Mayer Environmental Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement 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

Mayer Environmental Ltd is an independent learning provider based in Nuneaton, Warwickshire and operates under the name MET Academy. The company is part of the Ausurus Group Limited, a private limited company that specialises in the recycling and processing of metal commodities. The MET Academy has held a contract to run apprenticeships since 2018. At the time of the inspection, there were 22 adult apprentices in training. Of these, seven apprentices are studying towards the metal recycling general operative standards-based apprenticeship at level 2. A further 15 apprentices were registered on the metal recycling technical manager level 5 apprenticeship but have been placed on a break in learning. The academy also teaches a range of commercial programmes in environmental waste and recycling that were outside of Ofsted’s remit to inspect. Apprentices are recruited nationally, with activity primarily concentrated in the East and West Midlands.

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Information about this provider

Apprenticeship training takes place at the MET Academy, online and at employers’ work sites. The MET Academy does not use any subcontractors . 18–20 January 2022

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

Apprentices do not routinely receive a high-quality learning experience and too many are placed on extended breaks in learning. A few apprentices are not routinely given sufficient off-the-job time to participate in planned training activities. As a result, they do not have the opportunity to gain or demonstrate significant new knowledge, behaviours and skills.

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

Apprentices do not receive well-planned support to extend their literacy skills. Trainers do not consistently address poor use of English in the apprentices’ written work.

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

Too few apprentices make assured progress in developing their vocational and technical skills because trainers focus too narrowly on meeting the minimum requirements and standards that apprentices need to achieve. Leaders’ and trainers’ tracking and monitoring of apprentices’ progress are not precise enough.

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

Apprentices do not have a well-developed understanding of fundamental British values and equality and diversity, such as the rudiments of democracy, respecting each other and understanding the importance of valuing diversity.

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

Apprentices benefit from a technically demanding curriculum in their off-the-job training that is appropriately sequenced. For example, trainers place an early emphasis on supporting apprentices to develop their confidence regarding the application of safe working practices before moving on to more demanding topics such as the safe use of specialist plant and machinery. Apprentices feel safe and work safely.

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better?

Trainers do not consistently use the information gained through assessments taken at the start of the course to set relevant, individual and personalised targets for apprentices that will help them to achieve their ambitions. As a result, all apprentices work towards the same targets irrespective of any prior experience within the waste and recycling industry.

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better?

Trainers do not review apprentices’ progress well enough. Trainers do not systematically track the skills, knowledge and behaviours that apprentices develop from their starting points and during their time in training. As a result, trainers and managers do not have a precise understanding of what progress apprentices make and what skills they need to develop and practise in preparation for the end-point assessment phase of the programme.

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better?

Action plans put in place by trainers to promote learning for apprentices between training sessions are not specific or detailed enough. Too often, trainers set vocational targets that do not precisely set out what apprentices do well and what they need to improve. Consequently, some apprentices are not fully aware of the 18–20 January 2022

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range of vocational skills that they have acquired or what they need to practise and develop further.

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Trainers do not always make employers sufficiently aware of what they need to do to link apprentices’ learning taught by the training academy to the range of work occurring at waste recycling centres where apprentices are based. Some employers do not have a good enough understanding about, or give sufficient priority to, supporting the development of apprentices’ skills in the workplace, further delaying apprentices’ progress.

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Trainers do not provide apprentices with detailed guidance and support for their English skills to help them improve their spelling, punctuation and comprehension. Tutors do not explain the rules for grammar and spelling well enough. Managers do not ensure that vocational and functional skills tutors work effectively together to plan and coordinate their work in literacy to help apprentices improve their confidence in areas such as sentence construction. Consequently, some apprentices are not able to apply what they learn to their wider writing activities.

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Trainers promote the development of mathematics skills for apprentices effectively, who then make assured progress in extending newly acquired numeracy skills to a wide range of contexts. For example, most apprentices demonstrate confidence in how to calculate accurately the weight of scrap metal arriving at recycling centres and in checking that axle weights for laden lorries leaving site are within permissible legal tolerances.

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Trainers use their good knowledge and experience in the waste and recycling sector very effectively to develop apprentices’ subject understanding and extend their expectations of working in the industry. Most apprentices develop significant new knowledge and good vocational skills that aid their employability in the industry. For example, apprentices develop a secure understanding of the legislative requirements associated with the transportation and processing of waste. In addition, apprentices quickly gain confidence in using a wide range of materials-handling equipment to separate carefully different types of recyclable materials, such as ferrous and non- ferrous metals, and to load and unload heavy goods vehicles safely with the rigour expected in a fast-paced industry.

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As a response to COVID-19, the large majority of training planned by trainers is delivered by distance learning, supported by content-rich webinars and assessments through workbooks, observation, professional discussion and multiple-choice tests. Trainers maintain regular telephone contact with apprentices and work flexibly to accommodate shift patterns and personal circumstances; this allows apprentices to have access to learning resources at locations and times convenient to them. However, apprentices’ attendance at scheduled learning sessions is not consistently good.

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Most apprentices value the good support they receive from their trainers and are keen to make progress and achieve. They demonstrate positive attitudes towards their studies; they are committed and enjoy their learning. Employers speak 18–20 January 2022

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positively about the knowledge and skills that apprentices are developing and the valued contribution that they make to the workplace.

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Trainers collaborate effectively with employers to ensure that apprentices are recruited with integrity. Training staff provide clear advice and guidance before apprentices start their course so that they are clear about the demands of the apprenticeship. Tutors ensure that apprentices are placed on the correct programmes to meet their needs and the expectations of the employers. However, most apprentices do not receive impartial careers guidance for their next steps and are unaware of the transferability of the skills they are learning to other careers outside of their immediate sector.

