. Teaching starts with health and safety before moving on to science to establish basic scientific knowledge for later, more complex topics. Tutors have recently moved the environmental awareness topic to earlier in the programme so that apprentices understand new technologies and their impact on the environment. Apprentices are now better informed of new lower carbon equipment that is being introduced in the workplace.

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Leaders provide industry-standard resources to help support apprentices’ learning. Apprentices have access to new technology as well as a range of older appliances to improve their knowledge of installing, decommissioning, fault diagnosis and rectification. Apprentices are better able to understand different types of boiler that they find at work.

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Apprentices grow in confidence and learn new skills in gas engineering. They are trusted with more independent work throughout the apprenticeship, such as assisting with testing and fault diagnosis. Employers describe apprentices as ‘invaluable’ to their businesses.

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Leaders have improved their monitoring of attendance. In the few instances where apprentices do not attend well or on time, this is followed up by staff and employers. Most apprentices now have high attendance at the training centre and in work. They are punctual and are aware of the need to be on time to jobs in customers’ homes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices feel safe. They are aware of the designated safeguarding lead (DSL) and know how to contact them.

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Safeguarding

The DSL has established links with relevant local agencies, such as the safeguarding children’s board and local police. However, information they obtain from these agencies is not always given to staff and apprentices in a timely manner. Leaders 28 September–1 October 2021

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recognise that staff require further refresher training to embed a more prominent culture of safeguarding in the organisation.

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Leaders have put in place safer recruitment practices with appropriate checks on staff to ensure that they are suitable to work with young people and vulnerable adults.

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What does the provider need to do to improve?

 Leaders should quickly establish rigorous and robust quality assurance processes so that they make swift progress against the areas for improvement.  Leaders should use information on apprentices’ starting points to develop an individualised curriculum so that all apprentices make more rapid progress and have the opportunity to achieve distinction grades.  Leaders should inform employers which topics apprentices learn in the training centre, so that on- and off-the-job training are aligned to support apprentices to practise their skills in a timely manner.  Leaders should provide effective ongoing careers advice and guidance so that apprentices are aware of all opportunities for further study, promotion or careers in other industries. 28 September–1 October 2021

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Provider details

Address Unit 3 Heysham Road Bootle Merseyside L30 6UR

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection Not previously inspected 28 September–1 October 2021

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Information about this inspection

The inspection team was assisted by the director of apprenticeships, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit 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

Ruth Stammers, lead inspector Her Majesty’s Inspector Bob Busby Ofsted Inspector Suzanne Horner Her Majesty’s Inspector Elaine Price Ofsted Inspector 28 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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