Maritime and Engineering College North West

Further education and skills inspection report

p.1

Inspection of Maritime and Engineering College North West

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

p.1

Information about this provider

Maritime and Engineering College North West (trading as The Engineering College (TEC) is based on the banks of the River Mersey in Birkenhead. TEC is an independent learning provider that specialises in engineering, construction, and marine engineering apprenticeships.

p.1

Information about this provider

At the time of the inspection, there were 387 apprentices enrolled at TEC. Almost all apprentices study at level 3, with just over half on metal fabricator, engineering technician, or engineering construction pipe fitter apprenticeships. At level 2, there were five apprentices studying the welder apprenticeship. 17 to 20 June 2025

p.1

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

Apprentices are respectful and professional at college and in the workplace. This is because staff set clear expectations for behaviour. Apprentices adhere closely to the college code of conduct. They are punctual and the attendance for most apprentices is high.

p.2

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

Apprentices take pride in their work. Industry-experienced tutors teach apprentices how to produce work to the exacting standards required in the engineering sector. Apprentices hone their skills to achieve these standards. Engineering construction pipefitter apprentices create professional production reports and accurate technical drawings.

p.2

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

Apprentices value the positive and inclusive college culture. They participate in charity events and contribute to a student council where they share their views with staff. Apprentices appreciate that their feedback to staff leads to improvements.

p.2

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

Apprentices are taught how to maintain their mental and physical well-being. They know the risks associated with gambling and how to access support services. Apprentices can articulate the importance of maintaining regular sleep schedules, the dangers of drug and alcohol use, and how these can impair focus in the workplace.

p.2

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

Apprentices feel safe in college and in the workplace. They follow safe working practices diligently, wear appropriate protective equipment, and abide by safety regulations such as the appropriate use of mobile phones.

p.2

better?

Leaders have a clear intent to provide training opportunities to meet skills shortages in heavy engineering and construction such as plate welders, riggers, and shipwrights. They work closely with employers to plan ambitious curriculums that extend beyond the apprenticeship standard. Leaders ensure that apprentices benefit from additional training that prepares them well for employment. Plate welder apprentices complete coding tests at the end of their first year of training. This means that they are approved to carry out work to industry standards early in the apprenticeship.

p.2

better?

Tutors teach topics in a well-considered, logical order. Engineering construction erector rigger apprentices are first taught how to prepare work areas. They are then taught how to determine the technical and resource requirements for lifting, moving, and positioning loads. This knowledge helps them when they dismantle construction elements and assemblies for transportation.

p.2

better?

Most tutors use a range of teaching techniques skilfully. They use paired activities, quizzes, and research activities to bring theoretical concepts to life. However, in a 17 to 20 June 2025

p.2

3

few instances, tutors do not use strategies to involve apprentices in lessons. This means that apprentices sometimes disengage in classroom-based sessions and make slower progress.

p.3

3

Most tutors and training officers use assessment techniques successfully to check how well apprentices recall what they have learned. They use questioning well to probe apprentices’ deeper understanding of specific topics. However, tutors and training officers do not provide apprentices with sufficient and timely information and guidance about their final assessments. This means that apprentices on some apprenticeships do not achieve the highest grades.

p.3

3

Tutors and training officers provide effective verbal feedback to apprentices that helps them to improve their practical skills. However, they do not routinely provide suitable written feedback to apprentices. Too often, written feedback to apprentices is not sufficiently useful. This means that apprentices do not know precisely what they need to do to further improve their written work.

p.3

3

Apprentices know more and can do more because of their training. Engineering fitter apprentices consider material properties, environmental factors and applications when installing cable trunking systems. Level 2 welder apprentices know how to work with marine-grade alloys to repair ship propellers. Apprentices on most apprenticeships make good progress. Most apprentices achieve their qualifications and progress to positive destinations in further education, training, or employment.

p.3

3

Apprentices benefit from appropriate industry-relevant careers advice and guidance. They attend a ‘careers café’ to learn about opportunities in the engineering sector, how to write CVs and how to prepare for interviews. Most apprentices are well prepared for their next steps.

p.3

3

Leaders have rectified most of the areas for improvement from the previous inspection. Apprentices now access a broad personal development curriculum including online modules and ‘toolbox talks.’ They are secure in their understanding of the fundamental British Values. Apprentices know the importance of treating others with respect. However, leaders recognise that they need to improve how the curriculum is taught so that more apprentices can remember the content of the topics they have studied.

p.3

3

Since the previous inspection, leaders have taken steps to remedy challenges in recruiting and retaining staff. They recruit tutors and training officers with engineering expertise and industry experience and provide training designed to improve their teaching skills. However, leaders rightly recognise the need to advance tutors’ and training officers’ teaching skills, particularly assessment and feedback, so that apprentices receive consistently high-quality training.

p.3

3

Trustees bring a range of expertise including related industry, local authority, and education. They use their expertise well to support leaders to make continued improvements to the quality of training that apprentices receive. 17 to 20 June 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Increase training for tutors and training officers, particularly those new to the teaching profession, to improve their teaching, assessment, and feedback skills.  Provide appropriate information to apprentices about their final assessments, including the grades available and what they need to do to achieve the highest grades.  Revisit personal development topics more often so that apprentices are secure in what they have been taught. 17 to 20 June 2025

p.4

Provider details

Principal, CEO or equivalent Terry Weston

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 24 to 27 January 2023

p.5

Provider details

Main subcontractors None 17 to 20 June 2025

p.5

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.

p.6

Inspection team

Zoe Ibbotson, lead inspector His Majesty’s Inspector Alison Cameron Brandwood His Majesty’s Inspector Scott Cubitt Ofsted Inspector Victoria Wickington Ofsted Inspector Danny Braithwaite Ofsted Inspector 17 to 20 June 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