SAMB Training (Scottish Association of Master

Further education and skills inspection report

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Inspection of SAMB Training (Scottish Association of Master Bakers)

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

SAMB Training is an independent learning provider based in Scotland. It provides training to the baking industry in Scotland, England and Northern Ireland. In 2018, SAMB Training began the delivery of apprenticeships on behalf of levy and non-levy paying employers in England. At the time of the inspection, there were 44 apprentices studying the level 2 baker standard, fewer than five apprentices studying the level 2 food and drink process operator standard and eight apprentices studying the level 3 team leader or supervisor standard. 26 to 28 July 2023

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

Most apprentices enjoy their learning. Apprentices on the level 2 baker standard demonstrate high levels of commitment to both their studies and the bakeries in which they work. For example, apprentices volunteer to stay behind at the end of their shift to help colleagues who have a high volume of tasks to complete. However, apprentices on the level 3 team leader or supervisor standard are frustrated at the initial slow progress they have made and the subsequent delay to the completion of their apprenticeship.

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

Apprentices have a secure understanding of how to keep themselves safe in the workplace. They know what precautions they need to take to protect themselves and others from the risks associated with baking, such as from handling raw meat. Although training advisers provide apprentices with information about keeping safe in society at the start of the programme, they do not check carefully enough how much apprentices can remember. Consequently, too many apprentices have only a limited understanding of risks they might face outside of the workplace.

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

Apprentices increase their confidence and resilience as a result of the support they receive from their training advisers and employers. Apprentices become more aware of their individual skills and abilities, which they then apply creatively to try out new things in the workplace. For example, apprentices on the level 2 baker standard experiment with adding new ingredients, such as nduja and chorizo, to the sausage rolls they produce.

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

Apprentices develop new knowledge, skills and behaviours that are highly relevant to their workplace. Employers are pleased with the high standard of baked goods that apprentices produce, and they are pleased with the positive contribution apprentices make to the business. Level 2 baker apprentices skilfully produce hand- made apple turnovers and decorate buns to at least the same standard as more experienced colleagues.

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better?

Leaders have a very clear strategy: to provide specialist training and apprenticeships for the baking industry. They use their high levels of baking expertise effectively to plan a curriculum that meets employer needs. Leaders use their role as part of a trade association to keep up to date with industry changes. For example, leaders have expert knowledge of current trends in revising recipes for baked goods to be healthier and use more plant-based ingredients.

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better?

Training advisers use their high levels of industry experience to plan and deliver a curriculum that enables apprentices to quickly develop high levels of knowledge and become fluent in making baked goods. For example, training advisers teach apprentices studying the level 2 baker standard about the basic principles of bread 26 to 28 July 2023

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making before moving on to more scientific aspects of particular ingredients such as yeast. As a result, apprentices understand well why baking might go wrong.

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Leaders and training advisers do not collect enough information about what apprentices know and can do at the start of the programme. Apprentices complete a basic assessment of their skills in English and mathematics, and they answer general questions about their interests and aspirations. However, leaders and training advisers rely too heavily on employers to assess apprentices and provide information about their existing knowledge and skills. As a result, leaders cannot be assured that apprentices develop new knowledge, skills and behaviours at the pace of which they are capable.

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Level 2 apprentices benefit from a well-integrated programme of on- and off-the-job training. They spend time working in different departments of the bakery according to the topic they are studying at the time. Training advisers adapt the order in which they cover particular products to align with what the apprentice is doing in the workplace if the plans change. However, due to the lack of protected time away from the workplace in the early stages of their programme, the small number of apprentices on the level 3 team leader or supervisor standard do not follow such a well-planned programme.

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Training advisers use assessment effectively to help apprentices to deepen their knowledge, enhance their skills and to remember more about what they have learned. Training advisers ask apprentices insightful questions in the workplace to help them to identify what they do well and what they need to do to improve. Apprentices make good use of what they learn during these professional discussions to make improvements when they next make the same product. For example, level 2 baker apprentices refine the way in which they roll or pin filo pastry when they make sausage rolls as a result of the feedback they receive.

