KMF Precision Sheet Metal Limited

Further education and skills inspection report

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Inspection of KMF Precision Sheet Metal Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding 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

KMF Precision Sheet Metal Limited (KMF) is a large manufacturer of precision sheet metal components with facilities in England and Slovakia. KMF has taught apprentices since 2007 through a subcontracting arrangement. In March 2018, it secured its own funding contract and began training in apprenticeships in September of the same year.

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Information about this provider

At the time of the inspection, there were 30 apprentices following standards-based apprenticeships. Of these, 13 apprentices were studying the engineering operative standard at level 2, 15 apprentices were studying the metal fabricator standard at level 3, and two apprentices were studying the engineering technician standard at level 3. 7 to 9 December 2021

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

Apprentices benefit from learning in high-quality environments. They have access to up-to-date, specialist sheet metal and fabrication resources, and the training centre replicates equipment used by the company for its commercial production. As a result, apprentices develop a range of skills that have immediate relevance to the workplace.

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

Apprentices draw inspiration from their trainers and have positive attitudes to their learning. They develop skills that help them to move on to the next stage in their studies and careers.

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

Apprentices have a strong focus on the development of behaviours such as leadership and teamwork. For example, in addition to their practical and theoretical training, apprentices participated in a team-building trip to Lindley Educational Trust in Castleton, where they carried out activities linked to specific problems, developing their team-leading, organisational and delegation skills.

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

Apprentices extend their positive behaviours and high levels of motivation beyond their training. They proactively support the local community, working with charities and contributing to cultural events, such as Remembrance Day. As science, technology, engineering and mathematics (STEM) ambassadors, they inspire future engineers by attending school events.

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

Apprentices feel safe. They talk with clarity and confidence about the arrangements to keep them safe, particularly when relating to safe working practices. They understand healthy and inclusive behaviours. However, apprentices’ understanding of matters such as the risks associated with radicalisation is not developed well enough.

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better?

Managers have established a clear rationale for the apprenticeship curriculum, which is suitably aligned to the requirements of the company’s workforce.

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better?

Trainers have developed detailed plans for the teaching of the apprenticeship programmes to ensure that apprentices are able to apply their learning to the workplace. Managers and trainers regularly review and adapt the curricular content to ensure that it reflects the knowledge and skills that apprentices need in order to be successful.

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better?

All trainers are appropriately qualified and experienced practitioners. Where leaders identify that trainers need further development in their teaching skills, they are working with local higher education providers, to share good practice and improve teaching and learning. 7 to 9 December 2021 Governors use their industrial expertise to hold leaders to account, ensuring that apprentices learn the wider knowledge, skills and behaviours needed to succeed within the company. Governors act as good role models for apprentices and work closely with the curriculum team. They participate in the apprentice interview process and take part in apprentices’ wider curriculum activities, including some aspects of teaching. As a result, they recognise the strengths and weaknesses of the curriculum and can make informed contributions to improvements.

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better?

Trainers accurately assess apprentices’ starting points before they join their courses. They use these results well to develop programmes that are tailored to individual job roles. Trainers continue to assess apprentices’ skills and abilities accurately throughout the apprenticeship. As a result, all apprentices make good progress, improve their industry-specific knowledge and skills, and become more effective and valued employees.

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better?

Trainers organise and teach the curriculum in a logical order. The ordering supports the development of apprentices’ essential engineering skills, such as safe working practices and confidence in the use of basic hand tools, before moving on to more technically demanding topics over time. For example, apprentices quickly develop the skills of working safely by adhering to guidance set out in standard operating procedures, before moving on to learn how to assure the serviceability of dies, fixtures and jigs used in the formation and fabrication of assorted metal panels and related products. As a result, apprentices develop their knowledge over time and embed it into their long-term memory.

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better?

Trainers and employer mentors have high expectations for apprentices within their job roles. They provide effective support, which motivates apprentices and helps them to succeed. Trainers use their considerable knowledge and expertise to deliver lively and effective learning activities, which motivate and challenge apprentices to consolidate and deepen their learning. For example, apprentices on the engineering operations standard develop their confidence in metal inert gas (MIG) and tungsten inert gas (TIG) welding by accurately calculating the amperage and optimum welding wire-feed speeds to suit different types and thickness of metal panels, so that welds are structurally sound. As a result, their work reflects well the standards expected in their industry.

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better?

Apprentices develop their mathematical skills well during practical activities. These include using geometry to calculate angles and the depth of joint overlaps for spheres and cylinders, so that different components can be readily assembled. However, some apprentices are not routinely supported to develop or extend their skills in English beyond the requirements of the apprenticeship standard, although trainers routinely correct spelling and grammar errors and inconsistencies in apprentices’ use of technical vocabulary.

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better?

Trainers’ assessment of apprentices’ performance is accurate. Their feedback to apprentices following assessment is supportive and developmental in setting out what they do well and what they need to improve. Practical assessment is thorough, and apprentices benefit from detailed and informative recorded observations. Most 7 to 9 December 2021 apprentices make good use of this feedback to improve their written work and practical skills. However, some apprenticeship targets, particularly those set out in apprentices’ termly reviews, are too broad in both commentary and focus, lacking the detail and challenging timescales needed to support apprentices to improve.

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better?

Trainers prepare apprentices well for end-point assessment. The proportion of apprentices who make good progress towards completing within the planned timescale is very high. Apprentices who need additional support receive this, and as a result, they progress as well as their peers.

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better?

Apprentices have a clear understanding of the progression and career opportunities at KMF, and those who are unsure of their next steps are supported to gain an understanding of the different opportunities available through work-experience rotation in the different parts of the business. However, leaders do not ensure that apprentices have enough understanding of the careers available in the wider engineering sector. As part of their studies, apprentices research types of engineering businesses and have the opportunity to attend UK skills and trade fairs. However, they do not always see the link to careers advice and opportunities that they can access themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders, trainers and governors are appropriately trained and experienced in safeguarding and the ‘Prevent’ duty.

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Safeguarding

Apprentices undergo training in health and safety, safeguarding and well-being at induction. They know and understand the company’s requirements for personal protective equipment and ensure that they comply with all health and safety rules. For example, when working on machines in the training room or walking through the factory, apprentices know that they must wear ear protection.

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Safeguarding

However, apprentices’ recollection over time of the risks associated with radicalisation and extremism, which they learned about in induction, is superficial. Apprentices do not have a thorough understanding of the potential threats in their local area.

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What does the provider need to do to improve?

 Ensure that short-term targets for apprentices are sufficiently precise, supporting them to make the rapid progress of which they are capable.  Ensure that apprentices develop the English skills that will support them with their next steps.  Ensure that apprentices have a secure understanding of local risks from radicalisation and extremism. 7 to 9 December 2021  Ensure that apprentices have a clear understanding of career opportunities available to them across the engineering sector. 7 to 9 December 2021

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Provider details

Address Millennium Way High Carr Business Park Newcastle ST5 7UF

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 7 to 9 December 2021

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Information about this inspection

The inspection team was assisted by the people and culture manager, 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

Bev Ramsell, lead inspector Her Majesty’s Inspector Victor Reid Her Majesty’s Inspector Sharon Dowling Her Majesty’s Inspector 7 to 9 December 2021 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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