Siemens Energy Industrial Turbomachinery Limited

Further education and skills inspection report

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Inspection of Siemens Energy Industrial Turbomachinery Limited

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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

Siemens Energy Industrial Turbomachinery Limited (Siemens Energy) is an employer provider based in Lincoln. Apprentices work at one of three company sites in Lincoln, Newcastle or Warwick. At the time of the inspection, 44 apprentices were studying towards the level 3 engineering technician and 17 were studying towards the level 3 engineering fitter apprenticeship standard. Ten apprentices were under the age of 18. There were no apprentices with special educational needs and/or disabilities.

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Information about this provider

In their first year of study, apprentices in Lincoln and Warwick attend full-time training at local subcontractors. Apprentices in Newcastle study their first year through a combination of training at work and with a subcontractor. In year two, apprentices attend weekly training with subcontractors and complete a rotation of work-based placements in the different functions at Siemens Energy. From year three onwards, apprentices are solely work based.

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Information about this provider

At the time of the inspection, apprentices were all completing work-based placements and were not attending training with the subcontractors. 15 to 17 August 2023

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

Apprentices develop substantial new knowledge and skills. They are well prepared for their careers as engineers. During their studies, apprentices complete very useful placements in a wide range of business areas. This includes work in machining, testing, turbine manufacturing and plant maintenance, as well as office-based work in supply chain or product design. While on placement, apprentices receive good guidance and support from assessors. As a result, apprentices are soon able to undertake complex work as engineering fitters or technicians.

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

Apprentices are highly motivated and have very positive attitudes to learning and work. They are confident, articulate and respectful, and most attend their studies well. Apprentices rightly value the training and guidance they receive. They are proud of the knowledge and skills they gain and say they feel privileged to work for Siemens Energy.

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

Leaders promote health and well-being effectively as part of their ‘zero harm’ policy. Apprentices can access a range of support mechanisms, including mental health first aid and an employee assistance helpline. They know, and adhere to, the health and safety expectations in their high-risk work environments. Apprentices know who to contact if they have any concerns about their safety or well-being.

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better?

Leaders select suitable apprenticeships to meet their future workforce needs. They specialise in engineering apprenticeships, where they have the expertise to support apprentices’ training. Many staff are former apprentices themselves and are advocates for the company apprenticeship scheme. These staff inspire apprentices to think about what they can achieve in the future.

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better?

The curriculum is well thought out and logically organised. In the first year, apprentices learn fundamental engineering principles and practical techniques. This gives them the core knowledge and skills they need to be successful when they progress to operational workshops. For example, level 3 engineering fitter apprentices master the practical skills of milling and turning before they work on production parts.

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better?

Leaders think carefully about the training and development that apprentices need. They expand the curriculum beyond the minimum requirements of the course. For example, apprentices study valuable qualifications in abrasive wheels and lifting and slinging. As a result, apprentices maximise the range of tasks they can experience during their placements.

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better?

Trainers and assessors use skills scans effectively to check apprentices’ existing knowledge and skills. They carefully consider the information they gather and make appropriate adjustments to apprentices’ courses. For example, apprentices can 15 to 17 August 2023

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complete their apprenticeship quicker if they have prior engineering experience or qualifications.

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During years two and three of apprentices’ studies, assessors take naturally occurring opportunities to link complex theory to what apprentices do at work. For example, apprentices apply the principles of mechanical measurement to improve their milling and turning accuracy. However, assessors do not routinely plan how and when they will do this. This means that apprentices do not have enough opportunity to revisit certain topics outside of the classroom. As a result, a few struggle to recall difficult theories or require more than one attempt at their final assessment.

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Assessors use their extensive engineering experience to skilfully develop apprentices’ practical skills. They provide useful demonstrations, with step-by-step instructions. Apprentices go on to shadow other colleagues before completing live tasks with supervision and eventually independently. This approach enables apprentices to develop their practical skills quickly and competently.

