Cadent Gas Limited

Further education and skills inspection report

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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 Not previously inspected

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Information about this provider

Cadent Gas Limited was established in 2017, having taken over some of the assets of the former National Grid Gas Distribution Limited. It is the largest gas distribution network operator in the United Kingdom, supplying customers across North-West England, the West Midlands, East Midlands, East of England, and North London.

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Information about this provider

A board of directors and a chief executive officer are responsible for the strategic and operational management of the company. The company employs 6,000 staff.

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Information about this provider

The company offers two apprenticeships, a level 2 standards-based apprenticeship in gas network operative, and a level 3 apprenticeship in gas network craftsperson. At the time of the inspection there were 114 apprentices in learning, of whom most are adults. The large majority are working towards the level 3 standard vocationally specific pathway in either electrical and instrumentation, emergency response, or pressure control and storage. All provision is directly delivered by the company.

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Information about this provider

Apprentices work throughout England and are based across four distribution zones. They attend one of three regional training centres for their off-the-job training. 19 to 21 July 2022

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

Apprentices have a good understanding of what the curriculum is preparing them for, and as a result they are motivated to achieve their apprenticeship and become fully competent craftspeople. Apprentices’ job roles provide them with the range of experiences required to develop the essential knowledge, skills and behaviours for their qualifications.

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

Apprentices receive expert coaching and support that enables them to accelerate their understanding of key concepts and practically apply their knowledge. Most apprentices develop a high standard of vocational competence and achieve their qualification.

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

Apprentices’ on- and off-the-job training is well coordinated and closely aligned to apprentices’ trade-specific work-related tasks.

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

Apprentices benefit from regular progress reviews and have a good understanding of what they have achieved. Most apprentices produce high-quality work that documents their competency in tasks related to the distribution and maintenance of gas networks.

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

Apprentices work safely by routinely and diligently following health and safety practices, acting in a manner that is safe for themselves and others. They have a good understanding of how to stay safe in work and how to ensure that others are safe by adhering to risk assessments and closely following method statements when undertaking tasks in the workplace and at customer sites.

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

More able apprentices are not sufficiently challenged to make the progress they are capable of nor to achieve their identified potential in end-point assessments. Apprentices who already have the required level of English on entry do not get support to extend their skills and knowledge in this essential skill.

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better?

Apprentices benefit from a curriculum that is carefully and coherently planned and sequenced. They confidently develop the technical and vocational skills, knowledge and behaviours required to safely maintain the national gas infrastructure network.

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better?

Trainers and assessors make skilful use of a wide range of information about apprentices’ individual starting points to make careful adjustments to the planning of learning, so that it is well crafted and extends apprentices’ specialist skills and knowledge effectively. As a result of early assessment, apprentices with dyslexia or other support needs receive extra help that enables them to make progress in line with their peers.

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better?

Trainers and assessors skilfully integrate the use of specialist industry-standard technical resources that replicate the full range and types of working environments 19 to 21 July 2022

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that apprentices will encounter when installing and maintaining gas supply and distribution networks. Apprentices confidently practise their vocational skills and technical knowledge of how to install and repair a range of gas installations in safe and well-controlled training environments under the expert supervision of trainers. Afterwards, they return to the workplace to consolidate and hone their skills under the watchful oversight of an experienced mentor.

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Trainers’ and assessors’ assessment of apprentices’ knowledge and skills is thorough. Training staff use appropriate methods to check that apprentices meet the required criteria for their qualification. Most apprentices can recall current and past learning with fluidity and apply their specialist skills and industry knowledge confidently when undertaking service and maintenance work on the national gas network. For example, one level 2 apprentice was able to identify correctly and rectify the source of a gas leak in a domestic property by replacing worn pipework.

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Training staff and district service managers work effectively together in jointly developing a carefully coordinated and tailored set of programmes that meet individual apprentices’ needs well. For example, level 3 gas network apprentices develop their knowledge and insight of the operating principles associated with gas pressure regulation at the training academy before returning to the workplace and practising their skills associated with the installation, service and/or repair of different types of gas regulators.