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Apprentices develop a secure understanding of the health and safety and safeguarding arrangements in place to keep them and others safe at work. All apprentices know who to contact should they have any concerns regarding their safety and welfare. However, while apprentices receive appropriate information at the start of their programme regarding radicalisation and extremism, online safety and the values that underpin life in modern Britain, too many do not recall or have a secure understanding of how such matters impact their individual lives or the communities in which they live and work.

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Senior leaders from the academy and its parent company work very closely with industry stakeholders such as the British Metal Recycling Association in the development of specialist apprenticeship programmes to upskill employees in the waste and recycling sector. The company’s relatively narrow range of apprenticeship courses in metal recycling is suitably aligned to meeting the needs of apprentices and employers. Employers value the apprenticeship highly and state that it meets their needs well.

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Leaders ensure that trainers are appropriately qualified and benefit from regular professional development, for example vocational updates relating to legislative and technical developments evolving in the recycling sector, such as the safe dismantling and disposal of scrap motor vehicles. However, leaders and managers do not provide any ongoing support to trainers to hone and develop their craft and mastery of teaching. Managers do not use the findings arising from the evaluation of trainers’ performance to support them in developing their teaching skills, such as planning for and providing learning that challenges all apprentices fully.

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Leaders’ use of performance and management information is not sufficiently comprehensive. Internal tracking and monitoring systems used by leaders and training staff are fragmented, overly complex and place insufficient emphasis on systematically identifying apprentices’ progress from starting points and over time.

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Leaders and managers have recently strengthened their self-assessment and processes for evaluating the quality of learning that apprentices receive, recognising that these have not been a key driver for improvement previously. Leaders’ and managers’ evaluation of the quality of their provision is now largely accurate and identifies most of the areas for improvement. However, managers still do not 18–20 January 2022

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routinely collect feedback from employers and apprentices to support and inform judgements.

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Directors have recently developed a suitably detailed plan to establish an advisory board both to support and to hold them and senior leaders to account regarding the quality and standards of training in the training academy. However, it is too soon to measure its impact or effectiveness.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Learners and trainers understand well their responsibilities for safeguarding apprentices. Staff who have responsibility for safeguarding are suitably qualified.

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Safeguarding

Leaders carry out suitable pre-employment and background checks on staff to assure their suitability to work with apprentices. Managers ensure that up-to-date and detailed records, including Disclosure and Barring Service checks for all employees and staff who are involved in the training of apprentices, are kept.

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Safeguarding

Leaders and managers ensure that training staff receive appropriate professional development regarding reporting procedures to follow, should they have any safeguarding concerns related to apprentices. Academy staff are watchful for signs that apprentices may need help or support. Apprentices feel safe and know how to get advice and support if they have concerns about their safety or that of others.

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Safeguarding

Managers and vocational trainers ensure that apprentices develop a secure understanding of how to stay safe. Apprentices quickly develop a secure understanding of how to work safely by adhering to site-specific health and safety protocols. For example, vocational trainers promote safe working practices by ensuring that apprentices wear appropriate protective clothing and that work areas in material recycling centres are kept tidy. However, most apprentices do not have a secure understanding of how to be safe online.

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Safeguarding

Leaders and managers ensure that safeguarding policies and procedures are in place and updated so that they meet current government requirements and guidance to reduce safeguarding risks to apprentices. Leaders have developed a suitably detailed ‘Prevent’ duty action plan that sets out a range of suitable actions designed to protect apprentices from the risks associated with radicalisation and extremism. However, a few action points contained in the plan are overdue.

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What does the provider need to do to improve?

 Leaders should ensure trainers benefit from routine access to high-quality developmental support that enhances their teaching skills, focusing in particular on the effective use of assessment and target-setting, how to provide 18–20 January 2022

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developmental feedback and the improvement of the coordination and teaching of literacy to apprentices.  Leaders and managers must improve the recording and tracking of apprentices’ progress by ensuring that trainers routinely monitor and report on the progress that apprentices make during scheduled training sessions and over time, to ensure that they are developing well the skills, knowledge and behaviours that they need to succeed in their chosen careers.  Managers and trainers must work more closely with employers to ensure that apprentices receive sufficient time to complete their off-the-job training and to ensure that training occurring in the academy closely matches the tasks apprentices undertake in the workplace.  Trainers must provide ongoing support and targeted guidance for apprentices to improve their awareness and understanding of British values, and how to keep themselves safe online and when using social media.

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 Leaders and managers must ensure that all apprentices have access to impartial careers guidance so that they develop a secure understanding of the progression opportunities their course may lead to.  Leaders and managers must ensure that the self-assessment report and the associated quality improvement plan are subject to regular review to ensure that weaknesses are identified clearly and that measurable targets are set with clear actions, success criteria and milestones that managers use to drive quality improvement.  Directors should establish governance arrangements swiftly so that they can benefit from the external scrutiny and expertise of independent board members. Directors should ensure that new appointments to the governing body have the appropriate skills to provide rigorous challenge and support to leaders and managers. 18–20 January 2022

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Provider details

Address MET Academy 4 Barling Way Nuneaton CV10 7RH

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Provider details

Website https://mayer-enviro.com/met-academy/

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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 18–20 January 2022

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Information about this inspection

The inspection team was assisted by the academy manager , as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans. 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

Victor Reid, lead inspector Her Majesty’s Inspector Ralph Brompton Ofsted Inspector Martin Ward Her Majesty’s Inspector 18–20 January 2022

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

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