Oldham Engineering Group Training Association Limited (The)

Further education and skills inspection report

p.1

Inspection of Oldham Engineering Group Training Association Limited (The)

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Good

p.1

Information about this provider

Oldham Engineering Group Training Association Limited is a company limited by guarantee and a registered charity operating under the name of Oldham Training Centre (OTC). It is a member-owned organisation with over 30 member companies.

p.1

Information about this provider

OTC provides apprenticeships in manufacturing technologies, engineering, administration, and business management. At the time of the inspection, there were 129 apprentices. There were 29 on the level 3 maintenance and operations engineering technician standard, 23 on the engineering fitter standard, 22 on the level 3 engineering framework, 17 on the level 3 engineering technician standard, and 10 on the level 3 business administrator standard. A few apprentices were on the following apprenticeship standards: level 2 customer service practitioner, level 3 engineering design and draughtsperson, level 3 team leader or supervisor, level 3 plate welder and level 5 operations or departmental manager. 23 to 26 August 2022

p.1

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

Apprentices improve their confidence and resilience as a direct result of their apprenticeship. They make a positive contribution in the workplace as they confidently and professionally complete tasks with increasing independence. Level 3 engineering apprentices skilfully maintain machinery by accurately identifying and correcting faults. Level 3 business administrator apprentices confidently speak to difficult customers by remaining calm and professional.

p.2

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

Most apprentices incrementally develop the appropriate knowledge, skills and behaviours they need to be successful in their roles. Level 3 maintenance and operations engineering technician apprentices skilfully change machine blades, and grease and tension machines. This results in a significant number of apprentices gaining additional duties or promotion, or progressing to higher learning. Conversely, level 3 business administrator apprentices do not always develop the substantial new knowledge, skills and behaviours they need to make the required progress to complete their apprenticeship.

p.2

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

Apprentices have a very positive attitude to learning. They are motivated to learn and see the benefit of their apprenticeship. Apprentices recognise how the apprenticeship helps with their career progression at work. Apprentices attend well and are punctual for their planned training.

p.2

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

Apprentices develop their English and mathematical skills as a result of their apprenticeships. They use these skills proficiently to communicate with colleagues and customers with an increasing level of professionalism. For example, level 3 business administrator apprentices write business communications and calculate annual expenditure costs.

p.2

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

Apprentices feel safe and are safe. They have a good understanding of health and safety and know how to work safely at work. Apprentices know who to contact and how to report concerns they may have. While most apprentices receive training on safeguarding and the ‘Prevent’ duty, staff do not routinely reinforce apprentices’ understanding of British values, the ‘Prevent’ duty and the risks relating to radicalisation and extremism.

p.2

better?

Leaders and managers have a clear rationale to provide apprenticeships for the employers that they serve in the engineering and manufacturing industry. They offer a range of engineering and non-engineering apprenticeships.

p.2

better?

Leaders and managers have not ensured that all apprentices receive a consistently high-quality education. There are too many inconsistencies within the different engineering pathways, such as electrical and manufacturing. The non-engineering curriculum is not ambitious enough to enable apprentices to achieve their full potential. 23 to 26 August 2022

p.2

3

Leaders ensure that tutors are well qualified to teach their subjects. They have extensive experience in their industries. Tutors use their expertise to deliver learning that enhances apprentices’ knowledge and skills. They use assessment effectively to identify gaps in apprentices’ knowledge and inform teaching. As a result, most apprentices know more and remember more throughout their programme. However, leaders do not ensure that staff regularly update their vocational and industry skills so that they remain up to date with current industry developments.

p.3

3

Leaders have been too slow to improve the quality of education that apprentices receive. They have not successfully rectified all the weaknesses identified at the previous inspection, for example improving the quality of feedback to apprentices, and ensuring board members are provided with sufficiently detailed data to allow them to challenge senior leaders to secure rapid improvement.

p.3

3

Leaders do not have clear oversight of the progress that apprentices make on their programmes. They do not ensure that staff put effective plans in place to support apprentices to catch up. As a result, over half of apprentices are making slow progress towards completing their apprenticeship.

p.3

3

Leaders and managers do not sufficiently monitor the quality of education that apprentices receive. They do not focus on the improvement of tutors’ teaching skills. They do not routinely monitor the quality of teaching and assessment practice that staff provide for apprentices. This means that leaders and managers do not know where the weaknesses lie in the quality of education that they provide for apprentices.

p.3

3

On- and off-the-job training is not consistently planned and coordinated for all engineering apprentices. Training advisers do not always work with apprentices’ employers to plan how apprentices can swiftly practise and hone their skills at work. Training advisers do not plan and coordinate on- and off-the-job training for any business administrator apprentices. This means that far too many engineering and non-engineering apprentices do not develop their skills quickly enough.

p.3

3

Most engineering apprentices know the requirements of their final assessments. However, too many apprentices are unaware of the grade opportunities that are available to them. Level 3 business administrator apprentices do not have their final assessments introduced until late in their apprenticeship. This means that these apprentices are unable to practise and prepare for their final assessments.

p.3

3

Staff and employers provide apprentices with information about internal promotions and further and higher study opportunities. However, apprentices do not receive broad, unbiased guidance on career opportunities beyond their current employment.

p.3

3

Governance is not effective. Senior leaders do not provide board members with appropriate information about the quality of their apprenticeship provision. This means that board members are unable to challenge leaders and hold them to account for the inconsistencies in the quality of education. Board members have a clear understanding of their statutory responsibilities. 23 to 26 August 2022

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders and managers have put in place appropriate processes and policies that staff use effectively to ensure apprentices and staff are kept safe. Checks during recruitment ensure that staff are suitable to work with apprentices.

p.4

Safeguarding

Leaders place a high priority on ensuring that apprentices and staff maintain good mental health and well-being. For example, several staff are trained mental health first aiders. Leaders have established positive links with external agencies such as social services, MASH (multi-agency safeguarding hub), CALM (campaign against living miserably) and the police. This ensures that safeguarding staff take quick and effective actions when concerns are raised.

p.4

What does the provider need to do to improve?

 Leaders and managers should ensure that they prioritise the implementation of effective quality assurance processes so that they can accurately identify the strengths and weaknesses in the quality of education.  Leaders should provide the board with accurate information to enable them to challenge leaders and hold them to account for the quality of education apprentices receive.  Leaders should improve the planning and coordination of on- and off-the-job training with employers so that apprentices can practise, improve and master their knowledge, skills and behaviours at work.  Leaders should quickly establish rigorous processes to help them accurately monitor the progress that apprentices make on their apprenticeships.  Leaders and managers should ensure that all apprentices have a good understanding of the requirements of their final assessments and the grades available, early in their apprenticeship.

p.4

What does the provider need to do to improve?

 Leaders and managers should ensure that trainers and training advisers receive appropriate training to update their vocational knowledge and understanding of topics such as British values and the risks relating to radicalisation and extremism, so that they can provide apprentices with appropriate training. 23 to 26 August 2022

p.4

Provider details

Address Mount Pleasant Industrial Estate Lees Road OL4 1JP

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 13–14 January 2016 23 to 26 August 2022

p.5

Information about this inspection

The inspection team was assisted by the chief executive officer, 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.

p.6

Inspection team

Suzanne Horner, lead inspector Her Majesty’s Inspector Bob Busby Ofsted Inspector Andrew Scanlan Ofsted Inspector Kim Bleasdale Her Majesty’s Inspector 23 to 26 August 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7