SIGTA Ltd

Further education and skills inspection report

p.1

Inspection dates: 30 June to 2 July 2025

p.1

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 Good

p.1

Information about this provider

SIGTA Ltd is a not-for-profit group training association located in Portslade, East Sussex. It specialises in training apprentices in engineering and manufacturing. Nearly all apprentices are employed in the Sussex area. At the time of the inspection, there were 66 apprentices in learning. Of these, 19 apprentices were studying level 3 engineering fitter, 18 were studying level 3 engineering technician and fewer than 5 apprentices were studying level 4 engineering manufacturing technician. The remaining apprentices were studying across a range of other level 3 engineering apprenticeships with a very small number taking level 3 business administrator and team leader apprenticeships. Around one third of apprentices were aged 16 to 18 years old. Most apprentices attend training at SIGTA’s premises. The remainder attend training at partner colleges for the off-the-job element of the apprenticeship. The provider works with East Sussex College Group, Farnborough

p.1

Information about this provider

College of Technology and Chichester College Group. 30 June to 2 July 2025

p.1

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

Apprentices are highly committed to their training and enjoy learning new knowledge. They recognise how the new knowledge and skills they develop supports them in achieving their career ambitions. Consequently, their rates of attendance at work and training are high.

p.2

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

Apprentices apply their subject knowledge effectively to their learning and workplace. For instance, apprentices use technical language correctly and apply specialist mathematical skills with accuracy while completing engineering tasks. Apprentices complete work to a good standard.

p.2

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

Apprentices have extremely positive attitudes to their jobs. They benefit greatly from nurturing work environments, where they develop very beneficial relationships with qualified technicians, who support them to carry out their work to a high standard. Apprentices are confident in the workplace and quickly become valued members of their teams.

p.2

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

Apprentices have a highly professional approach to their work and studies. They actively seek out opportunities to widen their engineering experiences and expertise. For example, engineering apprentices volunteer as members of a ‘root cause analysis group’, where they collaborate with a small team of colleagues to identify problems and recommend solutions for future component manufacture.

p.2

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

Apprentices feel safe at work and while in learning. They know the risks associated in the engineering sector and consistently demonstrate safe working practices while carrying out their responsibilities. Apprentices know who to contact if they have any concerns, confident that staff would act appropriately and in their interests.

p.2

better?

Leaders have a clear purpose to support local and regional engineering organisations with the recruitment and training of their staff. Employers value highly the apprenticeship training SIGTA offers.

p.2

better?

Staff work very effectively with employers to plan and sequence the curriculums. Apprentices build their knowledge securely before moving on to different or more complex learning. For example, engineering technician apprentices first learn how to interpret technical drawings before using this information to correctly program computer numerical control milling and turning machines to produce components to the required tolerance and finish. Apprentices develop new skills swiftly and securely in training and the workplace.

p.2

better?

Most tutors are skilled in using a range of teaching strategies that help apprentices build their knowledge and understanding. Tutors are experienced in the engineering sector, which they use well in their teaching roles. For instance, when presenting engineering theory and principles, they bring to life the content by sharing practical 30 June to 2 July 2025

p.2

3

examples that apprentices can relate to their job roles and draw on when writing their assignments.

p.3

3

Tutors effectively demonstrate technical activities before apprentices attempt the practical task. Tutors make sure apprentices follow and understand the incremental steps of the task before they attempt the activity. Tutors provide apprentices with frequent opportunities to practise and master what they have learned. Apprentices appreciate appropriate and interesting training sessions at the provider and partner colleges.

p.3

3

Employers value the skills their apprentices develop. Apprentices work to a high standard. For example, they competently interpret technical information and use their skill when working on the design, fabrication and testing of complex equipment, such as magnetic resonance imaging scanners. Employers value the contributions apprentices make to the company and see them as critical for the sustainability of their business.

p.3

3

Apprentices develop the skills they need to work in the engineering sector. For example, engineering apprentices develop problem-solving skills when considering how the grounding of machines may cause errors in digital ripple readings that contradict manual readings.

p.3

3

Most apprentices achieve their apprenticeship with about a third of apprentices achieving a distinction. Apprentices progress well in their careers during and after the conclusion of the apprenticeship.

p.3

3

Staff carefully assess all apprentices to ascertain their starting points, career intentions and additional support needs. Most tutors use this key information to discuss and implement appropriate support for apprentices. However, in a minority of cases, apprentices with special educational needs/or disabilities (SEND) do not receive the support they require. Leaders recognise that there is more for them to do to ensure that all apprentices are appropriately supported and are making progress in line with their potential.

p.3

3

Tutors do not consistently provide helpful feedback to apprentices or routinely check apprentices’ knowledge sufficiently enough. Apprentices are given plentiful oral feedback from their managers and their tutors. This helps them to reflect on their practical abilities, identify any gaps in their learning and revisit topics that would be helpful. However, feedback on assignments is often not clear or precise enough so apprentices know why they achieved the grade they have or what they need to do to improve their written work. There are variations in the effectiveness of tutors questioning of apprentices, particularly at progress reviews, where tutors just check apprentices have completed the work, not routinely probing apprentices’ knowledge to check and extend their learning.

p.3

3

Apprentices are aware of the jobs and careers available to them at work from the advice employers provide. Provider staff also provide apprentices with information about higher level training and education. However, apprentices do not receive 30 June to 2 July 2025

p.3

4

careers advice and guidance that helps them to make informed decisions about their next steps given the new knowledge they learn and the transferable skills they develop.

p.4

4

Leaders benefit from highly experienced non-executive directors on the board. Directors are well informed about the strengths and weaknesses of the organisation, which they use to support and challenge leaders to bring about positive improvements.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Make sure that all tutors routinely check apprentices’ learning and consistently provide useful feedback.  Provide apprentices with SEND the support they require.  Make sure apprentices are fully informed of the opportunities open to them on completion of their apprenticeship. 30 June to 2 July 2025

p.4

Provider details

Address 26 Abinger Road Portslade Brighton BN41 1RZ

p.5

Provider details

Principal, CEO or equivalent Alison Foxwell

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 4 to 6 February 2020

p.5

Provider details

Main subcontractors none 30 June to 2 July 2025

p.5

Information about this inspection

The inspection team was assisted by the quality lead, 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

Richard Kirkham, lead inspector His Majesty’s Inspector David Baber Ofsted Inspector Mark Hillman His Majesty’s Inspector Ann Monaghan His Majesty’s Inspector 30 June to 2 July 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