Coleg Cambria

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

Coleg Cambria provides education and training over six sites across North East Wales and the English borders. The college trains apprentices for employers in England and Wales. This inspection focused on the apprentices who were employed by English employers funded through their apprenticeship contract awarded by the Education and Skills Funding Agency. The college’s work-based learning directorate, in conjunction with the institute of technology, is responsible for apprenticeships at the college. Current apprentices attend training at the provider’s Deeside campus, close to the border of England and Wales.

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Information about this provider

At the time of the inspection, there were fewer than five apprentices on two apprenticeship frameworks. Apprentices studied level 2 apprenticeships in heating, ventilation, air conditioning and refrigeration (heating and ventilation), and environmental conservation. All apprentices are aged over 19 years. The college works with two employers based in the North West and West Midlands regions of England. 28–30 September 2021

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

Apprentices enjoy the college environment where ‘everyone has a voice’. They appreciate the support they receive from college staff. Apprentices are proud of the knowledge and skills they develop on their apprenticeship. Heating and ventilation apprentices accurately interpret drawings and schematics. They confidently and skilfully install boilers.

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

Leaders and managers work closely with employers to develop curriculums that meet apprentices’ needs. Leaders are dedicated to developing skilled heating and ventilation technicians for the sector. On completion of their apprenticeship framework, heating and ventilation apprentices will receive a pay rise.

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

Apprentices are studious. Lecturers and assessors encourage apprentices to work hard. Apprentices emulate the professional standards modelled by their lecturers and assessors. Environmental conservation apprentices trim and clear vegetation to keep pathways clear while protecting the surrounding plants. They use the trimmings from bushes to cultivate safe zones for hedgehogs.

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

Apprentices feel safe at college and in work. Lecturers and assessors promote high standards of health and safety. Heating and ventilation apprentices explain the safe working practices they adopt when working alongside other trades, such as electricians.

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better?

Leaders have developed an ambitious curriculum for apprentices. They routinely review the curriculum and make changes to meet the needs of apprentices and employers. Leaders plan to expand the English apprenticeship provision to meet the needs of apprentices, employers and the local area. They are taking a considered and cautious approach to designing and rolling out the new standards-based apprenticeship curriculum, in partnership with employers.

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better?

Leaders ensure that they meet the principles and requirements of an apprenticeship. Assessors coordinate on- and off-the-job training effectively. They work closely with employers to ensure apprentices practise their skills at work. Apprentices become skilled members of their team. They make effective contributions to their employers’ business. Heating and ventilation apprentices work independently on site. They complete complex tasks such as fitting corridor pipework.

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better?

Managers design the curriculum and lecturers teach it in a way that apprentices can logically build their knowledge, skills and behaviours over time. They plan the environmental conservation curriculum around the seasons. This ensures that apprentices build their knowledge progressively. Heating and ventilation apprentices use what they learn about cold and hot water storage and distribution to install whole-water systems to meet their customers’ exacting standards. 28–30 September 2021

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Leaders do not ensure that staff use the information they gather about what apprentices already know and can do to inform an individualised curriculum. They do not receive reports on the progress apprentices are making in developing their knowledge, skills and behaviours from their starting points. Consequently, apprentices are not challenged sufficiently to achieve their full potential.

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Staff are well qualified to teach apprentices. They update their industry knowledge regularly. Environmental conservation lecturers attend training about changes to European legislation that affects the use of chemical fertiliser. Lecturers use their expertise successfully to plan programmes that meet the needs of apprentices. They use discussions, mock examinations and assignments to identify gaps in apprentices’ knowledge. Assessors and lecturers provide apprentices with helpful feedback to help them to improve their work.

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Apprentices develop English, mathematical and digital skills on their programme. Heating and ventilation apprentices calculate how many kilowatts are required for a boiler system. They use technical terminology, such as verdigris, confidently with their peers. Apprentices use laptops to carry out research and attend online learning platforms.

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Apprentices receive appropriate advice and guidance at the start of their programme. Managers ensure they are enrolled on the right apprenticeship. Ongoing careers advice and guidance is too narrow. Staff do not help apprentices understand how the skills they are developing will help them if they wish to progress to different careers.

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Heating and ventilation apprentices have not completed their programme on time. Leaders and managers have not acted swiftly enough to enable apprentices to complete their functional skills. Apprentices are one year past their expected completion date. They have only just begun to start attending functional skills classes again.

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Leaders and managers have addressed the weaknesses identified at the previous monitoring visit. They are clear about the current strengths and weaknesses of the apprenticeship provision. Governors provide appropriate challenge to leaders and managers to improve the quality of education that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders, managers and staff provide a safe and inclusive environment for apprentices. They provide high-quality support, including counselling, for apprentices who are struggling with their mental health. Leaders have established a 24-hour safeguarding hotline. The safeguarding team follow up concerns promptly. They make referrals to external agencies if necessary. 28–30 September 2021

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At the start of their programme, apprentices attend training about fundamental British values, the ‘Prevent’ duty and safeguarding. Assessors revisit the topics periodically with apprentices. However, few apprentices can recall information relating to the ‘Prevent’ duty. They have a limited understanding of the risks associated with radicalisation and extremism or the relevance it has in their personal or work lives.

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What does the provider need to do to improve?

 Ensure apprentices achieve their full potential by planning the curriculum to meet the individual needs of apprentices and reporting to leaders information about the progress that apprentices make on their programmes.  Provide high-quality careers guidance so apprentices understand the range of career opportunities available to them.  Develop a curriculum in which apprentices understand how radicalisation and extremism affects them at work and at home. 28–30 September 2021

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Provider details

Address Grove Park Road Wrexham Clwyd LL12 7AB

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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 28–30 September 2021

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Information about this inspection

The inspection team was assisted by the vice principal quality, 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

Alison Cameron Brandwood, lead inspector Her Majesty’s Inspector Ian Frear Her Majesty’s Inspector Kim Bleasdale Her Majesty’s Inspector 28–30 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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