HCF Catch Limited

Further education and skills inspection report

p.1

Overall effectiveness Good

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

p.1

Information about this provider

HCF Catch Limited is an independent learning provider based in Grimsby. It provides training to apprentices across the country, but predominantly in Humberside and West Yorkshire. It received its own contract to deliver apprenticeships in September 2021. At the time of the inspection, there were approximately 200 apprentices on standards-based programmes in process operations, engineering manufacturing, pipe welding and pipe fitting. Most apprentices were aged between 16 and 18. 29 to 31 January 2024

p.1

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

Apprentices are highly motivated and keen to learn, and they demonstrate exemplary attitudes to their learning. Leaders, managers and tutors ignite apprentices’ interest and enthusiasm for the industries in which they work, and they inspire them to excel in their specialisms.

p.2

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

Apprentices’ attendance is excellent. Apprentices arrive to sessions punctually and ready to learn. They do so because of the high expectations of their tutors and employers. Apprentices work with professionalism and maintain respectful relationships with their tutors and peers during learning sessions, in social spaces and during recreational activity. They take pride in the work that they produce and in their contributions as part of a team.

p.2

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

Apprentices benefit from high-quality, industry-led training. They work with well- qualified tutors who have significant technical knowledge and industry expertise. Tutors use their expertise to ensure that apprentices quickly develop the knowledge, skills and behaviours required for a highly regulated industry. For example, maintenance and operations engineering apprentices understand the importance of precision fault finding and clearly defining a problem before giving instructions for repair. As a result, apprentices understand that high standards and attention to detail are vital to a productive and safe working environment.

p.2

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

Apprentices take part in a wide range of opportunities to refine their skills and talents. Pipe fitting and welding apprentices enter skills competitions to develop their knowledge of technical drawing and the execution of design plans. They participate enthusiastically in collaborative projects, including charity events, sustainability projects and team-building activities.

p.2

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

Apprentices feel safe in training and at work due to the care shown to them by their tutors and employers. Those in residential accommodation benefit from secure buildings as well as social activities and an on-site gym to support them to maintain a healthy lifestyle.

p.2

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

Tutors are committed to apprentices’ personal and social development, as well as their technical skills. Apprentices, particularly those based in Grimsby, benefit from many opportunities to use their skills beyond the workplace through, for example, installing solar panels to support the carbon neutral agenda and working with school-age children to promote science, technology, engineering and mathematic (STEM) subjects.

p.2

better?

Leaders and managers have designed and implemented an ambitious apprenticeship curriculum that meets local and national skills needs. They engage extensively with a wide range of employers to develop the skills needed for current and future industries. Leaders and managers provide opportunities for apprentices to gain 29 to 31 January 2024 additional qualifications beyond the requirements of the apprenticeship standards in areas such as working at height, fire training, small bore tubing and abrasive wheels. This ensures that apprentices are highly skilled and can contribute positively to their employers’ workforce when they enter employment.

p.2

better?

Leaders and managers are committed to widening participation into the industries in which they work. They work extensively with local schools, colleges and universities to promote STEM subjects. They provide lesson plans and resources for teachers in primary schools to introduce children to engineering and provide trips to the plant facility to see theoretical concepts brought to life. They are passionate about supporting the most vulnerable groups into training and work. They work with the local authority, secondary headteachers, parents and carers to encourage pupils who are at risk of not participating in education, employment or training to aspire to apprenticeship pathways.

p.3

better?

Leaders have put in place a carefully structured governance model, including a board of directors and an education governance panel. Members bring extensive skills, industry experience and local knowledge to their roles, which they use to provide effective support and challenge to drive continued improvement. Leaders have good oversight of most aspects of their provision. They have put in place appropriate processes to monitor and review the quality of teaching, such as visits to sessions, learner surveys and reviews of work. However, many of these processes have only recently been implemented, and they are not yet used by leaders to inform training priorities for tutors.

p.3

better?

Tutors plan and teach the curriculum in a logical sequence so that apprentices’ knowledge and skills deepen over time. Pipe fitting apprentices train with pre- screwed pipework before moving on to bending pipes into 90- and 45-degree angles. Pipe welders master the skills required for basic 5G welds, before applying their skills to achieve more complex 6G welds. Science manufacturing technician apprentices learn the principles of circulation around a single vessel, which they then apply to a wider range of vessels. As a result, apprentices develop significant new knowledge and skills, which they demonstrate and apply confidently.

p.3

better?

