Secom Plc

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Secom Plc, a subsidiary of Secom Co Ltd, operates as an employer provider from three UK locations: Birmingham, Leeds and Crawley. The company specialises in customised security and fire solutions for homes and businesses across the country. At the time of inspection, Secom Plc had 13 apprentices enrolled on the fire emergency and security systems technician apprenticeship. The provider does not work with any subcontractors. 7 to 9 August 2024

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

Apprentices who remain on their studies are supported by teachers and mentors to develop their skills quickly. In their first year, many apprentices learn to install CCTV systems and panic alarms despite having no prior industry experience. As they near completion, apprentices gain extensive experience managing smaller projects to build their supervisory skills. Apprentices are well prepared for a successful career in the security industry.

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

Apprentices’ attendance and punctuality to their training is good. Staff stress the importance of attendance and punctuality throughout the apprenticeship. They quickly reach out to both apprentices and their line managers if a class is missed or if an apprentice is late.

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

Apprentices demonstrate high standards of behaviour both in the classroom and in the workplace. Staff expect apprentices to take pride in their work, act with integrity to build trust and consistently demonstrate respect and professionalism. Apprentices respond positively to these expectations and regularly embody these values in their studies and at work.

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

Staff prioritise teaching apprentices how to stay safe in a profession which contains many hazards. Through comprehensive health and safety training, apprentices learn to identify and manage workplace risks. For instance, in practical classes, apprentices complete a risk assessment before starting any task. This helps them to recognise and minimise potential dangers according to industry best practice.

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

Staff ensure that apprentices feel safe and supported. Apprentices know how to report concerns and are confident that any issues of bullying or harassment will be promptly and effectively addressed.

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better?

Leaders have taken steps to improve the quality of education at Secom Plc. They rightly recognised the need to use information more effectively to secure improvements to teaching and the achievement of apprentices. Leaders have recently recruited new staff to key roles in the organisation. This has led to improvements in leaders’ collection and analysis of information for their apprenticeships.

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better?

Following apprentices’ feedback, leaders have acted to improve the initial information provided to apprentices before they start their apprenticeship. The proportion of apprentices who remain on their apprenticeship has improved. However, it is too early to evaluate the full impact of these changes and the proportion of apprentices who achieve is too low.

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better?

Governors place significant emphasis on driving the skills development of apprentices to meet the needs of the security sector. They have extensive 7 to 9 August 2024

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experience in the industry. However, due to governors’ lack of expertise in apprenticeships, although they receive detailed reports on apprentices’ progress and satisfaction, they are unable to challenge senior leaders effectively. As a result, key areas for improvement that are identified are not tackled quickly enough.

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Leaders have a clear vision for the curriculum, aiming to tackle the national shortage of fire and security engineers. They ensure apprentices are equipped with the latest technological skills, providing education that reflects the most recent innovations to prepare them for the evolving demands of the industry.

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Leaders ensure that apprentices learn from experienced engineers. Apprentices value the expertise of their teachers in the security sector. They recognise how this expertise enables them to develop the skills they need to work in the industry. However, on a few occasions when teachers are new to teaching, leaders are slow to support them in developing effective teaching strategies, which can slow the progress of apprentices on their apprenticeship.

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Teachers accurately assess apprentices’ starting points and use this information to tailor their curriculums. Apprentices complete a skills scan at the beginning of their apprenticeship. Where apprentices indicate that they have previous experience and qualifications, teachers take time to assess apprentices’ skills. They then adjust the curriculum to meet the individual needs of their apprentices.

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On a few occasions, teachers do not use assessment effectively in the classroom. Oral assessments, at times, lack the necessary rigour to accurately gauge apprentices’ understanding of topics. For example, teachers provide answers too quickly when apprentices struggle or give incomplete responses. This approach limits teachers’ ability to identify and rectify apprentices’ misunderstandings effectively.

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Teachers support apprentices in improving their English and mathematical skills effectively. They assess apprentices’ starting points and use this information to target their teaching to overcome the gaps in apprentices’ knowledge. Teachers also integrate the development of English and mathematical skills that are relevant to apprentices’ job roles, such as transposing formulae to calculate power, resistance, current and voltage and writing industry-standard reports and specifications.

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Teachers work closely with apprentices’ line managers and mentors to coordinate both their on- and off-the-job training. They provide apprentices with ample opportunities to practise their new skills at work. Apprentices quickly become fluent in the new skills they have learned. Line managers recognise the progress that apprentices are making, and they are often given increased responsibilities in the workplace.

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Teachers ensure that apprentices have a thorough understanding of radicalisation and extremism. They teach apprentices to recognise the signs that indicate someone may be at risk, including changes in behaviour such as becoming unusually withdrawn, adopting new extreme religious views or displaying symbols like tattoos 7 to 9 August 2024

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associated with radical groups. Teachers ensure apprentices know how to respond appropriately if they suspect someone is being radicalised, including reporting concerns to relevant authorities.

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Leaders offer apprentices valuable careers education, information and advice, guiding them to make informed decisions about their next steps after completing their apprenticeship. Apprentices learn about the advantages of joining recognised certification and accreditation bodies, which enhances their professional credibility. Additionally, they are equipped with essential self-employment skills, such as setting up a business bank account and managing their finances.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the proportion of apprentices who successfully complete and achieve their apprenticeship.  Provide new teachers with training that enables them to develop their teaching and assessment practice.  Provide apprentices with initial advice and guidance that enables them to make an informed decision on their choice of study.  Improve the level of scrutiny and challenge governors provide on the quality of education apprentices receive.  Improve how leaders use information to secure areas for improvement. 7 to 9 August 2024

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Provider details

Address Birmingham Regional Office National Training Development Centre 6 Aston Cross Business Village 50 Rocky Lane Birmingham B6 5RQ

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Provider details

Principal, CEO or equivalent Satoru Awano

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Provider details

Date of previous inspection 12 to 14 July 2022

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Provider details

Main subcontractors None 7 to 9 August 2024

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Information about this inspection

The inspection team was assisted by the head of compliance and training, 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

Joel Dalhouse, lead inspector His Majesty’s Inspector Steve Kelly His Majesty’s Inspector 7 to 9 August 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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