SAMB Training (Scottish Association of Master

Further education and skills inspection report

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Inspection of Scottish Association of Master Bakers Training

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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

Scottish Association of Master Bakers was formed in 1891 and provides technical support and training to the baking industry across Scotland, Northern Ireland and England. It began to offer levy-funded apprenticeships in August 2018. At the time of the inspection, there were 32 apprentices on the level 2 baker standard, five apprentices on the level 2 food and drink process operator standard and 15 apprentices on the level 3 team leading/supervisor standard. 12 to 14 January 2022

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

Apprentices do not benefit from an effectively designed and implemented age- appropriate curriculum that supports them in developing their knowledge and skills beyond apprenticeship requirements. As a result, apprentices, especially those aged 16 to 18 years, do not receive up-to-date, useful information and guidance to prepare them better for life and participation in society.

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

Apprenticeship programmes provide apprentices with relevant opportunities to develop their career in the bakery sector, either as bakers, food and drink process operators, or team leaders and supervisors.

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

Apprentices demonstrate respectful and expected behaviours and practices of bakers and food and drink operatives. Level 3 team leading/supervisor apprentices gain confidence in their job roles and become valuable members of production teams in the bakeries in which they work. They improve their skills and confidence in having difficult conversations with colleagues when necessary.

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

Apprentices understand the need to keep safe and whom they would talk to if they had any concerns about their own safety or that of others. However, apprentices’ safeguarding knowledge is not checked frequently enough throughout their apprenticeship, and too many apprentices cannot clearly recall safeguarding information.

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better?

Leaders have not fully realised an effective apprenticeship provision for all apprentices. Most apprentices develop relevant new knowledge, skills and behaviours through their on- and off-the-job training. However, they do not benefit from a well-planned, successfully implemented apprenticeship programme that successfully incorporates all elements of apprenticeship requirements .

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better?

Leaders have not constructively implemented a well-planned and sequenced curriculum for apprentices requiring English and mathematics qualifications. Leaders do not have sufficient oversight of the quality of delivery of their functional skills provision and, as a result, too many apprentices are not making the progress of which they are capable. For example, training advisers do not routinely collate and use information about individual apprentices’ English and mathematics starting points well enough to plan training that ensures that apprentices are well prepared for their examinations.

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better?

Leaders do not liaise effectively with the employers of bakery apprentices who, due to current industry pressures, do not receive their full entitlement to off-the-job training. This means that the progress of a few apprentices on bakery apprenticeships has been too slow and these apprentices are significantly behind their planned end-dates. While leaders are considerate of the pressures that the bakery industry faces due to staffing and goods shortages, they have not yet 12 to 14 January 2022 planned effectively with trainers, apprentices and their employers how to ensure that apprentices catch up quickly.

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better?

Leaders have a clear strategic vision to provide apprenticeships that contribute towards sustaining the bakery crafts trades across England. They have developed extensive links with representatives from the bakery industry to identify apprenticeships that target skills shortages and ensure that apprentices develop the bakery knowledge, skills and behaviours that employers need. Training advisers work well with employers to develop a deeper understanding of their businesses and personalise the apprenticeship curriculum delivered. For example, leaders and training advisers design the curriculum for level 3 team leading/supervisor apprentices around the leadership needs of large commercial bakeries.

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better?

Leaders and trainers have high expectations of apprentices to demonstrate the right attitudes and aptitudes needed to cope with the unsociable aspects of the bakery industry, such as shift work. Leaders encourage employers to provide short placements for prospective apprentices before they enrol onto an apprenticeship so that they understand the nature of the bakery industry prior to committing to an apprenticeship programme. As a result, once enrolled, apprentices are fully committed to their learning.

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better?

Training advisers are well qualified in bakery and food and drinks process operations, and have relevant sector experience. All training advisers have worked in bakeries, or have owned their own bakeries. Trainers use their knowledge well to design subject-specific training that is relevant to individual apprentices and their employers. For example, trainers who have experience in artisan baking bring specialist knowledge and skills to apprentices’ product design training. Apprentices are proud to see their products being produced and sold in their workplaces.

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better?

Training advisers provide apprentices with helpful information on careers in the baking industry. They support apprentices on level 3 team leading/supervisor apprenticeships with preparing CVs, so that apprentices are prepared for future roles should they wish to progress their careers. Apprentices are taught how to obtain membership of food and drinks associations and learn how being a member can provide them with additional information about job opportunities in the food and drinks sector. As a result, apprentices are enthusiastic about career opportunities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that staff receive regular safeguarding training. The designated safeguarding lead has a clear understanding of the requirements of the role and responsibilities.

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Safeguarding

Apprentices feel safe and know how to stay safe. They are made aware of whom they should go to should they have any concerns and are provided with basic information during their induction about how to recognise the signs of physical and 12 to 14 January 2022 sexual abuse, forced marriage and honour-based violence. However, trainers do not routinely refresh apprentices’ understanding of safeguarding, radicalisation and extremism as they continue through their apprenticeship, and apprentices have a limited understanding of additional safeguarding topics that could affect them in their personal and work lives.

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What does the provider need to do to improve?

 Ensure that the small number of level 2 bakery apprentices who are behind with their learning are supported to make more rapid progress towards completing their apprenticeships.  Swiftly put in place high-quality training for apprentices who are working towards functional skills English and mathematics qualifications and who are making slow progress.  Ensure that all workplace managers of apprentices affected by staffing and production shortages due to the pandemic are supported in making appropriate arrangements so that all apprentices access their off-the-job training entitlement.  Plan for and provide an age-appropriate personal development curriculum for all apprentices.  Ensure that training advisers routinely refresh apprentices’ understanding of safeguarding, radicalisation and extremism. 12 to 14 January 2022

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Provider details

Address Unit 2 Halbeath Interchange Business Park Kingseat Road Dunfermline KY11 8RY

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 12 to 14 January 2022

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Information about this inspection

The inspection team was assisted by the head of quality and training, 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

Chloe Rendall, lead inspector Her Majesty’s Inspector Hayley Lomas Her Majesty’s Inspector Steve Hunsley Ofsted Inspector 12 to 14 January 2022 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

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