Robert Bosch Limited

Further education and skills inspection report

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Inspection of Bosch Automotive Service Solutions Ltd

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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 Good

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Information about this provider

Bosch Automotive Service Solutions Ltd (Bosch) provide apprenticeships to the Bosch accredited garage network, independent aftermarket garages and large national manufacturer franchised car dealerships. At the time of the inspection, there were 286 apprentices on level 3 standards-based apprenticeships. Of these, 263 study motor vehicle service and maintenance technician (light vehicle) apprenticeships, five study customer service practitioner apprenticeships, and 18 study motorcycle technician (repair and maintenance) apprenticeships. Around 26 apprentices are under 18 years old. Apprentices attend training at specialist facilities in Doncaster or Denham and stay in hotel accommodation when they need to. Apprentices work all over the country in different independent garages and national dealerships. 24 to 27 May 2022

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

Apprentices attend a combination of in-person training, online webinars and practical assessments. They enjoy and benefit from these sessions so rarely miss them. Trainers, apprentices, and employers ensure that activities link to what apprentices do at work. Apprentices have lots of opportunities to practise what they learn. As a result, they develop high levels of practical skill and work to tight tolerances in busy, demanding workshops.

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

Leaders ensure that apprentices access an excellent range of industry-standard machinery and resources. They work on equipment that is sometimes unavailable in their workplaces, such as fault diagnosis machines. As a result, apprentices broaden their knowledge and skills beyond what they experience at work.

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

Apprentices effectively develop their personal and social skills. They gain the confidence to communicate effectively with colleagues, managers and customers. Apprentices value and feel proud to study their apprenticeship. They show a high level of commitment to their studies.

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

Apprentices feel safe at training centres, work and in the hotel accommodation where they stay during training. Apprentices understand fully and comply with the high standards of health and safety required in their roles.

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better?

Leaders work effectively with employers and the automotive industry to plan a well- thought-out curriculum. This provides opportunities for apprentices to develop technical, communication and digital skills that meet the needs of the industry well. For example, the customer service curriculum is fully contextualised to the automotive industry.

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better?

Trainers structure the curriculum logically. Apprentices gain a good grasp of the fundamental knowledge they need before moving on to more complex topics. For example, they learn the use of basic tools and equipment to perform simple diagnostics and routine maintenance before complex fault diagnostics.

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better?

Trainers are knowledgeable, experienced and specialists in their fields. They skilfully demonstrate practical tasks to apprentices. Trainers break topics down into manageable stages so that apprentices master practical skills incrementally. For example, how to strip and service a turbocharger and the tolerances of the blade movement.

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better?

Trainers revisit topics at suitable points with apprentices. They apply theories and practical tasks to different scenarios that increase in difficulty. As a result, apprentices’ learning is well scaffolded and builds up sensibly over time. 24 to 27 May 2022

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Apprentices’ studies are structured into three phases over three years. At the end of each phase, they undertake a centre-devised assessment. These tests are well- designed to challenge apprentices’ understanding. Trainers use the outcomes to provide helpful guidance to apprentices on how they can improve.

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Apprentices receive detailed oral feedback on their written and practical work that helps them to make improvements. However, trainers do not always correct or identify errors apprentices make with spelling, punctuation and grammar. This means they continue to make similar errors in subsequent pieces of work.

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Most apprentices attend useful 12-weekly reviews with engagement specialists. They set apprentices clear targets that focus on their areas for development well. Most employers have a good understanding of apprentices’ progress and support them effectively. However, a few reviews for newer apprentices have not been timely so they are not as aware of their targets or progress.

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Customer service practitioner apprentices achieve well and just over half gain distinction grades. Motor vehicle service and maintenance technician apprentices who complete their studies pass. Leaders and trainers know that too few achieve distinction grades. Trainers rightly identify they need to better prepare apprentices for what to expect in their final assessments. Apprentices now practise professional discussions, mock online multiple-choice tests and practical skills tasks to replicate the process. It is too soon for inspectors to judge the impact of these changes.

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Leaders and trainers make suitable adjustments to support apprentices with special educational needs/and or disabilities. Leaders ensure that staff receive appropriate specialist training to support apprentices with specific needs.

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Apprentices receive good guidance from their trainers and employers about their next steps. They know what opportunities there are to go on to further study, or how to become a master technician. However, apprentices do not have access to impartial careers guidance which limits their awareness of broader opportunities.

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Senior leaders have effective oversight of the apprenticeship provision through monthly meetings. Leaders and managers use a wide range of useful tools such as a data dashboard to continuously monitor a range of relevant quality indicators. However, on a few occasions, these tools are not used precisely enough to identify specific enough actions for improvement. For example, a few strengths are also identified as areas for development.

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Leaders have a comprehensive continuous professional development approach that helps trainers to develop their teaching and industry skills. Trainers have supportive observations that are followed up appropriately by managers in their monthly one- to-one meetings and personal action plans. 24 to 27 May 2022

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have effective policies and processes in place to keep apprentices safe. All staff complete training in safeguarding and the ‘Prevent’ duty. Managers have a comprehensive health and safety policy and procedures that ensure that apprentices study and work in a safe and healthy environment.

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Safeguarding

Apprentices, including the very small number of female apprentices, are confident that bullying and harassment would not be tolerated at the training centres or work. The relationships and attitudes that apprentices experience in these environments are very positive and supportive.

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What does the provider need to do to improve?

 Trainers should focus more closely on identifying spelling, punctuation and grammar errors in apprentices’ work so they do not continue to make the same mistakes and develop their English skills.  Leaders and trainers should closely monitor the impact of their actions to support apprentices to better prepare for their final assessments to ensure that more of them achieve distinction grades.  Leaders should ensure that all apprentices benefit from timely reviews and know and understand their progress.  Leaders should provide opportunities for apprentices to access impartial careers guidance so they are aware of the full range of careers available to them. 24 to 27 May 2022

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Address

7-8 Glaisdale Business Centre, Glaisdale Parkway, Bilbrough Nottingham Nottinghamshire NG8 4GP

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Website

www.boschautomotiveservicesolutions.co m

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Website

Provider type Independent learning provider

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Website

Date of previous inspection 24 June 2013

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Website

Main subcontractors Not applicable 24 to 27 May 2022

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Information about this inspection

The inspection team was assisted by the Quality Manager UK 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

Emma Woods, lead inspector Her Majesty’s Inspector Karen Green Ofsted Inspector Ralph Brompton Ofsted Inspector Kevin Williams Ofsted Inspector Jai Sharda Ofsted Inspector 24 to 27 May 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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