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Most apprentices successfully extend their confidence in the correct use and application of mathematical formulae and terminology to support their everyday practice. For example, apprentices learn how to calculate supply line pressure accurately and develop precision in correctly using mathematical terms such as ‘cubic feet’, ‘atmospheric pressure’ and ‘pounds per square inch’. However, while the majority of apprentices develop their speaking and listening skills well, trainers and assessors do not routinely support and challenge apprentices to extend their fluency in English skills beyond the minimum requirements of their programme. A significant minority of apprentices do not receive high-quality feedback to improve their use of punctuation and grammar, and to address subject-verb errors in their written work.

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Most apprentices achieve their apprenticeship in the planned time and almost all progress to permanent roles within the company. However, too many apprentices are not routinely challenged to make progress to their full potential, and as a result a significant minority of apprentices do not achieve higher grades in their final summative assessments.

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Apprentices benefit from access to a range of additional qualifications above those required for the apprenticeship. These broaden their employability skills and effectiveness at work. For example, apprentices complete additional accredited training linked to the construction skills certification scheme and/or the safety health and environmental awareness gas passport card.

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Leaders and managers value the contribution apprentices make in the workplace and how this contributes to company values in keeping gas flowing safely, reliably 19 to 21 July 2022

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and with minimal disruption to customers. Apprentices articulate well how their role is to ‘safeguard life and property’.

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Apprentices receive good information that develops their knowledge of equality of opportunity, the importance of fundamental British values, and how to be successful employees and citizens. They routinely demonstrate inclusive behaviours and show high levels of respect for assessors, line managers, visitors and for their peers. Although apprentices receive appropriate guidance on the risks associated with radicalisation and extremism, they do not receive information about specific risks that may be prevalent in the areas in which they live and work.

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Apprentices are well prepared for the next stage of their careers, with most aspiring to progress to more advanced specialist or supervisory roles within the company. They receive appropriate information, advice and guidance to develop realistic plans for their future careers within Cadent. However, most apprentices do not receive sufficient advice regarding the transferability of their skills to other employment sectors.

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Apprentices speak highly of the support they receive from all staff, and as a result they quickly build resilience and independence, routinely demonstrate self- confidence and take pride in their work. Trainers effectively promote the importance of emotional health and mindfulness. As a result, apprentices develop the skills needed to keep themselves emotionally well.

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Apprentices conduct themselves well, act professionally and are confident to deal with others in a positive manner. Apprentices feel confident to ask questions and seek further clarification when they are unsure of the requirements associated with a requested activity.

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Directors and leaders have a clear rationale and an ambitious strategic vision for the apprenticeship programme, which is sharply focused on developing the skills, knowledge and behaviours that apprentices need to succeed and to meet identified industry needs for trained gas personnel. Leaders and managers work closely with a range of strategic partners to ensure the curriculum is closely aligned and take relevant account of current sector developments regarding the provision and distribution of gas supply, as well as planned future development, such as hydrogen gas.

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Leaders make effective use of their extensive experience and insight of the skill requirements associated with the gas infrastructure sector to inform the planning and sequencing of all aspects of the curriculum, including apprentices’ on- and off- the-job training. As a result, leaders are ensuring that the curriculum is appropriately aligned to meeting the workforce development needs of its apprentices and employees.

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Since the monitoring visit, directors and leaders have increased management capacity and recruited additional training delivery staff to meet their ambitious plans, 19 to 21 July 2022

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as well as continuing to invest in high-quality learning facilities and resources where apprentices can safely practise and hone their technical and vocational skills.

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Leaders make effective use of the results of internal observations and quality audits to identify and share best practice, and to inform a well-considered programme of continuing professional development for training staff that boosts their confidence and desire to improve. Managers are considerate of the workload and well-being of staff and have implemented a range of family-friendly policies and procedures.

