Tyne and Wear Fire and Rescue Authority

Further education and skills inspection report

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Inspection of Tyne and Wear Fire and Rescue Authority

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Overall effectiveness Requires improvement

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

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Information about this provider

Tyne and Wear Fire and Rescue Authority is an employer provider based in Sunderland. It began offering apprenticeships in January 2021. At the time of the inspection, there were 20 apprentices enrolled on the level 3 operational firefighter standard, having started the programme in February 2023. Apprentices attend 14 weeks of basic training at the fire and rescue service headquarters in Sunderland, before joining an operational watch crew in a fire station to complete their training. 2 to 4 August 2023

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

Apprentices benefit from a positive culture and respond very well to the high expectations that instructors and watch managers set. They are highly respectful of each other and all members of the Tyne and Wear Fire and Rescue Service. They are considerate of their colleagues’ rank and address their colleagues as ‘sir’ and ‘ma’am’.

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

Apprentices enjoy their learning and value the knowledge and skills that they quickly acquire. Instructors and watch managers provide intensive training through drills at which apprentices practise their newly learned knowledge, skills and behaviours alongside qualified and experienced firefighters from across the region. Apprentices become situationally aware, learning how to be perceptive and make informed decisions in an emergency.

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

Apprentices make good use of the well-resourced training centre and fire stations to keep physically fit. This helps them to maintain the strength and endurance that are necessary to work as a firefighter.

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

Leaders, managers and instructors place a high focus on apprentices’ mental well- being. When apprentices request support following a critical incident, staff swiftly put supportive actions in place. Instructors signpost apprentices to additional internal and external services, such as their trauma support team and the firefighter charity, where they can access support for themselves and their families.

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

Apprentices feel safe and know who to report to should they have any issues or concerns. They have access to ‘Safe Call’, an external anonymous telephone number that they can use to report issues with confidence, particularly concerns about their colleagues. Apprentices benefit from having a mentor at their fire station who helps to resolve any concerns that they may have in the workplace.

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better?

Leaders and managers have a clear intention for their apprenticeship offer, which is to tackle the current shortage of practising firefighters resulting from internal promotions and retirements. Leaders ensure that the curriculum meets the needs of the local fire service, and that their new staff are well qualified and quickly available for operational service. All new firefighters have to complete the level 3 operational firefighter apprenticeship.

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better?

Managers do not make sufficient use of the information they collect about apprentices’ starting points to plan individualised learning. Apprentices identify what they know and can do when they start the programme, and they complete an initial assessment of their skills in English and mathematics. However, watch managers and instructors do not routinely use this information to plan the curriculum for apprentices. Therefore, apprentices with experience of particular aspects of the programme, such as water safety, follow the same training plan as all other 2 to 4 August 2023

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apprentices. Managers do not share information gathered about gaps in apprentices’ English and mathematics skills with watch managers at fire stations. Consequently, watch managers are not able to support apprentices in developing these important skills.

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Managers do not monitor the progress that apprentices are making well enough. They rely on informal conversations with instructors and reviewing apprentices’ workbooks to monitor progress. Through this method, if apprentices are identified as falling behind, effective support is put in place to help them catch up. However, managers cannot be assured that all apprentices are progressing as quickly as they could.

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Managers do not have rigorous enough quality assurance arrangements in place to monitor the quality of teaching. Although they carry out lesson observations, they concentrate on experienced instructors and have not observed the teaching practice of newer, less-experienced instructors. As a result, a few new staff do not know what they need to do to improve their teaching. In addition, managers do not provide instructors with suitable professional development opportunities to develop their teaching practice.

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Leaders and managers do not have sufficient oversight of the quality of their provision. Consequently, they do not provide governors with sufficient detail about the quality of the apprenticeship. Governors are not well enough informed to hold managers to account for the quality of education that apprentices receive.

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Instructors do not feel that leaders support them well enough to balance their workload. Instructors are unable to use their accrued flexible working time and are not given sufficient time to complete administration duties.

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Instructors and watch managers have constructed a well-planned curriculum. The initial 14-week phase of intensive training is carefully devised so that apprentices acquire basic firefighting skills quickly and are ready to start active duty at their fire stations. The programme starts with core firefighting skills such as hose running, connecting to hydrants and using ‘branches’, before moving on to more challenging aspects such as tactical firefighting, dealing with fires in high-rise buildings and road traffic accidents. Apprentices consolidate their learning at fire stations across the region. They become confident in taking actions to maintain their personal safety, such as using breathing apparatus in smoke-filled buildings and handling hazardous materials safely.

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Managers provide appropriate initial advice and guidance for potential new recruits. Instructors organise role-related practical activities, including fitness tests, ladder climbing, and carrying and using a range of firefighting equipment. New recruits gain a good understanding of the role of a firefighter and can make informed decisions about whether a career in firefighting is appropriate for them.

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Instructors and watch managers are highly qualified and trained firefighters. Instructors continue to be serving firefighters who keep their industry skills up to 2 to 4 August 2023

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date. They use their expertise effectively to teach apprentices about important firefighting concepts and support them well to deepen their knowledge. Before commencing live fire and tactical ventilation training, instructors engage apprentices in a ‘why’ activity to explain why they need to carry a thermal imaging scanner. Instructors escort apprentices with these scanners into a live fire to witness the impact of fire on the thermal fabric of a building. As a result, apprentices appreciate the importance of using industrial equipment correctly and safely in firefighting situations.

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Instructors and watch managers provide apprentices with useful feedback to identify what they do well and what they need to do to improve. They provide feedback verbally for apprentices after practical firefighting activities about what they have achieved well and the errors they have made. This helps apprentices understand the consequences of these errors in a safe learning environment so that they are better prepared for real-life fires.

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The very few apprentices who need to achieve functional skills English or mathematics qualifications have only very recently started studying towards these. It is too early to see the impact of the lessons on the progress that apprentices are making in developing their knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have suitable safeguarding policies and procedures in place, and there is a clear process for reporting and referring safeguarding concerns. They recruit staff who are safe to work with apprentices. The safeguarding lead is suitably qualified and experienced to carry out the role effectively. Staff complete appropriate safeguarding training and are clear about their safeguarding responsibilities.

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Safeguarding

The safeguarding lead uses information provided by other emergency services to keep all staff informed about local issues and regional risks. Fire crews are made aware of local risks when they attend incidents and, where there are specific risks to crews, watch managers take the lead to protect apprentices and keep them safe.

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Safeguarding

Leaders take action in relation to the ‘Prevent’ duty, including having in place a ‘Prevent’ duty risk assessment that covers a range of risks relating to radicalisation and extremism. They have implemented sensible actions to educate apprentices and keep them safe.

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What does the provider need to do to improve?

 Assess apprentices’ starting points and progress accurately and use this information to support apprentices to learn at the pace at which they are capable. 2 to 4 August 2023

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 Maintain a thorough oversight of the quality of the whole provision so that instructors know what they do well and what they need to do to improve and can access professional development opportunities to develop their teaching practice.  Provide governors with sufficient detail about the quality of education so that they can hold leaders and managers to account.  Support instructors with their work-life balance so that they are able to carry out their roles effectively. 2 to 4 August 2023

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Provider details

Address Headquarters Nissan Way Sunderland SR5 3QY

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Provider details

Principal, CEO or equivalent Chris Lowther

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 2 to 4 August 2023

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Information about this inspection

The inspection team was assisted by the learning and development 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

Philippa Firth, lead inspector His Majesty’s Inspector Vikki Edmondson Ofsted Inspector 2 to 4 August 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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