CLAAS UK Limited

Further education and skills inspection report

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Inspection dates: 11 to 13 September 2024

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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

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Information about this provider

CLAAS UK Limited provides apprenticeship training for their land-based engineering wholly owned and franchised dealership network across the UK and Ireland. CLAAS introduced apprenticeship training in 2022 to provide land-based engineering technicians.

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Information about this provider

The apprenticeship duration is typically four years long. Apprentices attend training in three-week blocks at the CLAAS academy, three times a year with remote training sessions supplementing on-site academy training. During block training sessions, apprentices travel from across the country and stay in a local hotel.

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Information about this provider

At the time of the inspection, there were 40 apprentices, 20 of them were aged 16 to 18 and 20 were aged 19 to 24. Apprentices study level 3 land-based service engineering technician. Leaders subcontract with a local further education college to provide apprentices with functional English and mathematics qualifications. 11 to 13 September 2024

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

Apprentices develop the high-level technical skills they need to service and repair machinery such as tractors and combine harvesters. They learn from trainers with extensive land-based engineering experience using the latest industry-standard facilities. Apprentices promptly put their learning into practice in lessons. After learning the principles of hydraulic systems and components, they build a working circuit on a training rig.

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

Apprentices benefit from training in small groups and receiving individual coaching from trainers. Apprentices are highly motivated to learn new skills which they practice at work. They have high attendance in lessons and make good progress in their learning.

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

Apprentices receive useful tuition on physical health. Trainers discuss making healthy life choices and understanding the dangers of alcohol abuse and smoking. However, they do not have a good understanding of the potential mental well-being issues that exist when living and working in isolated farming communities.

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

Apprentices gain a good understanding of life in modern Britain. They learn about fundamental British values and how to keep themselves safe from the risks of radicalisation and extremism.

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

Apprentices feel safe at work, in the training accommodation and in training. They know who to contact should they need to. Apprentices work safely using appropriate personal protective equipment, such as welding masks and eye protection when carrying out fabrication tasks.

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better?

Leaders work successfully with employers across the CLAAS dealership network. Leaders understand fully employers’ skills development needs and offer appropriate apprenticeships in response. Apprentices learn engineering principles before moving on to learning about engines, transmission systems and more sophisticated fabrication machinery. Employers value these skills highly.

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better?

Trainers expertly structure the content of courses to meet apprentices’ and employers’ needs. Apprentices learn about engineering materials and using hand tools safely. They learn how to manufacture components to the tolerance of exacting engineering drawings. This provides apprentices with a broad range of engineering skills that apply to their current job and a variety of engineering roles.

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better?

Trainers build on apprentices’ understanding and knowledge in lessons most effectively. Trainers plan the subjects they teach logically. Apprentices learn about transmission driveline layouts before learning the more complex principles of gearboxes. Trainers make good use of videos and high-quality images to discuss 11 to 13 September 2024

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technical topics. Apprentices understand how to apply their knowledge fully, relating transmission parts in the workshop to complex engineering principles.

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Apprentices develop their English and mathematical skills effectively during their apprenticeship. Apprentices who need functional skills qualifications progress quickly in their studies, passing their exams first time. Trainers provide apprentices with useful feedback on their spelling, grammar and punctuation so that apprentices improve their written work over time. Apprentices develop useful mathematical skills that they apply when working out gearbox ratios. They use measuring equipment confidently for fabrication projects, accurately working within industry tolerances.

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Managers and trainers make suitable adjustments to help apprentices with special educational needs and/or disabilities (SEND). This includes providing extra study time and coloured overlays to make reading clearer. However, managers and trainers lack the knowledge to identify those apprentices with SEND who have not disclosed a specific need.

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Apprentices behave professionally and courteously, producing high-quality work. Their assignments include well-written descriptions and explanations of task completion, referring to technical data and photographic evidence. Trainers use written assignments successfully to ensure that apprentices make strong links between what they learn at the academy and what they learn at work. Trainers do not always ensure that apprentices record and reflect on the tasks that they carry out in the workplace. Consequently, these are not recognised by apprentices as skills developed within their training.

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Trainers ensure that apprentices have a good understanding of the career opportunities in land-based engineering on completion of their apprenticeship. Apprentices know the specialist pathways, including tractor, forager and combine harvester. Apprentices know how they can progress quickly to the recognised status of master mechanic before working towards the coveted master technician.

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Leaders have developed a range of strategies to improve teaching, learning and the apprentice experience. Leaders have prioritised where improvements are most needed. Leaders now ensure that apprentices’ progress reviews are purposeful and routinely include the employer. Trainers have improved the feedback that apprentices receive on their work.

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Leaders have established a very effective oversight structure for ensuring that training is of high quality. This includes using highly experienced representatives from industry and education. Members of the governance committee fully understand their roles and responsibilities and provide appropriate support and challenge to leaders.

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Safeguarding

The arrangements for safeguarding are effective. 11 to 13 September 2024

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What does the provider need to do to improve?

 Ensure that apprentices routinely record and reflect on their new knowledge and skills at work, so they recognise and value their ongoing development in the workplace.  Ensure that apprentices gain a good understanding of specific issues affecting the land-based sector such as mental health and isolation in the farming community.  Develop the knowledge of managers and trainers so they can identify and help those apprentices with SEND who do not disclose a barrier to learning. 11 to 13 September 2024

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Provider details

Address Saxham Business Park Little Saxham Bury St Edmunds IP28 6QZ

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Website

www.claas.com/en- gb/career/apprenticeships

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Website

Principal, CEO or equivalent Trevor Tyrrell

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Website

Provider type Independent learning provider

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Website

Date of previous inspection Not previously inspected

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Website

Main subcontractors West Suffolk College 11 to 13 September 2024

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Information about this inspection

The inspection team was assisted by the head of academy, 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

Mark Care, lead inspector His Majesty’s Inspector Claire Griffin Ofsted Inspector Mark Keen His Majesty’s Inspector 11 to 13 September 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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