Blyth Harbour Commissioners

Further education and skills inspection report

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Inspection of Blyth Harbour Commissioners

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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

Blyth Harbour Commissioners, trading as Port Training Services, is an independent learning provider based in Blyth, Northumberland. It offers apprenticeships at six ports in England – Dover, Bristol, Peel, Boston, Sunderland and Tyne. At the time of the inspection, there were 68 apprentices on the level 2 port operative apprenticeship standard. The majority of apprentices were aged over 19 with one apprentice under 18 years. 9 to 11 April 2025

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

Apprentices demonstrate excellent attitudes to their work and studies. They take great pride in their learning and are extremely motivated. Apprentices who have not previously gained English and mathematics qualifications choose to study for these as they appreciate that it will help them to progress in their careers.

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

Apprentices display highly professional behaviours in and around the ports in which they work. They respond positively to guidance and instruction from supervisors when conducting manual handling tasks. As a result, apprentices confidently undertake a range of port coordination operations safely, including when working at height, driving a counterbalanced forklift truck and when operating a tug tractor to move, unload and load containers.

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

Instructor-assessors effectively teach apprentices the importance of embodying fundamental British values. Apprentices are mindful that they need to work with a range of people in ports who have different needs and expectations. They demonstrate positive approaches to being tolerant and respectful in their interactions with customers, their peers and people in positions of authority.

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

Apprentices benefit from supportive careers advice and guidance that helps them to make informed decisions about their next steps. Staff provide apprentices with useful information about the different jobs within the port industry. They highlight the transferable skills apprentices develop through their apprenticeship, which could help them move into other occupations should they wish to do so.

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better?

Since the previous inspection, leaders and managers have taken substantive actions to improve their oversight of the quality of training that apprentices receive. They ensure that apprentices have access to sufficient off-the-job training and that they attend very well. Most apprentices who have fallen behind in their training have been effectively supported by staff to catch up. Leaders are aware of the few apprentices who have yet to complete their end-point assessment (EPA) and have in place further plans to support them.

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better?

Leaders offer the level 2 port operative apprenticeship to help apprentices swiftly develop the new knowledge, skills and behaviours they need to work on a port. They work closely with employers to plan and deliver training that is flexible so that specific port operation needs can be met. For example, leaders work effectively with managers at the Port of Tyne to schedule training around port demands where apprentices are needed to help unload cargo before attending off-the-job sessions.

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better?

Instructor-assessors use information from initial assessment about what apprentices know and can do at the start of their apprenticeship to design and sequence an effective curriculum. They identify what apprentices need to know first, such as the general health and safety regulations to be adhered to when working at a port. 9 to 11 April 2025

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Once apprentices demonstrate confidence in these areas, instructor-assessors deliver additional training that supports apprentices’ readiness for work. As a result, apprentices gain additional qualifications such as a forklift driving licence, which helps them to secure employment in the future.

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Instructor-assessors coordinate on- and off-the-job training well. They communicate directly with employers to arrange access to specific port operations so that apprentices can consolidate their knowledge and master their skills. For example, instructor-assessors arrange for additional practice opportunities using a nine-tonne forklift so that apprentices can hone their skills to load and move cargo accurately.

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Instructor-assessors use a range of teaching methods effectively. For example, they break down complex health and safety legislation into smaller parts to help apprentices retain important information. As a result, apprentices recall their training quickly when conducting port operations and work within guidelines and the law effectively.

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Instructor-assessors use assessment well to check carefully what apprentices know and understand. They conduct practical observations to check that apprentices accurately carry out portside tasks. They use results from mock test papers and professional discussions to identify gaps in apprentices’ knowledge. This helps instructor-assessors prepare apprentices for their EPA.

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Apprentices produce work to the required standard and quickly apply what they learn safely in their workplaces. When apprentices complete written components or practical assessments, instructor-assessors clearly explain what they do well and identify what they need to do to improve their work.

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Instructor-assessors develop apprentices’ English, mathematics and digital skills well. Apprentices use these skills to become effective in their port roles. For example, they are taught the mathematical skills they need to calculate safe load weightage when lifting and transporting cargo from a ship to storage.

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Instructor-assessors and functional skills tutors provide effective support for apprentices with special educational needs and/or disabilities so that they make progress in line with their peers. They use adaptive teaching methods well, such as using verbal questioning in place of written work, to help apprentices with dyslexia, for example, to overcome barriers to assessment. As a result of their training, all apprentices who complete their apprenticeship secure full-time employment within the port industry and become competent, multi-skilled port operatives.

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Leaders and staff provide apprentices with opportunities to participate in activities that encourage them to socialise with others and develop their wider interests. At the Port of Blyth, apprentices participate in activities that enable them to contribute to their local community, such as raising funds through a charity bike ride.

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Leaders and staff ensure that apprentices develop a secure understanding of risks associated with working in the ports industry. They teach apprentices about specific 9 to 11 April 2025

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risks in the areas in which the ports are located, such as known criminal activity at ports where goods may be smuggled into the country via shipping containers and cargo. Apprentices clearly understand their legal responsibilities to report smuggling attempts of drugs or other contraband.

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Leaders recruit instructor-assessors who have experience of the port industry. Most hold or are working towards relevant teaching qualifications, which supports their teaching skills and knowledge. However, due to the demands placed on instructor- assessors to travel across England to deliver training, instructor-assessors’ workloads are demanding and tiring. Leaders are recruiting additional staff to teach the curriculum to reduce current instructor-assessor workloads.

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Leaders are supported effectively by the port commissioner and a board of directors who have a thorough understanding of the strengths and weaknesses of apprenticeship provision. They support the actions that staff have undertaken to improve the planning, teaching and assessment of the curriculum, and they challenge them to ensure that apprentices make the progress that they should.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that apprentices who are behind catch up and make the progress of which they are capable.  Provide effective support to help instructor-assessors manage their workloads. 9 to 11 April 2025

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Provider details

Address Port Training Services Energy Central Learning Hub, Quay Road Blyth Northumberland NE24 3PA

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Provider details

Principal, CEO or equivalent Martin Lawlor

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 18–20 January 2023

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Provider details

Main subcontractors N/A 9 to 11 April 2025

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Information about this inspection

The inspection team was assisted by the head of training, 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

Chloe Rendall, lead inspector His Majesty’s Inspector Sarah Seaman His Majesty’s Inspector Malcolm Fraser His Majesty’s Inspector 9 to 11 April 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 looked-after children, safeguarding and child protection.

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