Swiftool Precision Engineering Limited

Further education and skills inspection report

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Inspection of Swiftool Precision Engineering Limited

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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 Not previously inspected

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Information about this provider

Swiftool Precision Engineering (Swiftool) is an employer provider based in Huthwaite, Nottinghamshire. It produces precision machined components for the nuclear, petrochemical and aerospace industries. Swiftool offers standards-based apprenticeships in engineering and business administration to new entrants to the sector. Leaders only recently started to offer the business administrator standard.

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Information about this provider

At the time of the inspection, there were 17 apprentices. The majority of apprentices followed the level 3 engineering technician standard and a small number studied the business administrator standard or the engineering technician standard at level 3. All apprentices were Swiftool employees, who worked and studied on site at the company’s main premises. A few apprentices were under 18.

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Information about this provider

Swiftool does not work with any subcontractors to deliver its provision. 10 to 12 May 2023

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

Too many apprentices do not develop their subject knowledge in enough depth across the entire apprenticeship curriculum. Although engineering apprentices develop their practical skills to high levels, they have a more limited knowledge of theoretical principles. As a result, those apprentices close to the end of their courses do not make swift enough progress towards their final assessments. However, apprentices that study the business administrator standard develop their knowledge, skills and behaviours well.

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

Apprentices on all courses enjoy their experience at Swiftool. They are particularly pleased with the new practical skills that they develop and the pastoral care available to them. Apprentices rightly recognise that they work in an inclusive and supportive environment. They appreciate how staff at all levels expertly offer them help with their studies, and how leaders and managers take a personal interest in their well-being.

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

Apprentices benefit from opportunities to train with high-quality resources, such as cutting-edge machinery for those that study engineering. Business administration apprentices gain significant and pertinent experience of the engineering sector as part of their studies.

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

Apprentices also benefit from substantial opportunities to build their confidence and character. For example, engineering apprentices visit careers events at local schools to talk about apprenticeships to both pupils and their parents.

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

Apprentices rightly feel safe, both in work and study. They follow correct safety procedures in workshops.

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better?

Leaders, managers and teachers do not ensure that engineering apprentices study their curriculums in enough depth. They do not ensure that apprentices fully cover all the theoretical elements within the relevant standard. However, staff plan the early stages of apprentices’ courses well and also plan well for apprentices’ practical skill development.

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better?

Apprentices that study the business administrator standard benefit from a well- planned curriculum. This includes, for example, clear and valuable links between the practical work that they complete and the underpinning theoretical study.

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better?

Both engineering and business administration teachers have substantial experience in relevant industrial sectors. For example, engineering teachers have backgrounds in machining and computer-aided manufacturing. They continue to work on the shop floor so that their knowledge remains up to date. However, teachers do not have recognised teaching qualifications. They rightly recognise that they would 10 to 12 May 2023

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benefit from studying teaching in greater depth to help them ensure that all curriculums are well planned.

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During most lessons and training activities, apprentices benefit from helpful teacher support and direction. Business administration teachers use quizzes and tests to check that apprentices remember what they study. In lessons and reviews, they provide apprentices with clear guidance on key areas for improvement.

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Engineering teachers and mentors check apprentices’ skills rigorously and give them clear and helpful feedback on practical tasks. They provide these apprentices with substantial opportunities to improve their skills through additional practice. However, they do not provide engineering apprentices with helpful feedback on their written work. As a result, apprentices often do not know how they can make improvements to theory work.

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Apprentices with special educational needs and/or disabilities receive effective support. Both managers and teachers communicate well with these apprentices to ensure that they receive the adjustments that they need.

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The progress that engineering apprentices make is not swift enough. Their underpinning engineering knowledge is not of a high enough standard. Apprentices do not complete their final assessments in a timely manner, partly because leaders were slow to implement formal arrangements for their final assessments. As a result, apprentices do not get enough high-quality support to help them prepare for these assessments.

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Engineering apprentices develop high levels of practical skills. They work skilfully and independently on highly technical machinery such as multi-axis lathes. They often gain promotion or take on additional responsibilities at work.

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Business administrator apprentices develop new skills, knowledge and behaviours to an appropriate level. They use their growing knowledge of business administration to produce insightful projects, which focus on improving the efficiency of their teams.

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Leaders have substantial backgrounds in both engineering and business. They are passionate about using this experience to provide local people from deprived areas with high-quality apprenticeship training and careers in the engineering industry. To this end, leaders engage well with the local enterprise partnership, industry advisory bodies and local schools and colleges to ensure that they have an up-to-date knowledge of current needs and challenges in the engineering sector.

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Although leaders and governors recognise the shortcomings of their courses, they do not take quick enough action to resolve issues. Neither leaders nor governors use meetings with managers effectively enough to resolve issues. In too many cases, the processes that leaders use to drive improvements are too informal. They do not, for example, set precise enough targets to ensure that managers make the improvements needed. 10 to 12 May 2023

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Leaders rightly recognise that they need to use the expertise of external governors to help them improve their apprenticeships. Although they have recently increased the level of external governance, it is too early to judge the impact of this.

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Leaders, managers and teachers have high expectations for apprentices’ conduct. Apprentices work in a calm and orderly environment. They ensure that their work areas are tidy and well organised. Apprentices on all courses attend well and participate quickly in learning and work activities. They are determined to become valued team members and are hungry for new knowledge.

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Leaders and managers provide apprentices with ample personal development opportunities. For example, apprentices study courses on money management and professional workplace skills, both of which are run by external experts. Apprentices also learn about stress management and self-care and become involved in company initiatives aimed at healthy lifestyles. They also readily join in with charity activities, such as collecting substantial donations for a local food bank.

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Engineering apprentices gain significant exposure to various engineering roles, which helps them to plan with managers their medium- and long-term career paths. They also benefit from gaining knowledge of the broader engineering sector, for example through visits to trade exhibitions. Business administration apprentices have knowledge of their career opportunities with Swiftool, as well as opportunities elsewhere, such as in higher education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff at all levels undertake useful training in safeguarding, such as on radicalisation and extremism. They use this, as well as updates they get from local safeguarding forums, to inform the safeguarding curriculum. Staff teach apprentices about spotting the signs of radicalisation, and ensure that apprentices are aware of the dangers of bias when they consider potential safeguarding issues.

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Safeguarding

When staff identify safeguarding concerns, they take appropriate action. This includes referrals to external organisations, and suitable follow-up discussions with apprentices and, where appropriate, their parents.

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Safeguarding

Apprentices work in an environment where bullying and harassment, including sexual harassment, are not tolerated. They know whom to contact if they have safeguarding concerns.

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What does the provider need to do to improve?

 Leaders should ensure that curriculums are planned coherently so that all apprentices gain substantial theoretical knowledge as well as practical skills.  Teachers should provide apprentices with clear and direct feedback on their 10 to 12 May 2023

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written work so that apprentices know how they can make improvements.  Leaders should ensure that apprentices close to the end of their courses are well prepared for their final assessments, and complete these in a timely manner.  Leaders and governors must ensure that they hold staff to account effectively for improving the quality of education so that all apprentices make good progress in their studies. 10 to 12 May 2023

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Provider details

Address Swiftool House Huthwaite Sutton-In-Ashfield NG17 2NL

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Provider details

Principal, CEO or equivalent Samantha Handley

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 10 to 12 May 2023

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Information about this inspection

The inspection team was assisted by the apprenticeships manager, 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

Saul Pope, lead inspector His Majesty’s Inspector Ralph Brompton Ofsted Inspector 10 to 12 May 2023

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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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