Wessex Water Services Limited

Further education and skills inspection report

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Inspection of Wessex Water Services Limited

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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 the previous inspection Not previously inspected

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Information about this provider

Wessex Water Services Limited (WWSL) is an employer provider in Yeovil, Somerset. WWSL was awarded a contract to provide apprenticeships in March 2022. They train apprentices from across the Wessex water region, who attend training in the training academy on a day release from work model. The first apprenticeships started in August 2022.

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Information about this provider

At the time of the inspection, 57 apprentices were studying two specialised apprenticeship standards at level 3. Thirty-four apprentices were enrolled on the water industry network technician apprenticeship, and 23 were studying in the water industry treatment process technician apprenticeship. Just under a third of the apprentices were aged 16 to 18. Around a fifth of apprentices had special educational needs and/or disabilities (SEND). WWSL worked with one subcontractor, Weston College, which provided training for apprentices requiring functional skills in English. WWSL offers several bootcamps in computer aided design and other digital programmes. However, no learners were studying these courses during the inspection. 13 to 15 August 2024

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

Apprentices undergo comprehensive personal development training that helps them become responsible and active citizens. They utilise an efficient online training platform to learn about various subjects. This helps apprentices deepen their knowledge and understanding of broader topics such as physical and mental well- being and identifying signs of vulnerability in others.

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

Apprentices enjoy their training and are proud to work for WWSL. Most apprentices behave professionally, and all acquire significant new knowledge, skills and behaviours. This is due to the training they receive from industry experts in the training centre and the workplace. They are well prepared for the roles they will take on after completing the apprenticeship.

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

Apprentices develop their confidence and independence well. For example, water industry treatment process technicians are quickly trusted by managers to take charge of water treatment sites. Apprentices develop good communication skills by interacting with customers and staff in other company departments.

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

Apprentices learn how to keep themselves and others safe in the workplace. They always wear the appropriate protective equipment and are vigilant to potential hazards and risks. Apprentices diligently follow health and safety procedures, including using the lone worker application and adhering to site operational procedures. This helps apprentices feel safe when training and at work.

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better?

Managers and skills coaches have developed an ambitious curriculum for apprentices to study. For example, water industry network technicians learn how to conduct water supply checks using up-to-date technology. The curriculum is customised so that apprentices new to the industry study certain elements in greater depth, with extra time for reinforcing their skills in the workplace. WWSL has started a programme where already employed operators can also undertake an apprenticeship. They are called career development (CD) apprentices. They follow a shorter training programme, where they develop new knowledge about regulations and the reasons for carrying out specific procedures. These actions help apprentices to build the technical and practical skills they need to be successful in their roles.

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better?

Managers and skills coaches sequence the curriculum in a logical order. For example, water industry treatment process technician apprentices learn about essential primary treatment initially and then move on to more complicated tasks, such as fault finding and biological filtration. This ensures that apprentices develop substantial new knowledge, skills and behaviours.

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better?

Managers and skills coaches assess apprentices’ prior knowledge well. All apprentices undertake an assessment of their skills before they start. CD apprentices undertake extra on-site assessments, knowledge tests and a professional discussion. 13 to 15 August 2024

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Their line managers also evaluate their previous knowledge and skills. As a result, skills coaches use this information to personalise the curriculum to meet the learning needs of each apprentice.

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Academy leaders have set up an effective governing advisory board that includes an apprentice. The board members actively challenge and support leaders in their performance. They advocate for apprentices and the apprenticeship academy, which has increased awareness and support for the programme within the wider company.

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The small number of apprentices who have completed their apprenticeship have achieved their qualification. Previously, just over a fifth of apprentices withdrew from the apprenticeship before the end of their training. Apprentices who left early did so for reasons beyond the academy’s control, such as moving to other employers or struggling to commit to learning. Because of this, managers have strengthened the initial information at the start to ensure that all apprentices understand the commitment needed, and no new apprentices have left the programme.

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Eight of the 57 apprentices study functional skills in English and mathematics. Achievements in mathematics are currently too low. Only one of the seven who took the exam has passed. These apprentices studied a fast-track training model, and leaders recognised rightly this was unsuccessful. They have changed this teaching model to provide apprentices with individual training. Skills coaches have improved their identification of apprentices’ gaps in knowledge and skills. This helps them to focus better on teaching apprentices what they need to know. To date, no apprentices have taken the examination in English.

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When assessing apprentices in the workplace, skills coaches use a range of successful methods. They use visual observations and real-life scenarios to help determine apprentices’ knowledge and abilities. However, too often the teaching in the training centre relies on prepared presentations with assessment of learning being simple questioning to gauge understanding. This does not always check well enough apprentices’ understanding or deepen their expertise and critical thinking to prepare them for achieving the highest possible grade in the final exams.

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Leaders and managers review effectively apprentices’ progress. These reviews involve the skills coach, the apprentice and their line manager. When the line managers cannot attend, they and the apprentice receive an email from the skills coach with information about the progress the apprentice is making. However, the reviews do not indicate clearly what the apprentices need to do to improve.

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Managers skilfully identify most apprentices’ additional learning needs and implement suitable strategies to help them in their studies. For example, apprentices with neurodivergent needs receive extra support, such as speech-to-text readers and one-to-one assistance. Most apprentices with additional learning needs make progress in line with their peers. However, a few skills coaches do not always use this information well enough to ensure that all apprentices with additional needs reach their full potential. 13 to 15 August 2024

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Managers have designed an effective induction programme that includes, for example, information about the company and how apprentices can keep themselves safe from extremist views. The programme also has a brief introduction about potential career paths for apprentices. However, too many apprentices cannot remember what career paths or other training options they have when they complete their training.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that skills coaches receive effective professional development to improve and enhance their teaching skills so that apprentices achieve their qualifications, including functional skills, and can achieve merit and distinction grades.  Ensure that all apprentices receive timely information, advice and guidance so that they have a good understanding of the options available when they complete their apprenticeships. 13 to 15 August 2024

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Provider details

Address YTL Academy Site 303 Preston Road Yeovil BA20 2ER

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Provider details

Principal, CEO or equivalent Colin Skellet

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Weston College 13 to 15 August 2024

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Information about this inspection

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

Steve Battersby, lead inspector His Majesty’s Inspector Sarah Alexander His Majesty’s Inspector Cliff Shaw His Majesty’s Inspector 13 to 15 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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