Merseyside Fire and Rescue Authority

Further education and skills inspection report

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Inspection of Merseyside Fire and Rescue Authority

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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

Merseyside Fire and Rescue Authority (MFRA) began offering apprenticeships in September 2019. MFRA received a new provider monitoring visit in June 2021. Apprentices work in 23 fire stations across Merseyside. At the time of the inspection, 72 apprentices were studying the level 3 operational firefighter apprenticeship standard, and seven were studying the level 3 emergency call handler apprenticeship standard. All apprentices are over 19 years of age. St Helens College provides functional skills qualifications in mathematics and English. 11 to 14 July 2023

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

Leaders and managers promote a strong culture of equality, diversity and inclusion throughout the organisation and for those on apprenticeships. Apprentices participate with passion and enthusiasm in off-the-job training sessions. They display the professional behaviours that align to the values of the organisation. Apprentices have a good understanding of topics such as equality, diversity and inclusion, health and safety and professional conduct. As a result, apprentices consistently demonstrate the MFRA values of serving with courage, integrity and compassion.

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

Apprentices benefit from rich curriculums that extend beyond their apprenticeship. This allows them to develop beyond their roles as operational firefighters and emergency contact handlers. They make effective contributions to the communities they serve. For example, they contribute to an extensive range of activities as part of the ‘Apprenticeship Challenge’, such as visiting local schools to raise fire safety awareness, training as fire cadet instructors and hosting residents’ days to give home fire safety advice to the most vulnerable residents in the community. Apprentices fully embody the principles of the MFRA and leaders’ vision to put communities first.

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

Apprentices state that it is a privilege being an apprentice at MFRA. They report that the apprenticeship is rewarding and different every day. They feel that it is a character-building apprenticeship, from which they can make progress and become a better person. Apprentices state that the apprenticeship is extremely fulfilling.

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

Apprentices feel safe at the training academy and in the workplace. They understand the importance of safeguarding and of adopting safe working practices.

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better?

Leaders and managers have a clear rationale for the apprenticeships they offer. The curriculums align well with employers’ and regional skills needs. Leaders and managers have developed an ambitious curriculum for their apprentices, which goes beyond the requirements of the apprenticeship. For example, apprentices benefit from additional training in ship firefighting and marine rescue on the River Mersey. Leaders and managers work collaboratively with the fire and rescue service nationally to provide curriculums that meet and support the needs of the communities in which apprentices serve.

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better?

Leaders plan the curriculums in a logical order. For example, operational firefighter apprentices first complete 17 weeks of theory and practical off-the-job training before practising their skills in fire stations across Merseyside. Emergency contact handlers first complete 10 weeks of off-the-job training, including the use of simulation to practise handling emergency calls in a pressurised environment, before moving on to handling emergency calls under the supervision of a mentor. As a 11 to 14 July 2023

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result, apprentices incrementally gain the detailed knowledge, skills and behaviours required for operational firefighting and emergency call handling.

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Instructors are highly trained and experienced in the fire and rescue service. They benefit from effective training, including the completion of teaching qualifications. Instructors skilfully use their knowledge and expertise to inform the content and teaching of curriculums. As a result, apprentices gain a deeper understanding of the topics they study and develop their confidence to apply their new knowledge and skills in the workplace.

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Instructors do not routinely assess apprentices’ starting points in English and mathematics when they start their training. Most instructors identify accurately apprentices’ prior experience and skills. However, instructors do not use the results of these assessments to develop personalised apprenticeships that support the individual needs of apprentices.

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Apprentices speak confidently about and demonstrate the new knowledge, skills and behaviours they gain on their apprenticeships. For example, instructors teach the Joint Emergency Services Interoperability Programme (JESIP) decision model effectively, including how this is used when multiple emergency services collaborate to respond to an incident. Apprentices learn about the importance of call handling skills when providing fire survival guidance. Apprentices clearly explain how their training helps them to understand the signs of compartment fire behaviour and how they can apply this understanding when responding to emergencies. As a result, apprentices skilfully and competently use newly acquired skills in a range of situations.

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Instructors and mentors skilfully check apprentices’ understanding, using a range of techniques to identify and correct misunderstandings and to consolidate learning. For example, apprentices complete weekly knowledge checks during their off-the-job training, enabling swift identification of gaps in apprentices’ knowledge and skills.

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Written feedback from instructors on apprentices’ activity logs is not developmental and does not consistently inform apprentices about what they have done well or what they need to do to improve their work. As a result, apprentices do not revisit their work to correct errors or to improve the quality of their work.

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Emergency contact handler apprentices develop their English and mathematics skills throughout their apprenticeship, practising and applying them in the workplace. For example, apprentices improve the use of key terminology and spelling when completing incident reports. As a result, these apprentices complete critical documentation accurately and competently.

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Instructors on operational firefighter apprenticeships do not routinely identify apprentices’ spelling, punctuation or grammar (SPAG) errors in incident reports and reflective accounts. Apprentices do not improve their SPAG and, as a result, continually repeat their mistakes. 11 to 14 July 2023

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Instructors prepare most apprentices well for their final assessments. For example, apprentices complete practice assessments and mock examinations. As a result, almost all apprentices achieve their apprenticeship, and approximately a quarter achieve distinction grades in their final assessments.

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Leaders ensure that apprentices receive effective careers advice and guidance. For example, they have developed a range of specialist career pathways, including management development programmes, mentoring and the ‘high potential’ programme, for accelerated promotion within MFRA.

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Those responsible for governance understand their roles. They accurately identify strengths and areas for improvement and monitor how effectively managers are resolving the key areas for improvement. They support managers well in improving the quality of training that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have established a strong culture of safeguarding and protection at MFRA. During the first stage of their training, the designated safeguarding lead visits apprentices to train them in safeguarding, including how to recognise different types of abuse and how to make a safeguarding referral. This ensures that apprentices know how to report any concerns they have about their own welfare and how to identify safeguarding concerns in the local community.

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Safeguarding

Apprentices learn about local safeguarding risks surrounding mental health, social deprivation, self-neglect and modern slavery. Apprentices make appropriate safeguarding referrals when they attend to incidents in the community. They report, in appropriate detail, the issues they have identified and any imminent risks. Strategic safeguarding leads then follow this up through referrals to appropriate agencies, such as housing trusts and local authorities.

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What does the provider need to do to improve?

 Leaders and managers should ensure that instructors use the results of assessment of apprentices’ starting points to develop personalised training programmes that meet the individual needs of apprentices.  Instructors should provide apprentices with developmental feedback following written assessment that helps apprentices to understand what they have done well and what they need to do to improve.  Leaders and managers should ensure that instructors benefit from training to ensure that they identify SPAG errors in apprentices’ written work so that apprentices can improve their English skills. 11 to 14 July 2023

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Provider details

Address Training and Development Academy Storrington Avenue Croxteth Liverpool L11 9AP

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Website

www.merseyfire.gov.uk/training- services/training-and-development- academy/

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Website

Principal, CEO or equivalent Phil Garrigan, Chief Fire Officer

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Website

Date of previous inspection Not previously inspected

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Website

Main subcontractors St Helens College 11 to 14 July 2023

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Information about this inspection

The inspection team was assisted by the apprenticeship 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

Maura Cummins, lead inspector Ofsted Inspector Helen Whelan His Majesty’s Inspector Joe Poole Ofsted Inspector Angela Owens Ofsted Inspector Pete Alston Ofsted Inspector 11 to 14 July 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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