North West Training Council

Further education and skills inspection report

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Inspection of North West Training Council

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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 Apprenticeships Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

North West Training Council is an independent learning provider located in Liverpool, Merseyside. It offers apprenticeships in the advanced manufacturing technologies, automotive and engineering sectors. It provides engineering training for around 100 employers which include national and small- to medium-size employers.

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Information about this provider

At the time of the inspection, there were 382 apprentices on apprenticeships at levels 2 and 3, of which 74 were under the age of 19. At level 3, there were 106 food and drink maintenance engineers, 93 engineering technicians, 65 engineering fitters, 63 installation and maintenance electricians, nine fire emergency and security systems technicians, nine machining technicians, six science industry maintenance technicians and fewer than five maintenance and operations engineering technicians. There were 30 apprentices on the level 2 engineering operative apprenticeship. 6 to 9 May 2025

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

Not all apprentices benefit from consistently high-quality education and training. Engineering fitter apprentices have had changes of tutors and technical training assessors (TTAs). This has disrupted their learning and resulted in too many making slow progress. During classroom sessions, most apprentices are not challenged sufficiently to deepen their knowledge of key concepts.

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

Where training is high quality, apprentices are motivated and enjoy their learning. They benefit from the industry expertise of their tutors, who they say inspire them to achieve their aspirations through the development of new knowledge, skills and behaviours. Apprentices take pride in their work and speak highly of the support that they receive from their tutors, trainers and TTAs. Attendance is high.

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

Apprentices improve their confidence and communication skills because of their studies. They complete presentations in the training centre to reduce their anxieties about speaking in front of others. During classroom and workshop sessions, apprentices demonstrate respect for each other.

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

Too many apprentices have a superficial understanding of fundamental British values and the risks associated with radicalisation and extremism. They are unable to recall this learning or discuss how it impacts them in the sectors in which they work. Apprentices who are under 19 years old are not given the opportunity to take part in discussions on topics such as healthy relationships and consent.

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

Leaders have invested in industry-standard technology to prepare apprentices for employment and future skills needs. Apprentices benefit from learning how to use a range of resources such as flexible manufacturing systems and robotics. Apprentices develop the skills they need to become more efficient in their job roles.

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

Apprentices feel safe. They are prepared well for the industries in which they work. Apprentices have a thorough understanding of health and safety regulations and apply these diligently at work and in workshops. For example, food and drink apprentices talk confidently about the need to wear personal protective equipment such as caustic suits when entering hazardous environments.

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better?

Leaders have not rectified most of the areas for improvement identified at the previous inspection. Although they have in place a range of quality improvement processes, they do not monitor effectively the impact of actions they have taken, such as improving tutors’ feedback to apprentices and developing tutors’ teaching skills, which are still areas for improvement.

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better?

Leaders co-design curriculums with larger employers so that apprentices extend and further develop their knowledge and skills. Machining apprentices learn additional skills such as welding, bench fitting and mechanical maintenance. Food and drink 6 to 9 May 2025

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apprentices work with stainless steel when machining to reflect the materials used in the workplace. Consequently, apprentices become multi-skilled engineers who can be deployed by their employers on a range of activities beyond those required for their core apprenticeship.

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Leaders do not ensure that on- and off-the-job training is coordinated effectively at most small employers. They do not involve enough smaller employers in the design of their apprentices’ training. Smaller employers do not have sufficient knowledge of what apprentices learn when they are at the provider. Apprentices at smaller employers do not apply their learning swiftly enough in the workplace.

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Leaders design their curriculums carefully so that apprentices’ knowledge, skills and behaviours develop incrementally over time. Staff identify the foundational knowledge that apprentices need before moving on to more complex concepts. Engineering technician apprentices learn the foundational principles of electrical and mechanical maintenance. They apply this knowledge when carrying out fault diagnosis of engineering systems and installing and commissioning engineering equipment. Apprentices are prepared well for successful careers in the engineering sector.

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Too often, tutors do not use information gathered on what apprentices already know and can do to plan their teaching. They do not use assessments completed at the start of the apprenticeship to tailor learning sufficiently. Engineering technician apprentices complete the same activities as each other despite the skills they may already have. However, food and drink maintenance engineering tutors use information gathered effectively to plan more difficult activities for those apprentices with more advanced skills. These apprentices complete tasks competently, such as finding and rectifying more complex faults in machinery.

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In classroom sessions, tutors often do not present new information clearly to enable apprentices to understand key concepts. However, in the more effective classroom sessions, tutors provide useful demonstrations to develop apprentices’ skills. They demonstrate well how to use technical information when completing engineering drawings. Engineering technician apprentices produce accurate drawings using first- and third-angle projection.

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Staff in workshops use a range of effective assessment strategies such as questioning and practical tasks to identify whether apprentices remember what they have been taught. Installation and maintenance electrician trainers use questioning well to check understanding of how to work safely at height and how to use isolation procedures correctly in the workplace. Machining trainers provide effective guidance on how to achieve the correct surface finish.

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The feedback that tutors provide to apprentices is too variable. Too often, tutors do not provide constructive and developmental feedback on what apprentices need to do to improve their written work. As a result, apprentices continue to make the same errors. However, most apprentices receive effective verbal feedback when carrying out practical tasks. Installation and maintenance electrician apprentices use 6 to 9 May 2025

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this feedback to improve their installation techniques. They accurately calculate appropriate cable lengths when terminating and clipping distances to support cables.

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Most apprentices are prepared well for their final assessments. They complete mock assessments, practice interviews and professional discussions. As a result, the proportion of apprentices who achieve their apprenticeships has increased, with just under half of completing apprentices achieving distinction or merit grades where available.

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Apprentices do not receive sufficiently well-planned careers information, advice or guidance. They do not know the full range of opportunities available to them for the next steps in their engineering careers.

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Trustees provide scrutiny and challenge about the actions leaders are taking to improve areas of weakness. They receive reports from leaders about aspects of training that apprentices receive. However, trustees do not receive sufficient information on the quality of teaching and learning that tutors provide to apprentices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding leaders resolved the minor administrative errors in paperwork that inspectors identified during the inspection.

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What does the provider need to do to improve?

 Plan the coordination of on- and off-the-job training for apprentices employed at small employers so that apprentices develop their skills swiftly.  Provide constructive and developmental feedback to apprentices following written assessments so that they know what they need to do to improve their work.  Provide appropriate training to teachers to improve their teaching skills in the classroom.  Provide careers information, advice and guidance so that apprentices know the full range of opportunities available to them.  Monitor accurately the actions taken to improve areas of weakness in the quality of training that apprentices receive. 6 to 9 May 2025

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Provider details

Address Unit 33 Dunes Way Wellington Employment Park Sandhills Liverpool Merseyside L5 9RJ

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Provider details

Principal, CEO or equivalent John Killen

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 10 to 13 January 2023

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Provider details

Main subcontractors None 6 to 9 May 2025

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Information about this inspection

The inspection team was assisted by the chief executive officer, 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

Alison Humphreys, lead inspector His Majesty’s Inspector Alison Cameron Brandwood His Majesty’s Inspector Danny Braithwaite Ofsted Inspector Brian Henry Ofsted Inspector Bob Busby Ofsted Inspector Kim Bleasdale His Majesty’s Inspector 6 to 9 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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