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Leaders and managers have a clear understanding of the strengths of the provision and where improvements need to be made. However, the linked quality improvement plan is insufficiently evaluative, and too many of the stated actions and milestones lack precision or analysis of intended impact. For example, leaders have set an improvement target to enhance apprentices’ understanding of learning, theory, and practice; however, the stated impact measure of ‘enhanced learning intervention creation’ is not measurable. As a result, leaders are unable to evaluate fully whether the indicated improvement actions have been achieved.

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A nominated director has overall responsibility for the apprenticeship programme and, in turn, reports to the Cadent Executive Committee. Board members are committed and passionate about the success of the apprenticeship and in ensuring that the curriculum equips its employees with the vocational and technical skills to support identified national gas infrastructure renewal priorities.

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The director has overseen the development of a very clear strategy that is focused on the entire experience of apprentices, to ensure that they develop high-quality skills and knowledge. The board reviews the operational and delivery performance of the apprenticeship programme against a range of key performance indicators linked to the company’s ‘people and talent’ strategy. However, it does not yet receive enough information to inform its understanding of the impact of the programme against a range of educational performance targets.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding has a high priority within the organisation. Leaders and managers have created a culture that places a high priority on keeping apprentices safe, both in the workplace and when attending training, through the routine embedding of safe working practices and behaviours in their vocational practices and personal conduct. Managers ensure that appropriate risk-assessment processes are in place to assure that apprentices are safe when they stay in hotels when attending training being delivered at the company’s regional training facilities.

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Safeguarding

Apprentices benefit from access to specialist learning resources, instruction, and ongoing guidance on how to stay safe when online and using social media. In addition, apprentices have an age-appropriate understanding of healthy sexual relationships, including matters such as consent and personal boundaries, which has 19 to 21 July 2022

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been extended through a company-wide initiative called ‘doing the right thing’. As a result, apprentices know how to act and behave safely.

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Designated staff with responsibility for safeguarding are suitably qualified and experienced. They quickly respond to any safeguarding concerns raised by apprentices, with a focus on ensuring that they receive appropriate help and protection. Safeguarding leads liaise effectively with regional safeguarding and ‘Prevent’ duty coordinators to inform the organisation’s approach to safeguarding.

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Leaders have developed effective policies and practices that reinforce organisational priorities to keep apprentices safe from harm. For example, managers ensure that appropriate safer recruitment checks are undertaken for all staff to assure their suitability to work with apprentices. They ensure that all staff undertake annual training related to safeguarding and the ‘Prevent’ duty, so that they know what to do should a safeguarding issue arise.

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What does the provider need to do to improve?

 Managers should make sure that all training staff routinely support apprentices to extend their confidence in their English writing abilities by setting stretch targets that challenge and inspire them to extend their fluency in this essential skill.  Trainers and assessors should ensure apprentices develop a thorough understanding of the risks posed by extremism and radicalisation and how these issues could affect their personal lives and work.  Leaders should ensure that all apprentices receive clear ‘next steps’ information, advice and guidance that enable them to understand the transferability of their skills, and employment choices available for them across the industry sector.  Leaders should ensure that actions detailed in the quality improvement plan are fully reflective of all the areas that require improvement and set against challenging, measurable, and time-bound targets.  Directors and senior leaders should swiftly establish a broader range of

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What does the provider need to do to improve?

educational performance measures against which they can routinely evaluate the effectiveness of the apprenticeship programme. Governors should rigorously challenge and support leaders and managers, so that all apprentices progress and achieve in line with their identified potential. 19 to 21 July 2022

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Provider details

Address Pilot Way Ansty Park Ansty Coventry CV7 9JU

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 19 to 21 July 2022

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Information about this inspection

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

Victor Reid, lead inspector Her Majesty’s Inspector Fazal Dad Ofsted Inspector Ben Crook Ofsted Inspector Rochelle Saneria Ofsted Inspector 19 to 21 July 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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