Auto-Assess Limited

Further education and skills inspection report

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Inspection dates: 27 February to 1 March 2024

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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

Auto-Assess Limited is a privately owned independent training provider offering a range of apprenticeships from levels 2 to 4 in the motor vehicle accident repair sector. At the time of the inspection, there were 171 apprentices in learning, of which the majority were adults. Apprentices are employed at garages and accident repair centres located across England.

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Information about this provider

Most apprentices are on level 3 apprenticeships across a range of vocational specialisms, including vehicle damage paint technician, vehicle damage panel technician and vehicle damage mechanical, electrical and trim (MET) technician. A very small minority of apprentices are on a level 4 apprenticeship in vehicle damage assessor. A few apprentices study the level 2 autocare technician, metal recycling general operative, or the level 3 motor vehicle service and maintenance technician or business administrator.

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Information about this provider

All apprenticeship training is taught in the workplace by a team of field-based learning and development coaches (LDCs). 27 February to 1 March 2024

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

Apprentices are well motivated, enjoy their learning and attend off-the-job training sessions regularly. They benefit from regular access to highly skilled LDCs who have up-to-date vocational subject and industry experience. LDCs are adept at supporting apprentices to develop their confidence in acquiring new skills and ensure they are taught current and up-to-date vehicle repair and refinishing techniques.

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

Apprentices quickly develop proficiency in their vocational skills by working alongside experienced professionals in high-quality workplaces. Experienced mentors, who are good role models, provide effective instruction and guidance that enable apprentices to develop good practical and technical skills.

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

Most apprentices make good progress in developing their vocational knowledge and skills relevant to their job role. They become confident in quickly applying their newly gained skills, ensuring that accident-damaged vehicles are restored back to good-as-new condition.

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

Apprentices demonstrate high standards of behaviour and professional conduct that their employers value. They develop good employment-related skills and understand how these will help them to improve their job prospects within the industry.

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

Apprentices feel safe and know how to access help and protection in times of need. They receive training on how to be safe online and the threats associated with radicalisation and extremism. However, most do not have a precise understanding of local risks and vulnerabilities in the areas where they live and work.

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better?

The director has established a positive and purposeful culture which permeates the whole organisation. Leaders ensure that the company’s values and strategic aims are clearly set out in the operational plan and that all staff support and understand these. Leaders have high aspirations for apprentices to succeed in their career.

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better?

The director, with the support of the wider leadership team, has a detailed understanding of the recruitment and skills shortages faced by the automotive repair sector. Leaders use local and national labour market intelligence to inform the design and content of the curriculums in which they teach. Managers and LDCs work effectively with a range of partners, including employers, to inform the planning for and teaching of apprenticeships that successfully meet identified workforce development needs.

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better?

The director makes effective use of the expertise of an independent governor who provides external scrutiny and challenge. Both are knowledgeable about the interventions that have taken place since the previous visit. Leaders know the quality of their provision well; they have identified the key strengths and weaknesses found by inspectors. 27 February to 1 March 2024

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Training staff use appropriate methods to assess apprentices’ starting points. They use this information to ensure that apprenticeship curriculums are logically sequenced so that apprentices develop their vocational and technical skills incrementally over time. At the initial stages of their apprenticeship, apprentices learn about health and safety in the workshop, the importance of wearing the correct protective equipment and safely disposing of chemicals, oils and paints. As apprentices gain confidence, they then move on to trade-specific learning. For example, level 3 apprentices specialising in MET learn the basics of removal and fitting components such as door trims bumpers, wings and non-structural body panels.

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Apprentices benefit from access to highly skilled LDCs who are well experienced in their specialist subject areas and skilfully put vocational learning into context. They adeptly use their extensive experience to plan and teach highly personalised learning. This means that apprentices rapidly gain the technical knowledge and practical skills of current vehicle repair and refinishing techniques. For example, level 3 paint technicians learn the importance of thorough preparation and the impact this has on the final finish. They diligently practise and repeat the skills of how to apply base coats, main coats and lacquer to ensure a high-quality finish that lasts and blends seamlessly with older paint.

