Cogent SSC 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

Cogent SSC (CSSC) Ltd is an independent learning provider based in Warrington, Cheshire. It is a specialist training provider in the scientific, industrial and life sciences sector. CSSC provides standards-based apprenticeships to a range of employers across the country.

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Information about this provider

Currently, there are 149 apprentices. Ninety-one apprentices study level 2 science manufacturing process operator (SMPO) with one employer, 43 study level 3 science manufacturing technician (SMT), two study level 3 laboratory technician and 13 study level 4 process leader (PL) apprenticeships. There are no apprentices under 18 years of age.

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Information about this provider

The provider does not work with any subcontractors. 6 to 9 June 2023

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

Apprentices display positive attitudes to their learning. They take great pride in and enjoy their work. They routinely display professional behaviours. Apprentices are respectful and courteous towards their tutors, assessors and colleagues. They produce high-quality work and submit this on time for marking. As a result, apprentices make good progress on their apprenticeship.

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

Attendance at training is high. Apprentices benefit from a training environment that is calm, respectful and conducive to learning. They engage enthusiastically with their tutors and peers in discussions and learning activities. Apprentices enjoy their training. They value the opportunity to meet with other apprentices in different industry sectors.

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

Apprentices build their confidence as a result of their apprenticeship. Level 4 PL apprentices confidently deliver presentations to propose business improvements for approval by their managers. Apprentices become competent and valued members of their employers’ businesses.

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

Apprentices know the critical importance of working safely. They consistently follow safe working practices. Level 2 SMPO apprentices safely use tools such as saws, wrenches and hammers to install new pipes and repair leaks in de-salter tanks. Level 3 SMT apprentices safely use copper-coated tools to avoid sparks when working with chemicals with explosive properties.

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better?

Leaders are passionate about their provision. They have high expectations for their apprentices. Leaders provide ambitious curriculums that align to the skills needs in their industry. They work closely with a range of employers. This ensures that they meet both employers’ and apprentices’ needs. Most apprentices successfully complete their apprenticeships. Almost all apprentices achieve on time.

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better?

Tutors are specialists in their fields. They have considerable industry expertise. Tutors hold professional registrations such as EngTech (Engineering Technician) and RSciTech (Registered Science Technician). They regularly update their sector knowledge through webinars and by attending professional development days in the specialist areas that they teach. Leaders support tutors to improve their teaching and subject knowledge. For example, tutors develop their questioning techniques to improve their assessment skills. Apprentices benefit from a good standard of training.

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better?

Leaders sequence the curriculum logically. This helps apprentices to incrementally build their knowledge, skills and behaviours. For instance, level 2 SMPO apprentices initially learn about site health and safety procedures and company policies. After this, they learn about science-based manufacturing processes. This enables apprentices to safely and efficiently produce materials and products to meet their 6 to 9 June 2023

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employer’s exacting standards. As a result, most apprentices develop the skills they need to be successful at work.

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Tutors use a range of teaching activities to identify gaps in apprentices’ knowledge and inform teaching. They use effective questioning to check apprentices’ recall. Tutors routinely recap on topics to ensure that apprentices retain learning in their long-term memories. As a result, most apprentices are successful in their final assessments. Just over one third achieve the highest grades.

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Most apprentices develop significant new knowledge, skills and behaviours. Level 3 SMT apprentices accurately calculate whether they have laminar or turbulent heat transfer within vessels that they are manufacturing. They effectively check for exothermic and endothermic reactions within substances. On completing their apprenticeships, apprentices remain in employment, obtain promotion, are given additional duties or go on to higher learning.

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Tutors routinely provide feedback to apprentices to tell them what they have done well. Level 4 PL apprentices receive detailed developmental feedback that helps them to improve their work. However, not all apprentices on level 2 SMPO and level 3 SMT know what they specifically need to do to further enhance their work. This means that, for a few apprentices, their work does not improve over time.

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Tutors and assessors do not use the detailed information collected about apprentices’ starting points well enough. They do not individualise apprentices’ learning so that those apprentices who are capable make more rapid progress on their apprenticeships.

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Not all apprentices know the range of opportunities available to them to plan their next steps following the completion of their apprenticeship. Leaders do not plan or provide apprentices with sufficient careers information, advice and guidance throughout the apprenticeship. Leaders recognise this and have imminent plans in place to rectify this.

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Leaders use a range of information to gain a thorough and accurate oversight of apprentices’ progress. They set performance targets for staff, for instance timescales for feeding back on work. Leaders routinely monitor their progress against these targets. As a result, almost all apprentices are on target to complete their apprenticeships on time.

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Leaders consider the well-being and work-life balance of their staff. They ensure that staff have manageable workloads. Staff appreciate this and are proud to work for CSSC. Leaders provide a range of support to staff such as bereavement, financial and legal.

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Governance is effective. Board members receive a range of good-quality information from senior leaders. This helps them to understand the strengths and areas that they need to improve. Board members closely hold leaders to account to make the required changes to improve the quality of apprentices’ training. For example, for 6 to 9 June 2023

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leaders to provide a comparative analysis of actual distinction grades against targeted distinction grades of apprentices’ final assessments, to inform the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders support a culture of safeguarding and protection within their organisation. They complete a range of appropriate checks when appointing new staff to make sure they are suitable to work with apprentices. All members of the safeguarding team are suitably qualified. All staff receive appropriate training on safeguarding and the ‘Prevent’ duty.

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Safeguarding

Apprentices know how to report any safeguarding concerns. Level 2 SMPO and level 3 SMT apprentices have a clear understanding of the risks and dangers in relation to extremism and radicalisation in their industry. However, level 4 PL apprentices are not clear about any local risks or issues near to where they work and live.

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What does the provider need to do to improve?

 Leaders should provide training to enable tutors and assessors to accurately and consistently use the detailed information collected on apprentices’ starting points to plan an individualised curriculum for apprentices that challenges them to achieve their full potential.  Leaders should ensure that all apprentices receive useful feedback that helps them to know what they have done well and what they specifically need to do to improve their work so that it improves over time.  Leaders should provide high-quality, independent careers guidance to all apprentices so that they understand the full range of career opportunities available to them to inform their next steps. 6 to 9 June 2023

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Provider details

Address Unit 5, Mandarin Court Warrington WA1 1GG

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Website

Principal, CEO or equivalent Nick Durrington

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Website

Provider type Independent learning provider

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Website

Date of previous inspection Not previously inspected

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Website

Main subcontractors None 6 to 9 June 2023

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Information about this inspection

The inspection team was assisted by the curriculum 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

Kim Bleasdale, lead inspector His Majesty’s Inspector Scott Cubitt Ofsted Inspector Ian Goodwin Ofsted Inspector Alison Cameron Brandwood His Majesty’s Inspector 6 to 9 June 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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