P. Flannery Plant Hire (Oval) Limited

Further education and skills inspection report

p.1

Inspection of P. Flannery Plant Hire (Oval) Limited

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

P. Flannery Plant Hire (Oval) Limited is a national independent learning provider of adults Skills Bootcamps with their main office located in the London Borough of Brent. The provider offers training in plant operations for a range of construction plant machinery, such as 360° excavators, ride on rollers, forward tipping dumpers, telescopic handlers, and articulated dump trucks (ADT). Training is offered nationally across various fixed and mobile training hubs. The provider’s main training sites are in Buckinghamshire and the West Midlands. At the time of inspection, there were around 40 learners on Skills Bootcamps on plant operations courses. 25 to 27 March 2025

p.1

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

Learners have a very positive attitude towards their studies. They are extremely polite and respectful of each other and of staff. They participate in the lesson activities enthusiastically, follow the instructions of trainers closely and comply with the strict health and safety requirements during their training. They develop excellent professional behaviours in their workplaces that are valued highly by employers.

p.2

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

Learners become confident to work as plant operators as the result of their good- quality training. They develop the behaviours and technical skills needed for their jobs as they progress with their courses. For example, they know the functions of main components of the plant machinery and the importance of carrying out various checks before starting to operate these pieces of equipment.

p.2

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

Learners greatly value the high-quality and industry-standard technical resources available to them. They are taught by expert and experienced trainers. For example, learners use computerised simulation equipment to practise and refine their practical skills safely. This prepares learners effectively for the operation of the extensive range of industry machines available on the training sites. Most learners complete their courses, obtain their Construction Plant Competence Scheme card, and move on to employment.

p.2

better?

Leaders work closely with employers in the construction sector to understand fully their needs and priorities. For example, leaders know that awareness of health and safety requirements in the construction industry is of high importance to employers. Leaders have included this in the content of the training extremely well. This helps learners develop the relevant behaviours during their training.

p.2

better?

Trainers teach topics in an order that helps learners develop their knowledge and skills over time. They teach practical tasks that increase in complexity, so that learners build confidence and proficiency in operating plant machinery as they progress with their training. For example, learners gain a good understanding of safety protocols when checking excavators’ external lights and mirrors, then move on to more complex checks, such as checking loads for security and integrity before manoeuvring on site. Learners on the ADT course first learn to drive through obstacles using their mirrors before starting to drive in narrow areas and reverse in tight spaces.

p.2

better?

In practical lessons, trainers explain topics clearly and use demonstration effectively to teach learners. On the ADT course, trainers explain and demonstrate clearly how to use tools safely to open and close a bonnet. They then ask learners to repeat the same task under the trainers’ supervision. This helps learners to understand and remember how to complete these tasks. 25 to 27 March 2025

p.2

3

Trainers use questioning effectively during lessons and practical assessments to check learners’ knowledge and understanding. They use probing questions to check that learners have a good understanding of the tasks they complete. For example, they ask learners to explain why they need to check the depth of treads on tyres and the possible consequences of using tyres that do not meet the safety standards. Learners are clear about the progress that they make on the course and what topics and skills they need to work on.

p.3

3

On a few occasions in theory lessons, trainers do not assess well enough what learners know at the start of their lessons or courses to adapt their teaching. For example, when trainers teach air pollution caused as the result of emissions from the plant machinery, the content is too complicated for some learners to understand the topic fully.

p.3

3

Learners are well prepared for their next step in learning and employment. Staff give learners helpful guidance on the skills employers are looking for. They help them to prepare for interviews and write CVs. At the end of the courses, staff give learners good-quality guidance on seasonal job opportunities and how to use social media when seeking employment. Learners are aware of educational and employment options available to them when they finish their courses.

p.3

3

Leaders ensure staff take part in a wide range of effective professional development opportunities, to update their technical knowledge and skills. For example, tutors update their knowledge of digital controls and modern plant machinery, such as electrical 360° excavators. However, trainers do not receive specific training on supporting learners with special educational needs/or disabilities (SEND).

p.3

3

Those responsible for governance have a wide range of relevant and useful experience and expertise in areas, such as education and the construction industry, to carry out their roles effectively. Through useful reports from senior leaders and direct contact with learners and staff, governors have a clear understanding of the strengths and areas for development of the provision. They provide senior leaders with effective support and challenge.

p.3

3

Leaders and managers have a good understanding of the local risks, such as knife crimes and potential risks in the construction industry, such as modern slavery. However, in a few instances staff and learners’ knowledge of these is superficial.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

What does the provider need to do to improve?

 Assess what learners know and can do at the start of their courses and use this information to adapt teaching and assessment. 25 to 27 March 2025

p.3

4

 Provide trainers with training so they are able to support learners with SEND.  Give trainers and learners sufficient information to understand local risks in their communities and the risks in the construction industry such as modern slavery. 25 to 27 March 2025

p.4

Provider details

Address Flannery House Third Way Wembley Middlesex HA9 0RZ

p.5

Provider details

Principal, CEO or equivalent Patrick Flannery

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors N/A 25 to 27 March 2025

p.5

Information about this inspection

The inspection team was assisted by the safety and skills director, 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.

p.6

Inspection team

Ramin Narimani, lead inspector His Majesty’s Inspector Errol Ince Ofsted Inspector David Baber Ofsted Inspector Mary Younan Ofsted Inspector 25 to 27 March 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7