Cornwall Marine Network Limited

Cornwall Marine Network Limited

Address: Marine Business Centre, TR11 4SZ Unique reference number (URN): 57802

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Staff carefully identify apprentices' learning needs at the start of the apprenticeship and assess their support needs thoroughly. Well-qualified and highly experienced staff use the results of initial discussions to establish whether apprentices require additional neurodiversity screeners. They use these effectively to provide tutors with carefully considered support plans that help them to understand the specific needs of learners with special educational needs and/or disabilities.

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Inclusion Expected standard

Staff provide tutors with helpful training to build their knowledge of common learning difficulties. These actions are well received by tutors, enabling them to support apprentices effectively and meet their individual support needs.

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Inclusion Expected standard

Leaders frequently review the impact of support plans and make adjustments to these as required, reducing or increasing the support offered where appropriate. Staff know their apprentices well and respond quickly to their changing needs, making tailored adjustments for apprentices as barriers to their learning arise.

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Inclusion Expected standard

Leaders' carefully considered strategy of teaching apprentices in employers' premises means that they include apprentices in learning who would otherwise be excluded because of geographical location and Cornwall's limited public transport infrastructure. This has a positive impact on apprentices in coastal, rural and hard-to-reach areas who would otherwise only be able to access training online.

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Leadership and governance Expected standard

Leaders draw on the expertise of their staff and their own experience to gain an accurate understanding of strengths and areas for development in the provision. They take effective action to improve aspects such as the personal development curriculum so that apprentices understand how to maintain healthy lifestyles. However, leaders acknowledge that there is more work to do to individualise this curriculum so that it is more relevant to the sectors in which apprentices work.

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Leadership and governance Expected standard

Those responsible for governance carefully scrutinise the information that leaders provide about the apprenticeship provision. They use this information to challenge leaders to improve and direct resources towards appropriate actions.

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Leadership and governance Expected standard

Leaders and governors share an ambitious strategy to collaborate with their carefully nurtured network of small businesses to maximise the expertise in the sectors in which they work across Cornwall and West Devon. For example, they second into the organisation staff from boatbuilders, nurseries and other small businesses, who bring in vocational expertise, and then train these staff to teach. This joins up the on- and off-the-job elements of apprenticeship training very well and deepens apprentices' understanding of their employers’ equipment and processes.

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Leadership and governance Expected standard

Leaders skilfully and thoughtfully manage the wellbeing and workload of their staff. They recognise that staff are vital ambassadors for their business and invest in them through a well-considered professional learning programme. Tutors value the opportunities that leaders provide to share ideas with each other and develop their understanding of strategies to teach and support apprentices.

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Curriculum and teaching Strong standard

Staff carefully design high-quality curriculums for apprentices that successfully address skills shortages in the area. Leaders are committed to meeting the needs of local employers. They collaborate effectively with employers to develop curriculums that enable apprentices to acquire knowledge and skills rapidly and be successful in the workplace. Expert teaching staff make highly effective decisions about the timings and structure of their curriculums. For example, early years tutors first teach apprentices about safeguarding and children’s wellbeing, and then move onto the creation of learning environments in which apprentices can apply the principles of wellbeing effectively.

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Curriculum and teaching Strong standard

Highly experienced industry professionals skilfully teach apprentices using varied and well- considered teaching strategies aligned to the needs of their apprentices. They break down complex topics into smaller chunks to help apprentices fully understand each element before moving onto the next. Staff use practical demonstrations effectively to illustrate the high standards they expect and follow these with numerous opportunities for apprentices to practise their newly acquired skills.

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Curriculum and teaching Strong standard

Leaders collaborate highly effectively with employers so that apprentices are able to use the high-quality resources that they will encounter in their industries. For example, leaders established a training centre of excellence at a superyacht and boatbuilding company’s premises. This provides level 3 boatbuilding apprentices with the space and tools they need to learn about new materials and processes used in the boatbuilding industry. By working in

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Expected standard

employers’ premises, tutors ensure that the content taught during training sessions is continually refreshed to reflect the work that apprentices complete in their jobs.

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Achievement Expected standard

Leaders have taken effective steps to increase the proportion of apprentices completing their studies. They now ensure that highly trained and experienced staff provide apprentices with comprehensive initial advice and guidance to ensure they study the right apprenticeship for them. The proportion of apprentices completing their training successfully has increased each year for the past two years, and apprentices who complete their studies achieve their apprenticeship. As a result, achievement is now above the national average for the previous year.

