RPC Containers Limited

RPC Containers Limited

Address: Suite 2 Sapphire House, NN10 6FB Unique reference number (URN): 1278656

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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

Leaders foster an inclusive environment,where apprentices feel valued, respected and able to succeed in their training. They have created a culture in which apprentices are motivated, confident and prepared to achieve their goals.

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Inclusion Expected standard

Trainers work effectively to identify barriers to learning at the earliest opportunity. Small group sizes enable them to notice changes in behaviour, confidence or performance quickly. They use information gathered from the assessment centre, the 6-week induction and the initial sign-up process to establish each apprentice’s starting point, attitudes and specific learning needs.

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Inclusion Expected standard

Trainers review apprentices' progress at least every 12 weeks and check for emerging concerns. When apprentices experience difficulties, trainers implement effective support to meet each apprentice's needs. They review this periodically and, as appropriate, withdraw it once apprentices regain confidence and are securely back on track. Apprentices who do not have English or mathematics qualifications receive effective support to achieve these qualifications.

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Inclusion Expected standard

Leaders effectively monitor the progress of apprentices who need support to ensure that adaptations are working. They review progress records and discuss apprentices' progress with staff in team meetings.

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Inclusion Expected standard

While trainers have an appropriate knowledge of strategies they can use to support apprentices, leaders recognise the need to provide training to develop further apprentices' knowledge and skills relating to inclusive practice.

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Leadership and governance Needs attention

Leaders have a clear vision and strategy to build a resilient pipeline of skilled engineers and future managers through well-designed apprenticeships, ensuring progression routes meet both apprentice ambition and business need. Leaders do not have effective enough quality assurance processes and, as a result, do not have a good enough overview of the quality of training, particularly of level 3 apprenticeships. They are aware of some key strengths and weaknesses in the curriculum, but their oversight and improvement actions have been ineffective and have contributed to the decline in achievement on level 3 qualifications. More recently, leaders have managed staffing changes well, including the appointment of a new apprenticeship manager. This has strengthened their capacity to respond to managing risks and supporting their apprentices to remain in learning. They have recently changed their level 3 curriculum offer in response to

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Leadership and governance Needs attention

Governors understand achievement and retention data well but lack sufficient oversight of the wider quality of the curriculum. Leaders do not provide governors with sufficient evaluative information. This restricts the extent to which governors can provide precise support to leaders and challenge them to improve.

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Leadership and governance Needs attention

Trainers access suitable training, such as teaching and assessor qualifications. However, training remains too generic, with insufficient focus on developing trainers’ teaching skills. This limits the impact of professional learning on teaching quality and consistency across the provision.

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Leadership and governance Needs attention

Leaders manage staff wellbeing effectively, providing flexible work arrangements and mental health support, and ensuring reasonable workloads. This sustains morale and avoids unnecessary burdens on staff.

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Achievement Expected standard

Apprentices make good progress, and the majority achieve their qualifications. The proportion of apprentices who gain distinction grades is high. Leaders have taken effective steps recently to deal with the decline in achievement on level 3 engineering. A very high proportion of level 2 apprentices achieve their qualification.

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Achievement Expected standard

Apprentices develop a thorough understanding of concepts and develop their skills well. They rapidly become integral members of their teams. Apprentices have the English and mathematical skills they need to access the curriculum. Those apprentices who do not have level 2 qualifications in these subjects make good progress and achieve grades in line with their peers. Apprentices are well prepared for the next steps in their careers. They produce work of a high standard. Most apprentices who complete the level 2 engineering operative qualification subsequently undertake a level 3 apprenticeship. However, managers do not track carefully enough what happens to level 3 apprentices when they conclude their studies.

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Curriculum and teaching Expected standard

In response to low achievement on level 3 programmes, leaders have revised the curriculum they offer and removed under-performing courses. They now only offer courses where teaching is effective. Leaders work collaboratively with employers to ensure that the curriculum is fit for purpose and meets employers' needs.

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Curriculum and teaching Expected standard

Teachers plan the curriculum logically so apprentices build knowledge securely over time. Level 3 polymer processing technician apprentices first master core mechanical testing before progressing to more complex topics, such as polymer science. Level 3 mechatronics technician apprentices learn about foundational mechanical and electrical principles before integrated systems and advanced fault diagnosis. These apprentices build core competence through early emphasis on health, safety and basic hand skills before moving into applied modules on programmable logic controllers, automation and robotics.

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Curriculum and teaching Expected standard

Trainers discuss specific training needs with apprentices’ line managers and adjust the curriculum accordingly to select suitable topics to teach on their courses. They provide effective support for apprentices with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Trainers hold appropriate qualifications and experience, using their sector expertise to provide clear explanations and demonstrations. They answer questions effectively, develop presentation slides that illustrate concepts well and help apprentices connect earlier learning to new topics. They provide repeated opportunities for practice, enabling apprentices to recall topics with fluency.

