Channicool Training Services Limited

Channicool Training Services Limited

Address: 2, PL6 7SQ Unique reference number (URN): 2765311

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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 Needs attention

Leaders do not place enough focus on reducing barriers to learning for their apprentices. They do not ensure that staff receive enough training to support apprentices effectively. For example, apprentices without level 2 in English and/or mathematics typically do not all receive the additional support they need to achieve their qualifications.

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Inclusion Needs attention

Leaders accurately identify the individual needs of apprentices at the start of their course. However, they do not use this information effectively to put in place the support the apprentices need. These inconsistent practices have a negative impact on the learning of apprentices with special educational needs and/or disabilities in lessons.

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Inclusion Needs attention

Leaders ensure that apprentices feel welcome. They monitor effectively the wellbeing of apprentices and, where appropriate, staff signpost apprentices to external support agencies. Tutors routinely check on apprentices’ welfare during the monthly/bi-monthly one-week block periods of lessons that they attend and during online progress review meetings. They work closely with employers to support the return of apprentices to their lessons after a period of absence.

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Leadership and governance Needs attention

Leaders have a clear vision to provide training in refrigeration, air conditioning, and heat pump engineering. They have fostered positive relationships with employers to meet specialist skills needs. Leaders ensure that staff collaborate well with employers to monitor apprentices’ wellbeing. However, leaders do not work closely enough with employers to inform the curriculum. They do not ensure that the curriculum content is always well aligned with apprentices' on- and off-the-job training.

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Leadership and governance Needs attention

Leaders broadly understand the context in which they work. However, they lack governance and oversight, as well as sufficient analysis of the provision’s strengths and areas for development. They do not place sufficient focus on assuring themselves that the curriculum and teaching are of a high quality.

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Leadership and governance Needs attention

Leaders do not ensure that all aspects of the curriculum meet the best interests of their apprentices. They have not ensured that apprentices benefit from a suitable wider curriculum. Apprentices lack opportunities to develop their personal skills throughout the three-year duration of their course. Leaders do not ensure that tutors receive enough professional learning to meet their needs. They do not ensure that tutors receive training to improve their teaching skills or to meet the additional learning needs of their apprentices. Tutors are supported to maintain their industry knowledge by returning to the workplace.

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Leadership and governance Needs attention

Leaders ensure staff feel valued. They create a supportive environment for staff. Staff report that workloads are manageable and that they do not experience unnecessary burdens in their work.

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Achievement Expected standard

Apprentices gain confidence in their work and achieve well. Those who stay for the three- year duration of their course and complete their final assessments pass their qualifications at their first attempt. A small minority achieve a merit grade.

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Achievement Expected standard

Apprentices develop their English and mathematical skills to the expected standard. At the time of the inspection, the few who had achieved an English and/or mathematical qualification prior to completing their apprenticeship, had done so after a few assessment attempts.

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Achievement Expected standard

Apprentices produce work to the expected standard. Practical assessments demonstrate competence in applying the new technical knowledge and skills that apprentices have developed since they started their course. For example, apprentices become competent at using brazing skills to create leak-proof joints.

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Achievement Expected standard

Apprentices are prepared well for their final assessments. Those who achieve their qualifications remain in employment and take on more responsibility as an air conditioning engineer or refrigeration technician.

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Curriculum and teaching Needs attention

Leaders do not have a close enough overview of the training that they provide. Consequently, the apprenticeship curriculum is not ambitious enough because information about what apprentices already know and can do is not taken into account when planning learning. This means that some apprentices repeat content of which they already have an awareness. These apprentices make slower progress than they could.

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Curriculum and teaching Needs attention

Staff do not work effectively with employers to co-plan their apprentices' on- and off-the-job training. They do not ensure close alignment between the training received by apprentices and what they practise in the workplace. Staff do not ensure that employers are aware of the new knowledge and skills apprentices learn during their block-week training periods before returning to the workplace.