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Leaders and training advisers do not consider adequately the extent to which apprentices develop new knowledge, skills and behaviours. Although apprentices receive helpful feedback from their employers about how well they perform tasks in the workplace, training advisers do not routinely involve employers when they review the progress that apprentices make. Training advisers focus their meetings with apprentices on setting targets for apprentices to complete units of the qualification included in the apprenticeship. As a result, apprentices do not receive a well-rounded picture of their progress in all aspects of the apprenticeship when they attend review meetings with their training adviser.

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Since the previous inspection, leaders have taken positive action to remove some of the barriers that were preventing apprentices from staying on their apprenticeship and achieving their qualification. Leaders now communicate effectively with employers to ensure that swift action is taken when apprentices do not receive the protected time away from the workplace to which they are entitled. As a result, more apprentices now remain on their programme. 26 to 28 July 2023

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Leaders and training advisers do not plan a curriculum for apprentices that sufficiently covers age-appropriate topics linked to healthy lifestyles and being a responsible citizen. Training advisers teach apprentices about healthy eating. Apprentices know the importance of reducing their salt and sugar intake. However, information apprentices receive about wider aspects of their personal development is superficial. Therefore, too many apprentices cannot recall what they have been taught about life in modern Britain.

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Leaders and training advisers use their extensive knowledge of the baking industry to provide useful guidance to apprentices about career routes that might be available to them. However, a few apprentices are not clear on the specific progression opportunities available to them when they finish their apprenticeship.

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Leaders are highly considerate of the workload and well-being of the training advisers. They ensure that each training adviser has a low caseload of apprentices to allow for travel and frequent meetings with apprentices. Training advisers are able to work flexibly to accommodate the shift patterns of the apprentices. Training advisers find their workload to be manageable and enjoy their work.

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Leaders implement systems that give them a basic oversight of the activities completed by training advisers and apprentices, but they do not consider well enough the quality of education that apprentices receive. For example, leaders have not identified the need to make improvements to progress reviews for apprentices. However, since the previous inspection, leaders have taken suitable steps to improve the way in which apprentices are supported to achieve necessary functional skills qualifications in English and mathematics. As a result, there are now fewer apprentices who remain on programme past their planned end date.

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Those responsible for governance are involved closely in the strategic development of the apprenticeship programmes. They support leaders effectively to develop plans and networks for growth within the specialist field of bakery related apprenticeships. Leaders have plans to re-introduce a specific training and education committee to provide further scrutiny and challenge relating to the quality of apprenticeship programmes, but this group is not yet established.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding leader (DSL) and training advisers receive appropriate training to support them with the safeguarding of apprentices. The DSL now engages with suitable agencies to receive information about risks apprentices might face in different parts of the country. However, systems for checking apprentices’ understanding of radicalisation and extremism are still underdeveloped.

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Safeguarding

Leaders implement policies that include clear procedures to safeguard apprentices. Leaders and training advisers know their apprentices well and care about their well- being. Apprentices know who they can talk to if they have any concerns. Training 26 to 28 July 2023

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advisers collaborate effectively with employers to provide suitable support when apprentices find themselves in difficult personal situations.

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What does the provider need to do to improve?

 Continue to monitor the progress of apprentices studying the level 3 team leader or supervisor standard to ensure the apprentices can successfully complete their programme.  Plan and deliver a wider curriculum for apprentices, which includes age- appropriate training on personal development, well-being and citizenship.  Accurately assess what apprentices know and can do in relation to the relevant apprenticeship standard when they start the programme and use the information to enhance the curriculum for individual apprentices.  Improve the reviews of apprentices’ progress to ensure that apprentices benefit from useful feedback from both their employer and training adviser that informs apprentices of how they can improve their knowledge, skills and behaviours.  Develop quality assurance systems so that leaders extend their oversight to include the quality of education that apprentices receive.  Carry out more regular checks on what apprentices can remember in relation to

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What does the provider need to do to improve?

what they have been taught about staying safe beyond their workplace. 26 to 28 July 2023

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Provider details

Address 2 U Halbeath Interchange Business Park Kingseat Road Halbeath Dunfermline Fife KY11 8RY

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 12 to 14 January 2022

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Provider details

Main subcontractors None 26 to 28 July 2023

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Information about this inspection

The inspection team was assisted by the training and quality 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

Andrea Shepherd, lead inspector His Majesty’s Inspector Vikki Edmondson Ofsted Inspector Rhys Davies Ofsted Inspector 26 to 28 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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