MTC (Manufacturing Technology Centre)

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

MTC Training has two training sites. The Advanced Manufacturing Training Centre (AMTC), Coventry and the Oxfordshire Advanced Skills (OAS), Abingdon. MTC Training teach engineering apprenticeships for industries such as automotive, aerospace, construction/civil engineering, and rail.

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Information about this provider

Around 560 apprentices study at MTC Training. Almost all apprentices study the level 3 engineering technician apprenticeship. The large majority of apprentices specialise in mechatronics and the rest specialise in product design and development. A very small minority study the level 4 engineering manufacturing technician apprenticeship. Over 300 apprentices study at AMTC and over 200 apprentices study at OAS. Just under half of the total number of apprentices are aged between 16 and 18.

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

Apprentices are taught effectively by trainers that are industry experts. Apprentices are rightly pleased to be using exceptional engineering resources and workshops. Trainers use these to simulate the workplace well. For example, apprentices learn about the use of automation to program industrial robots. Apprentices value these experiences very highly. They develop confidence to ask insightful questions when they return to their workplace from their training.

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

Apprentices work effectively in a culture of high expectations and professionalism fostered by their trainers. Apprentices demonstrate very positive attitudes towards their learning, and their attendance and punctuality are very high. Apprentices quickly develop the behaviours to become highly valuable employees. They wear their employers’ uniform with pride when they are at MTC Training.

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

Apprentices benefit from a wide-ranging, rich set of opportunities to extend their interests and talents. They gain an in-depth insight into the career opportunities that exist in engineering. For example, they receive inspirational technical talks from leading figures in space technology and formula one racing. Most apprentices take part in skills competitions or social action projects. Apprentices work in teams to produce innovative designs and manufacture home or garden devices to improve everyday life. As a result, apprentices extend their insights into science, technology, engineering and mathematics.

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

Apprentices enjoy working with their peers and are keen to support each other in solving workplace problems. They develop a deep understanding of how they can contribute positively to society. For example, they undertake local or national ambassador roles to champion diversity in engineering. As a result, they encourage others to study engineering, including underrepresented groups, such as promoting engineering to prospective female apprentices.

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better?

Leaders and managers ensure that employers have an opportunity to include their valuable input into the curriculum. For example, staff at MTC Training routinely obtain employers’ views in shaping the curriculum to meet future skills needs in engineering. This means that apprentices become equipped with the skills required by employers. Trainers teach apprentices to use computer aided design (CAD) to develop new products using rapid prototyping technology effectively. As a result, apprentices are effectively prepared to undertake a wide range of engineering tasks at work.

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better?

Trainers teach a well-planned and logically ordered curriculum. Apprentices learn core mathematical skills to deepen their understanding before they learn about mechanical principles. Trainers extend the knowledge of apprentices that have previously acquired engineering knowledge. Trainers do this by setting more complex projects for apprentices that go beyond the requirements of the apprenticeship. For example, apprentices are taught the knowledge and skills they need to build sections of an aircraft.

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better?

Trainers are highly skilled and experienced. They have expertise in weapons engineering, automotive and computer numerical control in turning and milling, automation and robotics. Trainers use their experience and skills very well to ensure that apprentices develop high levels of competence.

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better?

Trainers help apprentices to understand the specialist terms used in engineering effectively. Trainers frequently revisit the names of specific tools and processes by questioning apprentices throughout practical lessons. Trainers rectify any misconceptions made by apprentices when in the workshop swiftly. As a result, apprentices quickly learn the professional names and terms they need to know to be more effective at work.

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better?

Trainers contextualise mathematical skills to the engineering content that they teach effectively. For example, they teach apprentices to adapt measurements on the drawings that do not match the dimensions of their practice pieces. As a result, apprentices become more skilled at applying mechanical principles accurately.

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better?

Trainers ensure that apprentices with special educational needs are supported well. Trainers work alongside specialist staff and the apprentice to identify individual support needs and effective teaching strategies. Additional support is provided to apprentices individually or in small groups by trainers. As a result, these apprentices make positive progress.

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better?

Trainers ensure that apprentices develop new knowledge, skills and behaviours over time. Apprentices develop their core skills and technical knowledge early in their training. For example, apprentices use hand tools first, before moving on to turning and milling machines to produce increasingly more complex items to a high standard. This means that apprentices can manufacture components meeting the exacting requirements of their employers. Almost all apprentices obtain employment on completion of their apprenticeship.

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better?

Leaders and managers have not increased their training staff to meet the demands of employers. Training provided at the OAS site is not routinely of a high standard because of the lack of the subject specialists.

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better?

Too few apprentices receive high-quality feedback in a timely manner. As a result, apprentices are not able to quickly learn from their mistakes to make future improvements.

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better?

Leaders and managers do not ensure that all apprentices receive high-quality progress reviews. Staff leading the progress reviews place a disproportionate focus on the knowledge elements of the apprenticeship. They do not always consider the improvement of the apprentice’s wider curriculum goals over time. Leaders and managers have plans in place to improve the achievement level of apprentices. Almost all apprentices achieve their apprenticeship at the first time of undertaking their assessment. However, too few apprentices complete their apprenticeship. This is primarily because of a negative impact from the COVID-19 pandemic.

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better?

Senior leaders ensure that governance arrangements are robust. Governors are highly skilled and experienced and hold leaders to account. They contribute positively to the strategic direction of MTC Training. They ensure that senior leaders are identifying and meeting local and national training needs. Senior leaders have recently strengthened the board to provide a greater level of scrutiny to the quality of education. Senior leaders have also added apprentice representation on the board of sub-committees. This has enhanced governors’ knowledge of the curriculum impact at a more local level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices demonstrate a robust understanding of how to stay safe when working in the workshops at MTC Training. Trainers frequently revisit and develop apprentices’ knowledge of safe working practices. For example, trainers ask ‘what if’ scenario-based questions to extend apprentices understanding of workplace risks and hazards. As a result, apprentices become fluent in their recall and application of safety protocols.

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Safeguarding

Leaders and managers ensure that all statutory requirements for safeguarding are met. Apprentices feel safe. They know whom to contact if they have a safeguarding concern. Mentors provide well-being and pastoral support effectively.

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What does the provider need to do to improve?

 Leaders should ensure that trainers support apprentices that are at risk of falling behind more effectively so that more apprentices achieve their qualifications.  Leaders and managers should ensure that all apprentices benefit from high- quality timely feedback so that apprentices have a clear understanding of what they need to improve.  Leaders and managers should ensure that staff focus on all aspects of the apprenticeship, including knowledge, skills and behaviours, when conducting progress reviews with apprentices.  Leaders should ensure that they have appropriately qualified and experienced staff so that all apprentices, at all sites, receive the same high-quality training.

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Provider details

Address Unit 5 Ansty Park, Pilot Way Ansty Coventry CV7 9JU

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Provider details

Website https://apprenticeships.the-mtc.org

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Provider details

Principal, CEO or equivalent David Grailey

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Information about this inspection

The inspection team was assisted by the deputy director, delivery, 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

Matt Hann, lead inspector His Majesty’s Inspector Victor Reid His Majesty’s Inspector Susan Gay Ofsted Inspector Beth Selwood Ofsted Inspector Mary Younan Ofsted Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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