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Achievement Expected standard

Teachers ensure that apprentices become highly skilled in their chosen sectors. Apprentices quickly develop the knowledge, skills, and behaviours needed to succeed in the workplace. They rapidly take responsibility for key tasks. Outdoor activity instructors lead sessions for young people early in their studies and enjoy the challenge that this presents.

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Achievement Expected standard

Apprentices mostly produce work to a high standard and are well prepared for their next steps in employment or further training.

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Participation and development Expected standard

Staff have high expectations of apprentices’ attendance, behaviour, and attitudes. On the rare occasion that an apprentice does not attend training, assessors quickly provide them with resources to prevent them from falling behind. Apprentices are respectful to each other and to their teachers. They are motivated to succeed in their studies and are committed to becoming skilled in their chosen profession.

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Participation and development Expected standard

Teachers prepare apprentices well for life in modern Britain. They support apprentices to gain a secure understanding of fundamental British values and the risks of radicalisation. Level 3 boatbuilding apprentices understand the specific dangers in the maritime sector and are trained to recognise signs of extremism, how to report it and how to avoid situations where they could become radicalised.

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Participation and development Expected standard

Leaders provide suitable opportunities for apprentices to take part in volunteering activities and additional activities, developing their awareness of social issues. Boatbuilding apprentices undertake repair work at a local sailing charity that works with disadvantaged young people. Early years apprentices raise funds for a local children’s hospice.

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Participation and development Expected standard

Staff provide apprentices with valuable career advice and guidance, helping them to understand the full range of opportunities available after completing their apprenticeship.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices, including those who are disadvantaged, rapidly develop useful knowledge and practical skills from their starting points. For example, level 3 boatbuilding apprentices develop the fine motor skills they need to complete tasks on the boats on which they work. All apprentices who complete their apprenticeship pass their final examinations.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices quickly develop confidence in their newly acquired skills and use them to be successful in their workplaces. Level 3 early years educators develop effective learning sessions for the children with whom they work. A few apprentices gain promotions during their apprenticeships, such as becoming deputy room leads.

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What it's like to be a learner and/or an apprentice at this provider

Staff assess apprentices' additional learning needs effectively at the start of the programme. They communicate apprentices’ support needs highly effectively with teaching staff. This reduces the barriers that apprentices with special educational needs and/or difficulties face and ensures that their support needs are met.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices follow a wide-ranging personal development curriculum. They learn how to protect themselves from radicalisation and extremist views. Tutors use 'hot topics' to widen apprentices' understanding of topics such as the importance of keeping themselves healthy and managing workplace relationships. Apprentices know about and demonstrate British values, such as tolerance and respect. They become active citizens, with most early years educator apprentices raising money for Cornwall children’s hospice.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices are proud ambassadors for their employers and Cornwall Marine Network. They enjoy their learning and value highly the teaching and support they receive. They are enthusiastic about their learning. Many level 3 early years educators apprentices complete extra reading and listen to podcasts from leading child development theorists. This develops their confidence and provides them with useful ideas and strategies to use in their workplaces.

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Next steps

• Leaders should individualise the personal development curriculum for apprentices so that it aligns more closely to the context of apprentices' workplaces. • Leaders should ensure that achievement continues to increase, especially for those who are disadvantaged and/or experience barriers to their learning.

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Lead inspector:

Sarah Alexander, His Majesty's Inspector

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Team inspectors:

Steve Battersby, His Majesty's Inspector Joel Dalhouse, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Cornwall Marine Network is an independent learning provider that provides training to apprentices in employers' workplaces. Leaders offer training mainly in boatbuilding, engineering and early years education. They also offer training in a number of other subjects such as business administration, content creation and warehousing.

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About this inspection

During the inspection, there were 150 apprentices, around 30 of whom were aged between 16 and 18 years. The majority of apprentices studied apprenticeships in the early years sector from levels 2 to 5. The remaining apprentices studied apprenticeships in business administration, boatbuilding, engineering, outdoor activities, safety, health and environment technician and team leader. Around 30 apprentices were studying qualifications in mathematics and/or English.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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