Tutors assess apprentices’ starting points accurately and implement suitable training plans matched to apprentices’ needs. Tutors use these plans to ensure that apprentices are appropriately challenged to improve their knowledge and skills over time. For example, apprentices with prior knowledge of plate welding advance to more complex positional plate welding earlier than some of their less-experienced peers.

p.3

better?

Tutors use assessment well to check what apprentices know and can do. They use skilful questions to assess apprentices’ understanding of operating plans. They use retrieval tasks and interactive quizzes to help apprentices recall their knowledge and remember more of what they have learned. Maintenance and operations engineering tutors use problem-solving and scenario-based assessment to develop apprentices’ confidence when working with fellow professionals and the skills to identify and resolve faults accurately in a live environment. They use the outcomes 29 to 31 January 2024 of these assessments well to inform and adapt their teaching. As a result, apprentices’ knowledge is secure, and they pass their assignments first time. Leaders, managers and tutors are rightly reviewing their teaching strategies to ensure that more apprentices are supported to achieve high grades on their final assessments.

p.3

better?

Leaders and managers use feedback from employer forums to integrate new content and skills into curriculum plans. Employers teach alongside tutors to help apprentices develop the skills that employers need. Tutors attend skills masterclasses and undertake industry visits to employers to train in new techniques, such as semi-automated and robotic welding. However, leaders and managers do not yet provide similar training opportunities for tutors to develop their skills in the craft of teaching.

p.4

better?

Leaders, managers and tutors work closely with employers to design effective on- and off-the-job training. Tutors carry out helpful reviews alongside employers. They discuss apprentices’ knowledge and skills and identify areas for improvement. Leaders rightly recognise that, too often, targets set for apprentices lack the detail required to enable timely improvement and have taken swift action to improve the review process. However, it is too early to see the impact of these changes on the quality of apprentices’ work.

p.4

better?

Tutors ensure that apprentices develop the mathematical and English skills that they need for their job roles. Pipe welding apprentices apply trigonometry to identify weld angles. Science manufacturing technician apprentices use mnemonics to help them complete operating calculations. Tutors provide helpful feedback on apprentices’ extended writing, which apprentices use to produce clear and accurate job cards. As a result, apprentices produce concise and accurate written work and practical work of a high standard.

p.4

better?

Tutors provide good support for apprentices with additional learning needs. They provide coloured overlays and use specialist software to make learning accessible. They keep support under review to ensure that it is appropriate and effective and, as a result, apprentices with additional learning needs achieve in line with their peers.

p.4

better?

Apprentices receive good careers advice and guidance. They hear from university staff, employers and previous apprentices, which helps them to gain an understanding of the opportunities available to them once they have completed their apprenticeship. Apprentices understand the opportunities for promotion in their current roles and how their skills translate across the wider industry.

p.4

better?

Apprentices benefit from an extensive safeguarding curriculum, which develops their understanding of local risks such as county lines, violent crime and hate crime. They learn about matters such as healthy relationships, risks associated with gambling and how to stay safe online. They have a well-developed understanding of the risks posed by radicalisation and extremism inherent in their job roles and the responsibilities they have in responding to threats, such as taking part in counter- 29 to 31 January 2024 terrorism drills. They uphold proudly the provider’s commitment to ensuring that bullying and harassment are never tolerated, and they understand the importance of reporting concerns to ensure the safety of all those with whom they work.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.5

What does the provider need to do to improve?

 Ensure that processes for quality assurance are used to inform training and development for tutors, particularly around the craft of teaching.  Identify and implement actions that will enable a higher proportion of apprentices to achieve high grades.  Fully implement newly established processes for reviews to ensure that apprentices, together with their employers and tutors, have a clear understanding of the progress that they are making and the targets that they need to meet. 29 to 31 January 2024

p.5

Provider details

Address HCF Catch Limited Redwood Park Estate Stallingborough Grimsby DN41 8TH

p.6

Provider details

Principal, CEO or equivalent David Talbot

p.6

Provider details

Provider type Independent learning provider

p.6

Provider details

Date of previous inspection Not previously inspected

p.6

Provider details

Main subcontractors None 29 to 31 January 2024

p.6

Information about this inspection

The inspection team was assisted by the chief executive officer, 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.

p.7

Inspection team

Alison Dennis, lead inspector His Majesty’s Inspector Sharron Mansell Ofsted Inspector Tina Ockerby Ofsted Inspector Linnia Khemdoudi Ofsted Inspector 29 to 31 January 2024 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 looked after children, safeguarding and child protection.

p.7

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8