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Curriculum and teaching Expected standard

Trainers set suitable assessment tasks, mark work carefully and provide clear, specific feedback. Apprentices routinely act on this feedback to improve their work.

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Curriculum and teaching Expected standard

Leaders ensure that they align apprentices on- and off-the-job training. They work closely with apprentices' line managers who make sure that apprentices have suitable opportunities to practise new skills in the workplace.

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Participation and development Expected standard

Apprentices work and study in classrooms and workshops that are consistently safe and well organised. They wear appropriate safety equipment and follow established procedures, which ensures that they feel secure, supported and ready to learn. Tutors set clear expectations, maintain orderly environments and encourage apprentices to ask questions, fostering confidence and active participation.

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Participation and development Expected standard

Leaders and managers have established high expectations for attendance and behaviour. Apprentices attend well, behave impeccably in lessons and demonstrate professional conduct in their workplaces. This contributes to a positive learning culture and prepares apprentices well for employment.

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Participation and development Expected standard

Leaders have considered the wider skills that apprentices need to thrive beyond their technical training. They actively promote positive behaviours, celebrate diversity and ensure that all apprentices can participate fully in learning and workplace activities. Apprentices engage in enrichment activities, such as volunteering at local centres for people with learning disabilities, and benefit from additional courses in topics, including money management. They develop awareness of healthy lifestyles, relationships and strategies to protect themselves from risks.

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Participation and development Expected standard

Most apprentices have access to impartial careers guidance that helps them understand broader opportunities available to them. Staff provide careers guidance that enables apprentices to make informed decisions about their next steps.

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

Most apprentices, especially those on level 2 programmes, achieve well. They acquire strong vocational knowledge and skills, becoming valued team members in their workplaces. Many gain distinction grades and apply their learning confidently, such as when completing improvement projects that benefit employers.

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

Engineering apprentices who begin with little prior experience quickly develop practical competence through block weeks of hands-on training. They quickly gain competency in skills, such as hand fitting, filing and using diagnostic tools. Polymer processing technician apprentices gain technical understanding of polymer science, materials properties and processing methods. Apprentices grow in confidence and can explain clearly what they are doing and why.

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

Apprentices who face barriers to their learning and those with special educational needs and/or disabilities make the progress expected of them, because trainers provide effective one-to-one support. Apprentices build their confidence through targeted help with mathematics, spelling and study skills. A small proportion of level 3 engineering technician apprentices leave early, but leaders have acted quickly to adapt courses to better meet the needs of these apprentices.

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

Apprentices feel a strong sense of belonging. They learn about topics beyond their qualifications, such as money management, mental health, safeguarding, equality and fundamental British values. They participate in volunteering and employer visits, which broaden their understanding of society and encourage positive citizenship. They value discussions they have on topics, such as race, religion, current affairs and online safety, which strengthen their engagement and personal development.

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

Apprentices value the high-quality training they receive, which they find enjoyable and challenging in ways that build their resilience. They are motivated, collaborate well with peers and follow health and safety procedures diligently.

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

Leaders and governors do not have a secure enough oversight of all of the provision, and this has contributed to declining achievement on level 3 apprenticeship.

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Team inspectors:

Russ Henry, His Majesty's Inspector Sarah Biddulph, His Majesty's Inspector

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Next steps

• Leaders should implement thorough quality assurance processes to drive consistent improvement across the training sites. • Leaders should provide governors with evaluative information on the quality of the curriculum, teaching and training to help governors to provide precise support and challenge leaders to improve. • Leader should further improve achievement rates for level 3 qualifications and accurately track apprentices’ progression to positive destinations. • Leaders should provide trainers with targeted training to develop their teaching skills and further strengthen specialist training to enhance staff expertise for supporting apprentices with special educational needs and/or disabilities.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with, senior leaders, managers, apprentices, employers, and key stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

RPC Containers Limited is an employer provider and part of a global company that designs, develops and manufactures plastic packaging solutions. Apprentices are taught in the workplace at the 2 designated training academies.

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About this inspection

At the time of inspection, there were 53 apprentices. The largest cohorts were level 2 engineering operative with 26 apprentices and level 3 mechatronics technician with 14 apprentices. There were 7 level 3 engineering technician and 6 level 3 polymer processing technician apprentices. Almost all apprentices are aged 19 or over. A small number of apprentices were studying level 2 functional skills in English and/or mathematics.

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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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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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 standard 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 standard 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.

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Urgent improvement

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

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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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