Essity UK Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Essity UK Limited is an employer provider based in Prudhoe, Northumberland. It is a global organisation, which operates six manufacturing sites in the United Kingdom producing branded and own label paper products. It provides training to apprentices in engineering. At the time of the inspection, there were 11 apprentices enrolled on two apprenticeship standards, the level 2 engineering operative apprenticeship and the level 3 maintenance and operations engineering technician apprenticeship. 18 to 20 June 2025

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

Staff have created an exceptionally supportive environment, where apprentices feel highly valued by their employer and appreciate the career opportunities available to them. Apprentices have access to many employee benefits.

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

Apprentices benefit from a well-planned introductory element of the programme. They spend a morning in different areas of the mill during their first six months to develop their understanding of the many job roles involved.

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

Apprentices benefit from useful training, which includes working at heights and in confined spaces, manual handling and forklift driving. Consequently, they are very well prepared to work safely once their initial period of training is completed.

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

Apprentices achieve well. A high proportion of apprentices achieve merit or distinction at the end of their apprenticeship.

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

All apprentices participate in volunteering activities, including preparing ground for a tree planting scheme and nature walks to make the area accessible for wheelchair users. Apprentices also participate in activities such as raising funds for a local hospital.

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

Apprentices feel safe. They are aware of local risks and have developed a sound understanding of the risks of radicalisation and extremism. Tutors talk to apprentices sensitively about potentially controversial issues, such as immigration, so that they can develop a balanced view.

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better?

Leaders have developed and implemented an apprenticeship programme to help the company develop the skills needed and to help with succession planning. Leaders recruit apprentices from the local area through a range of approaches, including successful interactions with local schools. At the end of their training, apprentices progress to highly paid careers within the company or elsewhere.

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better?

Leaders recruit qualified staff from industry with appropriate teaching qualifications. They provide further professional development, including assessing and verification qualifications. Staff enjoy working for the organisation and typically stay in the business for a long time. They feel well supported and appreciate the positive culture in the organisation.

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better?

As a result of the information and guidance that they receive from staff, apprentices are clear about how they can progress their careers at the company and in the industry more broadly. They understand the steps that they need to take to achieve their career ambitions. 18 to 20 June 2025

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Apprentices develop their English and mathematics skills well. They work to tight tolerances when making components and understand the speeds and feeds of twist drills. They write up the practical tasks they complete, such as making gauges, carefully and accurately and can explain clearly what they have done and how they have done it. Apprentices use specialist terminology confidently in their work when, for example, referring to the different types of equipment, such as micrometres, engineers square and countersink drills.

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Tutors use a range of useful and relevant teaching techniques. They use demonstrations, effective questioning, recall and retrieval practices. Apprentices develop a thorough understanding of concepts and techniques that they can then apply effectively to their future studies and at work.

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Tutors use assessment very well to check apprentices’ development of skills and knowledge. Over the course of the apprenticeship, tutors change their assessment methods to increase the level of demand on apprentices. Apprentices receive constructive feedback on their work following assessment, which highlights any gaps in their knowledge and identifies how they can improve their work. Over time, tutors refine the level of feedback and corrections they make as apprentices develop their knowledge and skills.

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Apprentices develop their knowledge and skills rapidly during the apprenticeship. They develop their hand-fitting skills and use hand tools to manipulate and create different components, such as a drill plate, a bevel gauge and a scratch gauge. They understand how to interpret technical drawings before using electrical panels, such as checking resistance. They gain a very sound understanding of how to work safely, including the importance of isolation procedures.

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Apprentices complete work of a high standard with the support and guidance of tutors. Level 3 apprentices complete projects of a high quality, some of which have had a very positive impact in the mill. For example, one project focused on developing the use of pumps on a paper-making machine and resulted in a significant saving in energy for the company.

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Staff conduct frequent reviews of apprentices’ progress. However, the information recorded is often too superficial and not linked sufficiently to the knowledge, skills and behaviours that apprentices need to acquire. Staff do not record specific targets for apprentices to work towards. This limits the potential for apprentices to take responsibility for their own learning.

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Senior leaders have overall oversight of the apprenticeship provision and ensure that apprentices are safe, well cared for and are utilised fully as a member of their workforce. However, they currently do not provide effective challenge to assure themselves of the quality of education that apprentices receive. They rightly acknowledge this and have plans in place to provide scrutiny and an improved internal reporting system. 18 to 20 June 2025

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the process for target setting and measuring of apprentices’ progress to enable apprentices to take more accountability for their own learning.  Ensure that senior leaders have oversight of the quality of education that apprentices receive to ensure that this continues to be of a high quality. 18 to 20 June 2025

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Provider details

Address Prudhoe Mill Princess Way Prudhoe Northumberland NE42 6HE

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Provider details

Principal, CEO or equivalent Martin Hallissey

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 18 to 20 June 2025

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Information about this inspection

The inspection team was assisted by the lead technical trainer, 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

Glenise Burrell, lead inspector His Majesty’s Inspector Mark Keen His Majesty’s Inspector 18 to 20 June 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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