CSR Scientific Training Limited

Further education and skills inspection report

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Inspection of CSR Scientific Training Limited

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Adult learning programmes Good Apprenticeships Outstanding Overall effectiveness at previous inspection Good

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Information about this provider

CSR Scientific Training Limited is an independent learning provider in Birmingham. The provider offers specialised training for the healthcare and science sectors and works with over 140 employers. At the time of inspection, there were 463 apprentices in learning, on a variety of apprenticeships ranging from level 2 to 6. Approximately two-thirds of apprentices are studying either the level 2 healthcare science assistant, the level 3 laboratory technician or the level 4 healthcare science associate apprenticeships. Six apprentices were under the age of 19.

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Information about this provider

The provider also offers a newly introduced health and life science Skills Bootcamp, funded by the Oxfordshire Local Enterprise Partnership. At the time of inspection, there were 28 adult learners studying the health and life science Skills Bootcamp, none of whom had completed their studies. 18 to 21 March 2025

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

Learners and apprentices are highly satisfied with the education and training they receive. They develop strong and worthwhile scientific and analytical skills that prepare them excellently for their future roles. Adult learners gain key scientific practical skills which serve to make them either more employable or more productive in the workplace.

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

Learners and apprentices show very high levels of commitment to their studies. Attendance at both online lessons and practical sessions is consistently high. They are very ambitious for their futures and routinely achieve the highest possible grades in their qualifications.

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

Apprentices consistently excel in both their workplaces and lessons. Apprentices frequently attend events which serve to benefit both themselves and the communities in which they work. They promote scientific study and its benefits passionately. They visit local schools to promote the benefits of studying an apprenticeship in science, technology, engineering and mathematics (STEM) subjects, compete in the Pipette Olympics, as well as participate in activities to promote women into STEM.

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

As learners and apprentices move through their studies, they develop in confidence and character. They gain the confidence to present to large audiences and to delegate and lead their colleagues. Apprentices routinely take on greater responsibilities in their working roles.

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

Learners and apprentices feel safe and well supported. They are fully aware of the actions to take if they were to feel unsafe. Apprentices gain key knowledge that helps further support their safety. Apprentices attend lessons on mental health awareness and well-being strategies. They learn to recognise the signs of declining mental health and how to build coping mechanisms to respond.

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better?

Leaders ensure that learners and apprentices are taught highly ambitious curriculums. Leaders work skilfully with a large range of employers, such as the NHS and the police service, to co-design curriculums that align precisely to meet local and national skills needs. Adult learners quickly develop important practical skills that are in very high demand.

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better?

Leaders and educators plan and sequence curriculums thoughtfully to ensure that apprentices and learners build on their prior understanding well over time. Level 3 laboratory technician apprentices learn to carry out progressively more difficult scientific analysis techniques before moving on to complicated procedures, such as troubleshooting or experimental refinement. 18 to 21 March 2025

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Educators ensure that learners and apprentices have numerous excellent opportunities to practise what they have learned. Level 4 quality practitioner educators set tasks for apprentices that are realistic and mirror real-world workplaces accurately. Apprentices practise tasks such as audits, presentations, professional discussions, and work-based projects frequently. Apprentices develop clear fluency and consistency in their workplace practice, and they can apply a range of quality improvement methods well.

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Educators use questioning techniques that help apprentices and learners to think deeply about what they have been taught and apply it in different scenarios. Level 5 technician scientist educators ask challenging questions to ensure that apprentices fully understand the behaviours of Lewis acids in acid-base reactions. Apprentices use their existing knowledge to predict and explain the behaviours of the chemicals that they use in their places of work.

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Educators use an effective range of teaching strategies in lessons to help learners and apprentices build their knowledge over time. Level 4 healthcare science associate educators implement group activities that use highly relevant case studies that help bring learning to life. Apprentices, through undertaking these activities, are clear on what strong scientific practice looks like and how to apply these to their own clinical practice.

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Apprentices receive high-quality feedback from their educators so that they are clear on how to improve their future work. Apprentices receive feedback that helps them to evaluate more deeply and precisely. Level 6 laboratory scientist apprentices learn to better consider the impacts of things, such as time constraints and costs and how to better apply continuous improvement cycles. Apprentices produce work of a higher quality because of the feedback they receive.

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Leaders and educators support those apprentices and learners with additional learning needs well. Level 2 healthcare science assistant educators identify those who need additional help and provide them with appropriate support. For example, staff provide apprentices with coloured paper, overlays, bespoke structured assignment briefs and scribes in examinations.

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Leaders ensure that learners and apprentices receive beneficial career advice that informs them well about the range of opportunities available to them after completing their studies. Apprentices understand the benefits of joining professional bodies and the value of professional accreditation. A high proportion of apprentices join these organisations and as such become more employable.

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Apprentices achieve very well. A consistently high proportion of apprentices who complete their studies move on to a destination which meets their aspiration or talent, such as laboratory managers or senior technicians. A high proportion of apprentices move on to study at a higher level.

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Well-experienced governors hold leaders and managers to account. Those who govern take active roles to ensure that the quality of education apprentices and 18 to 21 March 2025

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learners receive is high. They have been instrumental in supporting leaders to improve the quality of curriculums that they offer.

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Leaders have established highly effective quality assurance and improvement processes. These processes help them identify accurately areas of strength and the areas leaders wish to develop. Leaders’ quality improvement activities, in nearly all cases, lead to positive changes. For example, educators feel that their lesson observation processes are supportive and are effective in improving their teaching skills.

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Safeguarding

The arrangements for safeguarding are effective. 18 to 21 March 2025

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Provider details

Address 1b Mitre Court 38 Lichfield Road Sutton Coldfield West Midlands B74 2LZ

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Provider details

Principal, CEO or equivalent Simon Jukes

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 25 to 28 February 2020

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Provider details

Main subcontractors None 18 to 21 March 2025

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Information about this inspection

The inspection team was assisted by the director of quality, 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 Parton, lead inspector His Majesty’s Inspector Suzanne Wainwright His Majesty’s Inspector Karen Tucker Ofsted Inspector Julia Stevens Ofsted Inspector Karen Bill Ofsted Inspector Richard Brennan Ofsted Inspector Maggie Fobister Ofsted Inspector 18 to 21 March 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 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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