Forestry Commission

Further education and skills inspection report

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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

The Forestry Commission increases the value of woodlands to society and the environment. Forestry England is an executive agency sponsored by the Forestry Commission and is England’s largest land manager. The Forestry Commission is a national employer provider, working through Forestry England’s technical training centre in Birches Valley, Staffordshire. The provider has held a contract to deliver apprenticeships since 2019. At the time of the visit, there were 14 apprentices all following the level 2 forestry operative apprenticeship standard. Apprentices work within one of the six national districts. The provider employs a subcontractor for the teaching of English and mathematics functional skills. 28 to 30 June 2022

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

Apprentices develop the skills, knowledge and behaviours they need to fulfil their forest operative roles within the districts. They receive extensive technical and practical training from experienced and knowledgeable staff, in a professional and respectful environment. Apprentices benefit from a curriculum which reflects the seasonality of the job role and integrates mathematical skills well.

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

Apprentices learn quickly how to work safely in the forest and with equipment such as chainsaws, brush cutters and trimmers. They know how to handle pesticides and avoid polluting the environment.

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

Apprentices undertake additional training, which reflects the nature of the work in their districts. For example, some apprentices will undertake training on cycle trail inspections. Apprentices apply their skills confidently and swiftly at work. District line managers value the contributions apprentices make to their businesses. Apprentices take pride in their work.

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

Most apprentices do not maintain a complete record of their theoretical understanding in their portfolios. Trainers do not consistently provide a permanent record of what apprentices need to do to improve. Some apprentices have not received regular reviews about their progress on the apprenticeship. Too many do not understand what they need to do to achieve the highest grade. Not all apprentices are clear about their career opportunities within or outside Forestry England.

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

A few apprentices who need to achieve functional skills qualifications in English and mathematics do not make swift enough progress.

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

Most apprentices enjoy their apprenticeship, and this is reflected in high attendance and punctuality at training and work. Apprentices develop good team-working skills and take on additional responsibilities upon completion of the course. Apprentices use the three volunteer days a year constructively to pursue their interests and support others.

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

Apprentices understand their responsibilities regarding equality of opportunity and the dangers of extremism. They demonstrate positive attitudes towards colleagues and customers. Learners feel safe in learning and work, including online.

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better?

Senior leaders have a very clear strategy for the development of apprenticeships. Currently, the level 2 apprenticeship plays a key role in providing and developing employees to fill a skills gap. Leaders have plans to contribute to the development of a level 3 apprenticeship to allow for further progression

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better?

Leaders have designed the curriculum well for preparation to be forestry craftspersons. It 28 to 30 June 2022

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covers a wide range of skills and basic knowledge required in a practical role in forestry. However, leaders have not yet developed a curriculum to meet the broader purposes of the apprenticeship programme. Leaders have not developed a common core curriculum for personal development. Apprentices can choose additional short courses, but these are not taught to all apprentices, and the impact is not formally recorded as part of the apprenticeship.

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Due to recent changes in the management team, managers have been slow to implement the improvements that were required following the new provider monitoring visit.

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Managers employ a range of processes to assure themselves of the quality of education, including the observations of training sessions and site manager and apprentice surveys, but they do not focus sufficiently on the quality and completeness of apprentices’ work.

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Managers do not have a single, coordinated system for recording the progress of apprentices in line with the different elements of the apprenticeship standard. Some elements are known by individual staff but not recorded and reported formally. As a result, managers, and those to whom they report, do not have an accurate understanding of apprentices’ progress. Managers do not know if apprentices need further support.

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Managers have not ensured that the quarterly reviews with apprentices have been completed on time. This means that apprentices do not have a clear plan of action for improvement.

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Not all line managers with responsibility for apprentices understand their role within the apprenticeship programme. As a result, they do not all attend the reviews of apprentices’ progress nor understand the content and sequence of apprentices’ training. Therefore, site managers do not provide apprentices with a consistently good level of support .

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Trainers are enthusiastic and passionate and have strong, relevant and current knowledge and skills. They are effective in developing apprentices’ practical skills. Trainers demonstrate skills and the use of equipment clearly and link the skill well to practical applications on site. Trainers adapt the training well, according to the seasons of work and the needs of districts. In addition, where apprentices need to carry out tasks that have not yet been covered in off-the-job training, they learn these practically on the job with experienced colleagues. Through a mixture of demonstration and repetition, apprentices gain mastery in their skills.

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Trainers integrate mathematical examples well into the programme. For example, apprentices use their understanding of trigonometry to calculate the height of a tree.

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Trainers do not structure their teaching and assessment of theoretical knowledge well enough. Trainers provide extensive guides and booklets which identify the key technical terms that apprentices will need in their jobs and future career pathways in the forestry sector. However, trainers do not provide apprentices with sufficient guidance on how to 28 to 30 June 2022

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build up their vocabulary and understanding over time.

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Trainers do not repeat or check on learning to enable the apprentices to become fluent and to place it in their long-term memory. Trainers plan for theory revision just before the end-point assessment. Apprentices could use their portfolios to aid their own revision, but managers do not ensure that apprentices complete them. Nearly all apprentices have large gaps in their portfolios.

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Senior managers work closely with the subcontractor for the provision of English and mathematics functional skills teaching. However, senior managers do not directly monitor the quality of education. Despite poor attendance, engagement and progress of apprentices, managers have been slow to improve the quality of education. Teachers rely heavily on learning resources which are not tailored to the gaps in apprentices’ knowledge and their working context. As a result, apprentices are demotivated.

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Apprenticeship managers report to three different boards or panels of senior leaders. However, the senior leaders have not identified how they will measure the performance of the apprenticeship programme. As a result, managers do not produce reports of sufficient depth to enable detailed challenge and scrutiny.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders are fully aware of their responsibilities to safeguard apprentices. Leaders have developed a strong culture of safety. The designated lead is appropriately trained and knows to whom they should report any incidents. Apprentices have a detailed understanding of health and safety legislation and how it relates to their workplace. Apprentices know how to keep themselves safe, including online. They know how to report concerns about themselves and others. Leaders make their positive values about inclusion and anti-bullying clear to apprentices. Learners and apprentices feel safe and secure in their learning and working environments.

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What does the provider need to do to improve?

 Managers should enable the trainers to access professional development which improves their teaching of theory so that apprentices learn and remember more and can achieve the highest grades.  Managers should improve swiftly the process for monitoring apprentices’ progress so that managers have a clear and accurate view of how well apprentices are doing and which apprentices need further support.  Managers should ensure that apprentices are clear about the internal and external employment and educational opportunities that are available to them on completion of the apprenticeship 28 to 30 June 2022

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 Managers should provide training and guidance for district managers so that they can support apprentices more effectively  Managers should improve the quality of teaching in functional skills so that apprentices are more motivated and make swifter progress.  Senior leaders and managers should agree on how they want to measure the success of the apprenticeship programme so that those who carry out the governance function can provide clear and consistent levels of challenge and support. 28 to 30 June 2022

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Provider details

Address Technical Training Centre Birches Valley Rugeley WS15 2UQ

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors KNW Training Ltd 28 to 30 June 2022

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Information about this inspection

The inspection team was assisted by the head of health and safety and technical 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

Martin Ward, lead inspector Her Majesty’s Inspector Mary Osmaston Ofsted Inspector Janet Cannon Ofsted Inspector Patricia Rogers Ofsted Inspector 28 to 30 June 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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