South West Construction Academy Limited

Further education and skills inspection report

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Inspection of South West Construction Academy Limited

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Overall effectiveness Good

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

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Information about this provider

South West Construction Academy Limited (SWCA) has been training apprentices for eight years. It began as a subcontractor delivering for the local council. It has held its own training contract for apprenticeships for just over two years. SWCA works with 19 employers and currently has 26 apprentices following the gas engineer operative standard at level 3. All but one of the apprentices are aged over 19 years. 31 May to 2 June 2023

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

Apprentices quickly acquire the knowledge, skills and behaviours they need to be gas installers. For example, they learn very effectively how to skilfully and safely install gas appliances, such as boilers and fires. Consequently, they develop an in- depth understanding of the skills and knowledge they need to be effective employees. This includes the development of their English and mathematical skills.

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

Apprentices learn in purposeful and calm environments. Leaders and tutors have high expectations of apprentices’ behaviour and conduct, both in the training centre and in the workplace. For example, tutors instil in apprentices the importance of giving their full attention during work and in teaching sessions. As a result, apprentices understand the importance of attendance, punctuality and professional behaviours, which tutors constantly reinforce.

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

Apprentices significantly improve their confidence and resilience from the start of the apprenticeship because of the new skills they develop. Many apprentices who initially struggle with interpersonal skills become confident in their interactions with customers. They confidently discuss customers’ requirements and interact well with those in other occupations and managers on site. As a result, they develop the valuable interpersonal skills that they need to be effective in their jobs. However, in a minority of instances, apprentices do not have a deep enough understanding of the diversity of life in modern Britain. For example, little is taught about British values or the local risks related to extremism when working in and around south- west England.

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

Apprentices learn in highly regulated environments and quickly understand the importance of appropriate health and safety procedures. They learn the specific gas measures to keep themselves, the training centre and their workplaces safe. Apprentices learn to go above and beyond the typical expectations of safe working. As a result, apprentices work with high levels of safety and have a deep understanding of the potential dangers to which they may be exposed when fitting gas appliances.

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better?

Leaders have created an apprenticeship that helps address the national shortage of gas engineers. The curriculum is frequently refreshed to consider any new legislation and the changing needs of employers. As a result, apprentices gain the knowledge, skills and behaviours they need to be successful. The employers gain employees who can proficiently complete the type of work they do on a regular basis.

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better?

Leaders and tutors choose the order in which they teach the content of programmes well. Complex topics are taught alongside the more basic elements of learning from the start. For example, gas safety testing, such as tightness tests, is taught first so that apprentices know how to work safely on the later elements. As a result, 31 May to 2 June 2023

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apprentices build new knowledge securely and deepen their understanding over time.

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Leaders and tutors plan and deliver an ambitious curriculum for apprentices that includes content beyond the apprenticeship standard. For example, the curriculum includes how to install unvented hot-water systems. This enables apprentices to gain a greater understanding of the wider installations on which they will be working. As a result, apprentices receive training that is relevant to, and links effectively with, what they are most likely to need in the workplace.

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Tutors are expert gas engineers and installers. They update their Gas Safe registration in line with current regulations and stay up to date with any changes in gas legislation. They use their industry knowledge and expertise well to guide and inspire apprentices to achieve. Consequently, apprentices receive training from expert tutors who have in-depth knowledge that is relevant to the context in which they work.

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Tutors assess apprentices’ knowledge frequently. They check apprentices’ comprehension via a series of low-stakes tests at the start of each class. Tutors follow this up with targeted questioning in both theory and practical sessions. They repeatedly revisit key content areas, giving apprentices the opportunity to practise the knowledge they have gained. As a result, gaps in knowledge and skills are quickly addressed, and apprentices use their new knowledge fluently to further develop their understanding and improve their skills.

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Leaders do not ensure that there are always effective links with apprentices’ employers. During apprentices’ reviews, targets are set, but these mainly focus on unit completion rather than linking apprentices’ workplace training with what they are learning at the centre. As a result, a minority of employers do not plan the right work at the right time to ensure that their apprentices practise and reinforce what they have learned at the training centre.

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Apprentices learn substantial new knowledge, skills and behaviours while on the programme, including in English and mathematics. For example, all apprentices who have taken their theory and practical exams have passed. Approximately two fifths achieve a high grade. As a result, they complete their training, pass their programme and become qualified gas engineering operatives.

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Leaders do not ensure that tutors teach apprentices enough about life in modern Britain to broaden their knowledge. Leaders have set up a platform to teach these elements of the curriculum. These courses cover topics including faith abuse, human trafficking, sexting and hate crime, as well as the ‘Prevent’ duty and British values. However, tutors do not use these courses during the programme to help apprentices learn these components. As a result, apprentices do not gain a deep enough understanding of these fundamentals of their programme, including how to stay safe from extremist views. 31 May to 2 June 2023

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Tutors do not plan well enough for opportunities to discuss career options. As a result, most apprentices are unable to make informed choices because they are not fully aware of the opportunities open to them when they complete their apprenticeship. Leaders recognise that they need to provide more timely information to apprentices on what they could do next.

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Leaders have set up an effective governance group to hold them to account. They have recruited people with backgrounds in the further education and skills sector and who work in apprenticeship training. As a result, those with responsibility for governance have the knowledge to hold senior leaders to account.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers meet their statutory requirements. The designated safeguarding leads have appropriate levels of training, and leaders use safer recruitment practices. All staff receive annual safeguarding training and are all checked to ensure that they are suitable to work with apprentices who are aged under 18 and with vulnerable adults.

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Safeguarding

Apprentices feel safe at both the training centre and in the workplace. They know whom to contact if they have any concerns about their own safety and the safety of their peers. Apprentices do not experience any bullying, harassment or discrimination, and are confident that SWCA would deal with any occurrences sensitively and quickly should these occur.

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What does the provider need to do to improve?

 Teach a broader personal development programme to all apprentices.  Ensure that all apprentices receive well-planned, effective careers advice and guidance.  Work with employers to ensure that apprentices are set appropriate targets that link their workplace activities with what they have learned at the training centre. 31 May to 2 June 2023

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Provider details

Address Unit 7 Whitby Road Bristol BS4 3QF

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Provider details

Principal, CEO or equivalent Shane McCallum

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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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Provider details

Main subcontractors None 31 May to 2 June 2023

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Information about this inspection

The inspection team was assisted by the director of employer engagement, 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 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

Steve Battersby, lead inspector His Majesty’s Inspector Sarah Alexander His Majesty’s Inspector 31 May to 2 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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