Swiftool Precision Engineering Limited

Swiftool Precision Engineering Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Nikki Brady, His Majesty’s Inspector

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Inspection dates: 13 and 14 February 2024

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Type of provider: Independent learning provider

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Address: Swiftool House Brookside Way Huthwaite Sutton-in-Ashfield NG17 2NL Monitoring visit: Swiftool Precision Engineering Limited, 13 and 14 February 2024

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Context and focus of visit

Swiftool Precision Engineering Limited (SPE) was inspected in May 2023. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

SPE is an employer provider that produces precision machined components for the nuclear, petrochemical and aerospace industries. SPE currently provides training to 15 apprentices. Most apprentices follow the level 3 machining technician standard, and a small minority follow the level 3 business administrator standard. All apprentices were SPE employees who work and study on site at the company’s main premises. At the time of inspection, no apprentices had completed their standards- based apprenticeship.

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Reasonable progress

Leaders have completed a comprehensive review of the level 3 machining technician curriculum. They have carefully developed a qualification mapping matrix to outline each lesson being taught and ensure practical skills clearly link to the knowledge components. Apprentices benefit from well-planned opportunities to develop their theoretical knowledge. As a result, apprentices have a suitable understanding of the characteristics of materials such as atomic properties and tensile strength. Apprentices understand how to apply this knowledge to complete practical tasks.

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Reasonable progress

Leaders ensure that all lessons focus appropriately on the development of knowledge, skills and behaviours, as well as progress towards qualifications. Apprentices have good knowledge about how to use precision engineering equipment to manipulate different types of material such as aluminium and mild steel. As a result, apprentices develop significant theoretical knowledge and make sufficient progress towards completion of their course.

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Reasonable progress

Trainers have expert knowledge of engineering, machining and computer-aided manufacturing. They helpfully support apprentices to understand how their theoretical learning is linked to the practical skills they develop on the shop floor. Monitoring visit: Swiftool Precision Engineering Limited, 13 and 14 February 2024 Apprentices develop their mathematical knowledge and can apply this well to practical activities. For example, they know how to complete feed and speed calculations and understand how these apply to different types of materials when drilling, hole-making and completing milling operations. Apprentices recognise the knowledge they are developing and apply this consistently when at work.

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Reasonable progress

Since the previous inspection, leaders have taken suitable steps to ensure that apprentices receive appropriate and helpful feedback on their written work. They set clear expectations for the standard of written feedback trainers need to provide and ensure they complete useful professional development activities. As a result, trainers provide useful, specific feedback on what apprentices need to do to improve their work. Apprentices act on the feedback they receive and develop the quality of their written work over time.

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Reasonable progress

Leaders and trainers acknowledge that further work needs to be done to ensure apprentices develop their written skills to support their job roles or further study. For example, trainers do not consistently mark and correct errors in spelling, punctuation and grammar in apprentices’ work.

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Reasonable progress

In a small minority of cases, apprentices’ work is not marked in a timely manner and they do not receive swift feedback. Leaders acknowledge that the lack of full staff resources has impacted the timely marking of assessments. They are proactively addressing this as part of their quality improvement plan.

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Reasonable progress

Leaders have developed sensible plans to support and prepare apprentices for their final assessments. This includes a variety of useful activities such as mock assessments, professional discussions, practical demonstrations and knowledge tests. As a result, apprentices feel well prepared for final assessment and know what to expect. However, as these actions are still in their infancy and apprentices are yet to complete final assessments, the full impact of these changes has not yet been realised.

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Reasonable progress

Leaders and trainers use appropriate strategies to review the theoretical knowledge of apprentices over time. For example, trainers routinely ask detailed questions in lessons, and apprentices frequently complete topical presentations to senior leaders and line managers. This consolidates apprentices’ knowledge and develops their confidence in preparation for final assessments. Monitoring visit: Swiftool Precision Engineering Limited, 13 and 14 February 2024 Leaders have introduced a capability matrix to monitor apprentices' progress over time. As a result, trainers accurately identify gaps in apprentices’ knowledge and respond quickly to address these. They ensure apprentices have the appropriate level of knowledge, skills and behaviours required for final assessments. However, apprentices do not have a secure enough understanding of the grades available within their apprenticeship, or how to achieve high marks.

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Reasonable progress

Leaders have rightly focused on improving the structure and implementation of their apprenticeship courses. Since the previous inspection, they quickly reviewed their systems and developed an appropriate set of management reports to better evaluate the strengths and weaknesses of their provision.

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Reasonable progress

Leaders have developed a comprehensive strategic action plan with clear targets in place to ensure actions are focused and measurable. They have introduced a range of useful processes to monitor progress against targets. This has improved their oversight of the apprenticeship provision.

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Reasonable progress

Leaders have taken positive action to strengthen external governance arrangements. They have recently appointed well-qualified and experienced governors to provide increased scrutiny and challenge. Governors have an accurate understanding of the improvements that leaders have made since the previous inspection and what areas need to be developed further.

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Reasonable progress

Governors set leaders appropriate and challenging actions to secure improvements such as redesigning curriculum plans, developing self-assessment reports and establishing robust plans to support final assessments. Governors monitor these actions closely, resulting in early improvements. However, as this level of scrutiny and governance has only recently been established, it is too early to judge the full impact of these changes.

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Reasonable progress

Leaders acknowledge that further improvements are needed to ensure they provide governors with enough data to support quality assurance processes. They plan to introduce a new management information system, so they can more easily access data on apprentices’ progress. This will ensure leaders are able to provide governors with effective reports and can hold leaders to account swiftly. Monitoring visit: Swiftool Precision Engineering Limited, 13 and 14 February 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

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children’s services, and inspects services for children looked after, safeguarding and child protection.

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