TWI Limited

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 Requires improvement Leadership and management Requires improvement Adult learning programmes Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

TWI Limited is an international organisation specialising in welding and welding inspection. It provides training for welding inspectors in a wide range of industries, including oil and gas, power, aerospace and automotive. At the time of inspection, TWI had 15 learners enrolled on Skills Bootcamps. Six adult learners were enrolled on a certification scheme for welding and inspection personnel course, five on a phased array ultrasonic testing course and four on a radiographic interpretation of welds course. 28 to 31 January 2025

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

Leaders do not provide support for learners beyond the technical aspects of the Skills Bootcamps. They have developed curriculums that focus predominantly on the knowledge and skills requirements of the certification of competence, with limited emphasis on pastoral support or the well-being of learners.

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

The proportion of learners who pass their course first time is lower than expectation for the Skills Bootcamp. When learners do not pass, staff provide refresher training and support learners to re-sit examinations. Following this support, over two thirds of learners achieve their certification of competence. Learners successfully develop their confidence as a result of their course.

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

Learners attend well. They arrive at lessons on time, return from breaks promptly and commence work quickly. They are keen to learn, come prepared for lessons and enthusiastically complete homework activities.

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

Learners feel safe in the training centre. They know to contact their tutor if they have any concerns for their own safety or that of their peers.

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

Lecturers reinforce the importance of safety at work through their teaching. Learners on the phased array ultrasonic testing course know the importance of being alert and focused when undertaking testing to ensure faults in critical infrastructure are correctly identified. Learners who are studying radiographic testing have a secure knowledge of the risks of radioactive sources.

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better?

Leaders offer a curriculum to develop a skilled workforce that is competent to weld, inspect, quality assure and test critical infrastructure in sectors such as aerospace, nuclear and green energy. Staff are committed to enhancing the skills of local people so that they can seek new employment opportunities locally, regionally and internationally.

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better?

Leaders and managers do not plan courses effectively enough to teach the curriculum content in a way that supports learners to commit learning to their long- term memory. They do not include effective strategies that provide learners with the time to recall their learning and revisit the content of the curriculum. Teachers do not provide sufficient time during the course for learners to reflect on their practice or to consolidate their learning.

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better?

Lecturers do not receive information from managers about learners’ prior qualifications or experience quickly enough to enable them to plan and personalise their teaching. Learners complete a skills analysis on the first day of their course to identify what they know and need to learn. However, because lecturers receive this information late, they cannot use it to put in place effective individual learning plans. 28 to 31 January 2025

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Lecturers are highly skilled in the disciplines that they teach. They use their industry knowledge to teach concepts and link theory to the workplace. Lecturers maintain their skills and currency in their sector through certification renewal, presenting at conferences and providing training internationally. However, they do not receive support to improve their teaching.

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Managers and lecturers design relevant and meaningful course materials that clearly explain fundamental knowledge. They use diagrams and pictorials to explain elements such as welding processes and equipment. Lecturers use helpful charts to explain technical topics in graphical form. In welding inspection, there are helpful dissections of weld methods to demonstrate to learners what happens to weld materials and the product in each of the processes. This means that learners develop many of the skills they need for their job roles.

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Lecturers do not consistently check how well learners develop new knowledge and skills. In a few instances, they do not review the results of specific assessment questions to set personal areas for development in readiness for forthcoming examinations. Lecturers often assume learners have the necessary knowledge without checking and then move on to the next topic. This results in too many learners not achieving their certification of competence.

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Learners understand well the career opportunities available to them upon completion of their courses. They appreciate the additional benefits provided to them through complimentary professional membership to the wider TWI group on completion of their course. This includes communications from the provider’s senior leaders about sector updates, job roles and further opportunities.

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Leaders have in place an executive board which includes senior leaders with responsibility for research and quality assurance, people and culture, operations, technology, finance and training. However, this group does not receive information about course development or outcomes for learners to enable them to provide effective challenge to leaders to assure themselves of the quality of education.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Support lecturers in developing their teaching practice so that learners can remember key information to allow them to pass their examinations and apply their learning in industry.  Provide lecturers with information about learners’ prior qualifications and knowledge in a timelier manner to enable them to plan individual learning.  Ensure that all lecturers promptly identify and rectify individual learners’ misconceptions and gaps in knowledge. 28 to 31 January 2025

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 Provide governors with comprehensive information about the quality of education to enable them to offer effective challenge.  Provide effective pastoral support to learners. 28 to 31 January 2025

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Address

TWI Technology and Training Centre (North East) Ferrous Road Middlesbrough TS2 1QW

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Address

Principal, CEO or equivalent David Wrathmall

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Address

Provider type Independent learning provider

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Address

Date of previous inspection Not previously inspected

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Address

Main subcontractors None 28 to 31 January 2025

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Information about this inspection

The inspection team was assisted by the deputy quality assurance manager, as nominee. 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

Glenise Burrell, lead inspector His Majesty’s Inspector Sarah Lonsdale His Majesty’s Inspector Alison Dennis His Majesty’s Inspector 28 to 31 January 2025

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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 lecturer 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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