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LDCs routinely check and extend apprentices’ technical understanding during taught sessions by using effective questioning, setting research assignments and the completion of practical tasks. They help apprentices link learning of new topics to their future practice. For example, level 3 apprentices in body repair learn about the importance of highlighting any additional areas of damage that they uncover during panel removal, replacement or repair operations. As a result, apprentices gain a deep understanding of their roles and ensure that vehicles are compliant with manufacturers’ repair standards prior to being returned to customers.

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Employers work closely with LDCs to plan and organise appropriate workplace activities which further develop apprentices’ skills, supporting them in making assured progress between planned learning sessions. As a result, apprentices develop precision and fluency in their skills before moving on to new subject areas.

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Most employers ensure that their apprentices receive their entitlement to protected time for learning. However, the few apprentices on the level 4 vehicle damage assessor apprenticeship do not get their full entitlement to off-the-job training. This has a negative impact on their ability to put theoretical learning into practice and hinders their progress.

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LDCs guide apprentices well throughout their studies. They provide particularly good support for apprentices who have special educational needs and/or disabilities, who progress as well as their peers. Apprentices enjoy their learning and value their frequent contact with training staff through regular individual training sessions taught in the workplace. Apprentices’ attendance at work and training sessions is routinely high. They are punctual and arrive prepared to learn. 27 February to 1 March 2024

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LDCs written feedback on apprentices’ work, while prompt, is too superficial and does not set out what they have done well or link closely enough to agreed goals and targets set out in their learning plans. Apprentices at levels 3 and 4 do not use research skills effectively or reference their work well enough. This means that apprentices do not always develop higher-level knowledge and skills. The most able apprentices do not always make rapid progress in line with their abilities.

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Most apprentices improve their English and mathematics skills. LDCs place a strong emphasis on apprentices’ understanding and use of technical language and help extend their confidence in numeracy. Training staff are thorough in identifying spelling, punctuation or grammatical errors in apprentices’ written work and promote the importance of the correct use of technical language.

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Apprentices have a good understanding of the importance of demonstrating professional behaviours in the workplace They quickly learn the importance of maintaining effective working relationships and working as part of a team.

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Apprentices have appropriate understanding of fundamental British values, equality and diversity and what is or is not acceptable both in contemporary society and in the workplace. They appreciate the importance of treating people fairly and can recognise the importance of protected characteristics related to age, race, sex, disability and sexual orientation.

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LDCs do not provide apprentices with sufficient information about possible next steps and/or wider career possibilities which would help them understand the full range of progression opportunities including further learning as they near the end of their programme.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Leaders should swiftly liaise with the very small number of employers who have employees on the level 4 apprenticeship in vehicle damage assessor and ensure that these apprentices routinely receive their full entitlement to protected time for learning and off-the-job training.  Equip LDCs with the skills to routinely provide apprentices with incisive and detailed written feedback that sets out what they do well and what they need to improve upon.  Leaders should ensure that information provided by strategic partners regarding local vulnerabilities and risks are woven into planned tutorials by LDCs so that apprentices have a secure understanding of how to protect themselves and their communities. 27 February to 1 March 2024

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 Ensure that LDCs routinely provide apprentices with high-quality information, advice and guidance that helps them to develop a precise understanding of progression opportunities. 27 February to 1 March 2024

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Provider details

Address Minerva Mill Innovation Centre Station Road Alcester B49 5ET

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Provider details

Principal, CEO or equivalent Brendon McMahon

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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 27 February to 1 March 2024

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Information about this inspection

The inspection team was assisted by the director as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring 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

Victor Reid, lead inspector His Majesty’s Inspector Martin Hughes Ofsted Inspector Jackie Rossa Ofsted Inspector Shane Langthorne His Majesty’s Inspector 27 February to 1 March 2024

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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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