North Staffordshire Engineering Group Training Association Limited

Further education and skills inspection report

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Inspection of North Staffordshire Engineering Group Training Association Limited

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Inspection dates: 12 to 15 December 2023

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Overall effectiveness Good

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

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Information about this provider

North Staffordshire Engineering Group Training Association (NSEG) is a not-for-profit independent learning provider based in Stoke-on-Trent, Staffordshire. NSEG holds contracts to deliver both apprenticeships and adult learning programmes. At the time of inspection, there were 40 apprentices and 29 adult learners. Of these, 23 apprentices were studying level 2 engineering operative, and 17 were studying level 2 lean manufacturing operative. There were 10 adult learners studying a level 1 performing manufacturing operations qualification alongside additional qualifications in functional skills and work-readiness. The remaining 19 adult learners were studying functional skills qualifications in the workplace. The provider does not work with any subcontractors. Limited 12 to 15 December 2023

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

Apprentices and learners enjoy their learning. They are motivated to complete their apprenticeships and courses and demonstrate positive attitudes to their learning. They value the support they receive and demonstrate respect for tutors and each other in the classroom. Apprentices and learners have high attendance at teaching sessions and workshops. They arrive on time and ready to learn.

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

Apprentices and learners develop industry-relevant new knowledge, skills and behaviours, which are valued by local engineering employers, many of whom are members of the providers’ training association.

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

Throughout their learning, apprentices and learners develop their confidence and character. Adult learners are supported to develop their interviewing skills and develop the confidence to undertake interviews and employment related skills assessments.

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

Apprentices benefit from the opportunity to participate in a ‘raising the standard’ initiative that leaders have recently developed. This initiative encourages apprentices to develop a new skill beyond their apprenticeship and conduct outreach and charitable activities throughout their learning. This encourages apprentices to be more active citizens and contribute to local community groups. While this initiative is in its infancy, a growing number of apprentices are beginning to participate.

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

Staff create a positive and respectful environment, where apprentices and adults feel safe. If incidents did occur, apprentices and adults feel confident to report them, knowing that staff would take swift and appropriate action.

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better?

Leaders and managers have a clear rationale for the curriculums they offer for both apprentices and learners. Working with their member employers and broader stakeholders, including Jobcentre Plus, they have selected curriculums which target local skills needs in the engineering sector. Leaders ensure curriculums offer entry routes into the profession for the unemployed and apprenticeship opportunities in engineering.

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better?

Leaders demonstrate an understanding of the strengths and weaknesses of the quality of education they provide. Through a programme of regular quality assurance activities, including the observation of teaching, sampling of activities, and reviewing employer and learner feedback, leaders are actively involved in the monitoring of both quality and the experience of learners.

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better?

Leaders have in place suitable arrangements for external scrutiny of the quality of education they provide. Through their board of trustees, many of which are representatives of engineering employers within the region, leaders are challenged Limited 12 to 15 December 2023

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on the quality of education they provide, and offered support in developing the curriculum offer further.

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Leaders and tutors order the curriculums in a logical way, which supports learners and apprentices to build their knowledge and skills incrementally over time. For example, learners studying manufacturing operations, first master computer-aided design skills to design complex components, before making these on computer numerical control machines. As a result, apprentices and learners develop a deep understanding of the topics they study.

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Tutors measure and use the starting points point of learners and apprentices well to plan their teaching and set appropriately individualised targets. They provide individualised tasks to apprentices and learners based on these starting points and then track apprentices’ and learners’ progress throughout their learning. As a result, apprentices and learners make sustained progress from their starting points.

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Tutors ensure that apprentices benefit from opportunities to practise their new skills in the workplace. Tutors work closely with employers to coordinate on- and off-the- job training to create valuable opportunities for apprentices to practise what they have learned on their employer's equipment. As a result, apprentices make swift progress in developing their practical skills, and the quality of their work improves over time.

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Tutors are vocationally experienced and qualified in the areas they teach. They are supported by leaders to develop their skills through a programme of professional development, including days in industry, which supports them to maintain currency in their vocational skills and teaching.

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Tutors use a variety of assessment methods, including practical and written, to monitor learners' and apprentices’ progress towards the development of skills and knowledge. They adjust subsequent teaching based on the results. Consequently, apprentices and learners are supported to develop mastery of their skills in each element of their course before moving on to the next.

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In lessons, tutors teach information to learners clearly. For example, in performing manufacturing operations teachers use a range of methods, such as the use of discussions, practical exercises, demonstrations, and videos to ensure learners understand key concepts. As a result, learners develop a detailed understanding of the topics they study.

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Engineering apprentices and learners benefit from a variety of useful resources and engineering equipment to support them with their studies. For example, they have access to well-equipped engineering workshops. As a result, learners develop industry-standard skills,which prepare them well for the workplace.

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Tutors provide most learners and apprentices with useful written and verbal feedback, which helps them to know what they need to do to improve their work. As a result, the quality of most learners’ and apprentices’ work shows improvement Limited 12 to 15 December 2023

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over time. However, in a few cases in adult learning programmes, tutors do not routinely check that learners are learning from and correcting repeated mistakes which slows the progress they make.

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Through their teaching, tutors develop apprentices’ and learners’ technical language. For example, learners use industry terminology when talking about the implications of oxidation when welding, and the different types of welding joints, such as lap, bolt, and T joints. As a result, apprentices and learners are prepared to work in the industry or undertake higher level study.

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Tutors work closely with employers to monitor apprentices’ progress. Employers regularly attend apprentices’ reviews and contribute to developing a clear understanding of the progress apprentices are making. As a result, tutors and employers quickly identify when an apprentice is falling behind with their studies, and put in place effective support strategies.

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Tutors do not routinely develop apprentices’ English writing skills or provide sufficiently developmental feedback on how to improve their work. As a result, apprentices do not develop well enough the English skills they need to allow them to progress to higher level study.

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Leaders ensure that apprentices and learners receive helpful careers advice and guidance from the provider. They are supported to secure long-term employment with these employers either during or upon completion of their studies.

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Tutors ensure that learners and apprentices develop an understanding of the risks of radicalisation and extremism. However, not all learners and apprentices are sufficiently aware of the risks associated with the areas where they live and work.

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The large majority of learners and apprentices complete their studies. A significant proportion of apprentices achieve distinctions in their end-point assessments and go on to secure permanent employment in the engineering sector. Similarly, the large majority of learners successfully complete their course and secure permanent employment or an apprenticeship.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Apprentices should receive teaching to develop their written English skills to prepare them for their next steps.  All learners and apprentices should receive feedback which supports them to improve their work and correct repeated mistakes. Limited 12 to 15 December 2023

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 All learners and apprentices should be supported to develop an understanding of the risks associated with radicalisation and extremism in the areas where they live and work. Limited 12 to 15 December 2023

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Provider details

Address 151-153 Marsh Street North Stoke-On-Trent ST1 5HR

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Provider details

Principal, CEO or equivalent Paul Williams

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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 Limited 12 to 15 December 2023

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Information about this inspection

The inspection team was assisted by the Chief Executive, 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

Stuart Collett, lead inspector His Majesty's Inspector Joel Dalhouse His Majesty's Inspector Fazal Dad Ofsted Inspector Greg Dugdale Ofsted Inspector Julia Stevens Ofsted Inspector Limited 12 to 15 December 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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