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Assessors’ and trainers’ feedback on apprentices’ written work is useful. It identifies what they have done well and gives clear guidance about how apprentices can improve. However, in a few cases, errors in English and sentence structure are not identified, and apprentices continue to repeat these errors.

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At work, apprentices produce high-quality technical drawings and products that meet precise specifications. They use technical language expertly. For example, apprentices describe in detail the use of pneumatic devices and computer numerical control machines.

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Managers carefully consider the outcomes of apprentices’ mock and external multiple-choice assessments. They use this to identify the topics apprentices find difficult. Subsequently, they provide apprentices with self-study revision materials to complete. However, these materials are not designed well enough, resulting in apprentices having to revise too much complicated information on their own. Only a small number of apprentices have undertaken their final assessments. All apprentices pass, with a few achieving distinction grades.

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Apprentices know what their future career routes are at Siemens Energy. The placement rotation provides apprentices with good exposure to the different career pathways and progression routes they can take. Leaders provide suitable guidance to the very few apprentices who pursue roles with other companies.

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Leaders offer basic advice to younger apprentices about sexual health and healthy relationships during their induction. Apprentices understand these subjects and have a mature approach. Leaders recognise that apprentices with less prior knowledge of these topics would benefit from more support and guidance.

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Leaders suitably monitor the performance of their subcontractor partners. During quarterly review meetings, leaders consider the attendance data and feedback of apprentices. This provides leaders with useful information on aspects of apprentices’ 15 to 17 August 2023

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studies. However, the information leaders consider about the quality of apprentices’ training relies too much on the evidence of subcontractors or apprentices’ opinions.

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Leaders’ quality improvement activities have a mostly positive impact on apprentices’ courses. Leaders complete a useful annual self-assessment and identify relevant actions for improvement. In quarterly reviews and monthly one-to-one sessions, leaders monitor if managers implement their actions successfully. For example, managers found that apprentices did not all benefit from the same high-quality placement rotation. They shared good practice across the sites and put new plans in place. Apprentices’ experiences are now consistently positive.

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Senior leaders at Siemens Energy scrutinise the quality of the apprenticeship provision effectively. They meet with operational leaders monthly and consider relevant information about apprentices’ progress and any safeguarding matters. They suitably challenge leaders to continually improve apprentices’ courses.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders develop suitable policies and procedures to safeguard apprentices. Staff consistently apply the ‘zero harm’ policy. This helps to keep apprentices safe at work and personally. Staff, subcontractor partners and apprentices know how to raise any concerns they may have with a designated safeguarding person (DSP).

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Safeguarding

The designated safeguarding lead, DSPs and staff involved in apprentices’ studies undertake appropriate safeguarding training. Leaders have recently extended this to all staff to strengthen further the wider awareness of safeguarding themes.

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Safeguarding

Leaders and relevant staff attend a useful quarterly safeguarding steering group. This group evaluates the effectiveness of safeguarding approaches and drives forward any identified improvements.

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What does the provider need to do to improve?

 Leaders should ensure that assessors plan to revisit difficult topics throughout apprentices’ studies to support them to be able to recall them more easily.  Trainers and assessors should pay closer attention to how they help apprentices to improve their use of English and the standard of their written work.  Managers should ensure that materials to help apprentices to revise or revisit subjects they find difficult are appropriate and useful.  Leaders should strengthen further their oversight of the quality of teaching, learning and assessment that apprentices receive from subcontractor partners. 15 to 17 August 2023

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Provider details

Principal, CEO or equivalent Angela Borman

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Provider details

Date of previous inspection Not previously inspected

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Main subcontractors

Lincoln College TDR Training Limited Warwickshire College Group 15 to 17 August 2023

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Information about this inspection

The inspection team was assisted by the entry level talent manager, 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 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

Emma Woods, lead inspector His Majesty’s Inspector Vicki Locke His Majesty’s Inspector Angela Twelvetree His Majesty’s Inspector 15 to 17 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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