London Design and Engineering UTC

Further education and skills inspection report

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Inspection of London Design and Engineering UTC

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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 Requires improvement

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Information about this provider

London Design and Engineering University Technical College (LDE UTC, trading as Engineering Skills College) is an independent learning provider based in Newham. This inspection report relates only to the UTC’s apprenticeship provision.

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Information about this provider

LDE UTC teaches engineering-related apprenticeships. At the time of the inspection, there were 31 apprentices. Of these, 13 were on level 3 digital engineering technician, 9 on level 3 civil engineering technician, and 9 on level 4 civil engineering senior technician.

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Information about this provider

Teaching sessions take place in person at the UTC’s training centre in Newham.

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Information about this provider

The vast majority of apprentices are aged 19 and over. Fewer than five apprentices are aged under 19. 1 to 3 October 2024

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

Apprentices enjoy learning in a welcoming and supportive environment in well- equipped classrooms and workshops. They like studying topics that closely align with their day-to-day work in engineering firms. Apprentices, including those with special educational needs and/or disabilities (SEND), are supported well and treated fairly by caring staff.

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

Staff communicate well with apprentices to inform them of the training, assignments and expectations they have of them. Apprentices like this because they can prepare ahead for training sessions and keep their work organised. In a few instances, level 3 apprentices have been frustrated by staffing changes which caused them some uncertainty about the timings of assignments. However, leaders take swift action to minimise disruption where they can.

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

Staff help apprentices to develop excellent behaviours linked to their professional standards. For example, teachers on the level 3 engineering technician set tasks that teach apprentices how to work collaboratively in teams on projects, and to maintain professional relationships. Apprentices gain a secure understanding of professional behaviours in the workplace by completing additional training with employers, such as awareness in handling information. Apprentices become confident at work. They can speak assuredly about projects in team meetings and to their line managers.

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better?

Leaders have made positive improvements since the previous inspection. They have refined their curriculum offer so that it matches staff expertise in level 3 and 4 civil and digital engineering. Leaders have improved their monitoring of the quality of teaching and the staff development they provide, which has had a positive impact on the quality of teaching and learning.

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better?

Leaders and managers have developed a curriculum that meets engineering apprentices’ aspirations to advance in their education and careers. They teach level 3 engineering technician apprentices about managing construction projects, with a view to apprentices being able to go into management roles in the future. Apprentices gain the skills and knowledge they need to move into their next steps.

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better?

Teaching staff are knowledgeable and highly qualified in the specialist topics they teach. Leaders and managers provide teachers with ongoing training so that they have the up-to-date industrial knowledge they need. Teachers teach level 3 digital engineering technician apprentices well, using contemporary case studies and software applications. From the case studies, apprentices know how the skills they gain are applied in a variety of work situations

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better?

Teachers explain topics clearly. They ask questions frequently and effectively to help apprentices remember key terms and to check that they can recall earlier 1 to 3 October 2024

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knowledge. They quickly find out what apprentices can remember and address any misconceptions. For example, teachers test level 3 apprentices on their knowledge of the methods to connect steel frames using rivets and nuts and bolts. Apprentices recall this information correctly and know when to apply different methods in work settings. They understand the content they are taught and can explain how it relates to the sector in which they work.

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Employers provide apprentices with helpful and well-structured on-the-job training. For example, larger employers offer a ‘carousel’ where level 4 civil engineering senior technician apprentices work in different settings such as electrical and mechanical engineering departments. In a few cases, staff do not help apprentices from small employers to experience a variety of settings where they can practise their new skills and apply their knowledge in different departments.

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Suitably trained staff make sure that apprentices with SEND have a good education. Teachers create support plans and make sure learners have access to any additional resources they need, such as breaks in lessons and exams and additional one-to-one support where needed. These apprentices make substantial progress and achieve at least as well as their peers.

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Staff prepare apprentices well for their final assessments from early in their courses. For example, managers arrange for level 4 civil engineering senior technician apprentices and employers to take part in training with external stakeholders, such as the Institute of Civil Engineers, to learn about the requirements of their final assessments. This contributes to positive outcomes for apprentices. A high proportion of apprentices complete their training and most achieve merits and distinctions in the qualification components of their course. All apprentices remain employed on completion of their programme and, in a few cases, gain promotions.

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Apprentices receive good careers education, information, advice, and guidance. Staff and representatives from external industry bodies help apprentices with CV writing, building professional online profiles, and guidance on career pathways and promotion opportunities. Apprentices have helpful discussions with staff and employers about their next steps, which could include further courses or higher education. For example, level 3 apprentices are aware of potential career paths in their industry, such as becoming quantity surveyors.

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Staff arrange a variety of activities that enhance apprentices’ learning. These include industry visits and masterclasses at major engineering projects such as Riverlinx. Apprentices broaden their understanding of engineering and develop interests beyond the basics of their apprenticeship.

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Leaders and managers do not help apprentices review and plan their training with employers consistently well. For example, staff do not make sure that all level 4 civil engineering senior technician apprentices complete their reflections promptly or in enough detail before they meet with employers to review their training. This makes it difficult for employers to plan how apprentices can apply their new knowledge in 1 to 3 October 2024

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the workplace. In a few instances, this has limited the opportunities that apprentices have to practise skills or make improvements at work.

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Leaders and managers work well with a board of governors who have a wealth of experience in engineering and apprenticeships. Governors know the strengths and areas for development of the apprenticeships well because leaders provide them with suitable information about the quality of the provision, reported to effective governors’ sub-committees. Governors support the leadership team well with strategic decisions such as expanding the number of apprentices on the level 4 civil engineering senior technician standard in response to industry demand. Governors and leaders have the expertise to continue to make positive changes.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Help apprentices on all programmes gain on-the-job training in a variety of workplace settings so that they can apply the full range of their new knowledge skills and behaviours.  Improve the quality and timeliness of the reflections that level 4 civil engineering senior technician apprentices make in their review meetings so that employers can plan workplace training more effectively. 1 to 3 October 2024

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Provider details

Address Docklands Campus, University Way London E16 2RD

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Provider details

Principal, CEO or equivalent Geoffrey Fowler

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 1–3 February 2022 1 to 3 October 2024

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Information about this inspection

The inspection team was assisted by the Head of Apprenticeships, 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

Claudia Harrison, lead inspector His Majesty's Inspector Michael Worgs His Majesty's Inspector Rebecca Jennings His Majesty's Inspector 1 to 3 October 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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