Caunton Engineering Limited

Further education and skills inspection report

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Inspection of Caunton Engineering Limited

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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

Caunton Engineering Limited (Caunton) is a structural steelwork contractor that designs and builds steelwork for large building projects across the United Kingdom. Leaders previously trained their own apprentices through a subcontracting relationship. In September 2017 leaders began providing levy-funded apprenticeships and took responsibility for all aspects of apprentices’ training as an employer provider. At the time of the inspection, 11 apprentices studied the level 3 metal fabricator apprenticeship standard. Apprentices all attend training and work on-site in Nottinghamshire at a dedicated training academy. 10 to 12 August 2022

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

Apprentices develop significant new knowledge, skills and behaviours as part of their studies. Apprentices’ courses extend beyond the apprenticeship standard. They learn additional valuable skills such as the safe use of cranes and abrasive wheel training. Their training prepares them well for their roles as fabricator welders and for progression to other employment.

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

Apprentices enjoy their training and rightly value the enthusiasm, encouragement and support they receive from their trainers, assessors and line managers. This helps apprentices to develop their self-confidence throughout their studies. Apprentices almost always attend training and work except for when there is an understandable reason.

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

Apprentices benefit from leaders’ strong links to local universities. Apprentices train graduates who attend company recruitment days on the practical principles of welding. This effectively raises apprentices’ aspirations and awareness of the opportunity to study higher-level qualifications.

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

Apprentices have a very good understanding of how to keep themselves safe at work. They frequently use heavy-duty machinery safely and diligently. Apprentices feel safe and know who to contact if they have any concerns for themselves or a colleague.

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better?

Apprentices are a key part of leaders’ workforce strategy. Leaders and managers specifically develop the apprenticeship to meet the well-known skills shortage in the sector. Leaders invest in a dedicated training academy with resources and materials for apprentices to complete their initial training. As a result, apprentices benefit from learning with industry-standard equipment prior to using it on the workshop floor.

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better?

Trainers identify the knowledge and skills that apprentices need to be effective fabricator welders. They use this information to plan a well-sequenced curriculum. At the start of their studies, apprentices attend full-time training at the academy. After six months they start work in the production workshops for one day a week, so that they become more familiar with working practices. After this, apprentices complete their training, guided by experienced mentors and workplace assessors, in the main workshops. Consequently, apprentices incrementally build their knowledge and skills effectively so they become competent and productive in a demanding environment.

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better?

Trainers and assessors effectively assess apprentices’ prior skills. They use this information well to tailor apprentices’ courses. This enables apprentices with any prior knowledge to take on more complex tasks sooner. However, trainers do not make enough use of this initial information to identify any additional learning support needs apprentices may have. 10 to 12 August 2022

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Trainers teach apprentices topics and skills in a logical order. In the academy, apprentices first learn basic skills like reading drawings and marking out. They go on to tack welding components together. Trainers support apprentices well to master these skills before undertaking MIG welding to permanently join structures together. This gives apprentices a good command of all the core skills they need to start work in the workshops.

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In the workshops, assessors and line managers effectively support apprentices to hone their skills. They ensure that apprentices have ample opportunity to repeat and practice activities. As a result, apprentices successfully create welded and formed structures to meet higher and higher tolerances. Trainers weave mathematics through the curriculum well so that apprentices gain the knowledge they need to undertake complex calculations.

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Apprentices benefit from developmental spoken feedback from trainers, assessors and line managers. Apprentices know exactly what standard their practical work is and what they need to do to improve it. However, in a few cases, trainers’ written feedback lacks clarity and does not challenge errors in spelling and punctuation. This means a few apprentices continue to make the same mistakes in subsequent pieces of work.

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Presently no apprentices have undertaken the final assessments for the standard- based apprenticeship. In preparation for these assessments, apprentices complete a good range of well-designed activities that prepare them well. Apprentices know how to get distinction grades and the vast majority produce work to this standard. Most apprentices who completed the now obsolete apprenticeship framework achieved well. Around half of the apprentices who complete their apprenticeship go on to more senior roles or higher education.

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Apprentices receive appropriate careers guidance at suitable points in their studies. They know the progression routes in the company such as how to gain promotion to a role as a designer. Trainers and managers make them aware of suitable opportunities to undertake higher-level study. However, leaders do not provide enough opportunity for apprentices to understand external career opportunities.

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Leaders support trainers and assessors to gain formal teaching qualifications. Trainers receive support to develop their subject knowledge in areas they need to, for example, in advanced level mathematics. This helps trainers to develop their knowledge to teach these topics skilfully and confidently.

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Leaders and managers undertake a useful and proportionate range of quality assurance and improvement activities. Managers complete annual self-assessment, quality improvement planning, surveys of apprentices and standardisation activities. Managers are sufficiently self-critical in their self-assessment. Overall, these activities ensure that the quality of training that apprentices receive remains good. 10 to 12 August 2022

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Oversight of apprenticeship performance takes place through the senior structure of Caunton. Managers provide monthly updates on apprentice recruitment, progress and destinations to senior leaders. This provides a suitable level of oversight. Senior leaders effectively challenge managers and trainers to maintain high standards of training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff rightly place considerable focus on apprentices’ health and safety at work. Apprentices complete extensive useful training in these areas. They are confident about how to keep themselves safe at work.

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Safeguarding

Leaders have suitable safeguarding policies and procedures. They undertake appropriate recruitment checks. Staff complete relevant annual training. All staff are clear on their safeguarding responsibilities.

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Safeguarding

Leaders produce and review a suitable ‘Prevent’ risk assessment. They liaise with local schools and relevant organisations to understand the risks younger apprentices may face. Trainers look for changes in apprentices’ behaviour and are aware of specific risks, for example, signs of radicalisation linked to right-wing extremism.

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What does the provider need to do to improve?

 Trainers should use the information they gather at the start of apprentices’ studies more effectively to identify and support any apprentices who have additional learning support needs.  Trainers and assessors should ensure that they support apprentices to develop their written English skills so that apprentices improve their command of the subject and their work.  Managers should ensure that apprentices have access to careers guidance so they are aware of the wider progression routes available to them. 10 to 12 August 2022

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Provider details

Address Caunton House 2 Coombe Road Moorgreen Industrial Park Nottingham Nottinghamshire NG16 3SU

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 10 to 12 August 2022

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Information about this inspection

The inspection team was assisted by the academy trainer, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit 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 Ralph Brompton Ofsted Inspector Angela Twelvetree Her Majesty’s Inspector 10 to 12 August 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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