Searegs Training Ltd

Further education and skills inspection report

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Inspection dates: 30 April to 2 May 2025

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Overall effectiveness Outstanding

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

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Information about this provider

Searegs Training Limited is an independent learning provider based in Plymouth, Devon. Searegs provides training to apprentices working in harbours, river authorities and seaports. At the time of the inspection there were 33 apprentices studying the level 3 small commercial vessel (crewmember) apprenticeship and 20 apprentices studying the level 3 boatmaster apprenticeship. Eight apprentices were under 19 years old. Eleven apprentices were studying qualifications in English and/or mathematics. Around 10 apprentices had an identified need for additional learning support.

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Information about this provider

Apprentices work on passenger ferries, port and harbour authority vessels, research vessels and sail training boats. Apprentices attend the training centre for blocks of training throughout the year. Searegs also provides training at employers’ premises. 30 April to 2 May 2025

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

Apprentices greatly appreciate the valuable and thorough training they receive. Most apprentices begin their studies with little prior training or experience in the maritime industry. Instructors and employers work in partnership to transform apprentices into highly qualified, competent and confident skippers, first mates and mariners on the range of vessels they operate.

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

Apprentices are exceptionally well prepared for their next steps and secure permanent employment when they finish their apprenticeship. Many undertake substantial additional responsibilities and gain promotions to increasingly senior leadership positions on their vessels. Apprentices quickly become highly valued and trusted members of the teams they join.

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

Apprentices thoroughly enjoy the challenging nature of their learning. They are highly motivated to continue their studies on completion of their apprenticeships. Young apprentices swiftly develop confidence in their own knowledge by working with mature, skilled mariners in a mutually respectful environment. Apprentices model professional behaviours exceptionally well, for example when taking responsibility for passengers’ safety on board.

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

Apprentices develop their individual character and resilience substantially through the diverse skills they learn during their apprenticeships. For example, apprentices learn to problem-solve under pressure, manage the safety of the public on their vessels and operate safely in a highly regulated environment.

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

Apprentices feel safe and know who to contact should they have any concerns.

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better?

Leaders develop highly valuable curriculums that meet the needs of apprentices and the local, regional and national employers with whom they work. Highly skilled mariners are in great demand in both the public and private sectors. Searegs’ leaders work skilfully with employers to teach apprentices the skills they need to fill the skills gaps left by an ageing workforce.

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better?

Leaders use their extensive experience of the maritime industry to offer apprentices highly ambitious curriculums and carefully considered pathways to accelerate apprentices’ progress. Leaders include additional learning options in the curriculum, such as additional ‘yachtmaster’ skills, to further develop apprentices’ understanding of topics such as coastal and offshore navigation. This prepares apprentices well for future job opportunities that interest them.

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better?

Leaders work expertly well with employers to plan and shape the curriculum so that apprentices learn about the broad range of employers and vessels in the maritime industry. For example, the curriculum is adapted for both motor and sail-powered 30 April to 2 May 2025

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vessels so that apprentices can specialise in either discipline. This widens the opportunities available to apprentices on completion of their apprenticeships.

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Instructors use their well-honed expertise to teach apprentices the wide variety of topics that comprise the taught curriculum. They use their substantial experience to bring topics to life by providing context related to their own practice. For example, instructors are experts in topics such as ‘jamming’ and ‘spoofing’, where satellite interference takes vessels off course in waters where there are political or other disputes. Through the teaching they receive, apprentices understand the context and potential dangers to vessels in global maritime work.

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Leaders ensure that instructors develop the teaching expertise required to support apprentices to excel in their training. For example, new instructors shadow and co- teach training blocks with established instructors before teaching apprentices themselves. Instructors check apprentices’ understanding of key concepts, skilfully using interactive quizzes, thoughtful and reflective questions and well-constructed discussions. This encourages apprentices to think deeply about the concepts they are learning in the context of their jobs.

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Instructors embed subject-specific, professional and technical vocabulary throughout the curriculum thoroughly. For example, apprentices learn to routinely use and understand radio call signs and the importance of tidal streams, wind and sea conditions when planning a passage. Apprentices use this vocabulary well in their studies and at work. Apprentices learn to adapt the complexity of their language dependent on their colleagues’ or customers’ knowledge or requirements.

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Instructors prepare apprentices for their embedded qualifications and final assessments excellently. Trainers support apprentices using baseline assessments, frequent checks on learning and mock examinations, and they consolidate and assess understanding effectively. Instructors support those with additional needs such as dyslexia by adapting resources, deploying scribes and readers and allowing additional processing time where needed. This prepares apprentices very well for the numerous assessments they must pass as part of their apprenticeship.

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Apprentices achieve a comprehensive suite of industry-recognised qualifications throughout their apprenticeship. These include safety and survival qualifications that are required before any mariner can work in the industry, increasing apprentices’ employment options on completion. Almost all apprentices complete their studies and all who remain on the programme pass their final assessments. Most remain with their employers and continue to develop their careers in the industry by undertaking further training.

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Leaders include apprentices in many networking events such as Seawork, the Southampton Boat Show and Careers on the Thames events, where they meet fellow mariners and employers. These experiences develop apprentices’ public speaking skills, where they advocate for the role of the apprentice in the marine industry and promote careers on the water. Leaders carefully introduce apprentices to their extensive local and national network to highlight future developments in the 30 April to 2 May 2025

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marine industry, for example the development of autonomous vessels, survey work and the wider marine environment. Apprentices learn about emerging technologies in navigation and vessel operation, extending their experiences beyond the content of the curriculum, and enhancing their knowledge base and interests.

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Staff comprehensively introduce topics such as healthy relationships and safeguarding to apprentices at the start of their apprenticeship. Leaders actively promote campaigns such as Operation Boatman to highlight the procedures apprentices must follow in case of a bomb threat or other extremist activity in the course of their work. This helps apprentices understand the threats they may encounter in their roles and as an individual.

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Leaders check the quality of the training they offer thoroughly by conducting frequent lesson observations and providing individualised professional development for staff. Their apprenticeships are highly regulated, and leaders work closely with regulatory bodies such as the Maritime and Coastguard Agency and the Royal Yachting Association to ensure their training is of the high standard expected.

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Safeguarding

The arrangements for safeguarding are effective. 30 April to 2 May 2025

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Provider details

Address Turnchapel Wharf Barton Road Plymouth PL9 9RQ

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Provider details

Principal, CEO or equivalent Victoria Jinks

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 30 April to 2 May 2025

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Information about this inspection

The inspection team was assisted by the 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.

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Inspection team

Sarah Alexander, lead inspector His Majesty’s Inspector Mark Parton His Majesty’s Inspector Nikki Sendell Ofsted Inspector 30 April to 2 May 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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