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Curriculum and teaching Needs attention

Tutors use their industry experience well in lessons. They provide expert demonstrations in practical workshops on activities such as safe isolation of electrical circuits. This helps apprentices develop the knowledge and skills they need to become competent and to complete tasks independently and safely in their job roles.

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Curriculum and teaching Needs attention

Tutors provide effective guidance through feedback on apprentices' written work. They provide apprentices with in-depth explanations during lessons and with useful follow-up tasks to help them quickly address any misconceptions.

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Curriculum and teaching Needs attention

Tutors link the technical content that they teach in refrigeration, air conditioning or heat pump engineering to apprentices' final assessments well. They provide useful one-to-one support to ensure that their apprentices can perform the tasks expected from them. Tutors helpfully address apprentices' technical misconceptions identified in their practice assessments.

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Participation and development Needs attention

Leaders do not ensure that apprentices receive an effective careers education. They do not ensure that apprentices receive sufficient guidance to make decisions about their next steps throughout the three-year training period. This means that apprentices are aware of only a very limited number of options that exist for them.

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Participation and development Needs attention

Leaders do not ensure that apprentices receive a broad enough curriculum that supports their wider development. Staff do not ensure that apprentices build the personal skills they need for their future.

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Participation and development Needs attention

Leaders set high expectations for the professional standards of their apprentices. Staff monitor apprentices’ attendance closely. Where appropriate, staff take swift and effective action to support apprentices to make the necessary improvements.

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Participation and development Needs attention

Tutors provide useful information to apprentices on a range of topics. They ensure that young apprentices know about healthy relationships. Apprentices learn about British values and the risks of radicalisation. Although, staff do not ensure that apprentices develop a deep enough understanding of the wider content they teach.

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Participation and development Needs attention

Apprentices learn in an environment where they feel safe. They know who to contact if they have a concern and feel confident that staff will respond appropriately. Staff frequently check learners’ wellbeing at the beginning of lessons and during review meetings.

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

Leaders do not have sufficient oversight of the quality of the curriculum and the training that they provide. They do not work closely enough with employers to align their apprentices on- and off-the-job training so that they can apply and practise newly taught knowledge, skills and behaviours at work. Apprentices often learn new topics and skills in training that they are then unable to master at work.

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

Leaders do not ensure that staff use knowledge of their apprentices starting points, and additional information about barriers to learning, to plan their training well enough. Apprentices without level 2 in English and/or mathematics, and apprentices with special educational needs and/or disabilities, do not typically receive sufficient support. These apprentices do not make the same progress as their peers.

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

Most apprentices develop the confidence they need to perform technical tasks in refrigeration, air conditioning or heat pump engineering. They feel welcome at the training centre and feel safe practising their skills in practical workshop lessons. Most apprentices demonstrate high attendance to their lessons. They are routinely respectful to their peers and staff.

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

Most apprentices value the support they receive from their tutors. They enjoy and benefit from learning the technical content from their tutors during their monthly/bi-monthly one- week period of lessons. Apprentices gain confidence in their roles. Most apprentices who stay on their course develop the knowledge and skills they need to achieve their qualifications. Although, they do not benefit from a wider curriculum that helps to inform them of their next steps in their careers or to develop their personal skills.

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Next steps

• Leaders should ensure that their oversight of the training leads to an accurate understanding of the strengths and weaknesses of the curriculum and enables them to prioritise actions that will be most impactful in raising standards. • Leaders should ensure that tutors receive training to improve their teaching skills and to meet apprentices' learning needs. • Leaders should ensure that apprentices without level 2 English and/or mathematics, and those with special educational needs and/or disabilities are provided with effective support in order to meet their learning needs. • Leaders should ensure that staff and employers co-plan and implement on- and off-the-job training with employers so that apprentices can apply and practise newly taught knowledge, skills and behaviours at work. • Leaders should ensure that apprentices study a curriculum designed around ambitious outcomes and experiences and that is informed by what apprentices already know and can

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Next steps

do at the start of their training. • Leaders should ensure that apprentices receive a suitable wider curriculum that helps them to make informed decisions about their next steps and meets their development needs.

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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

Inspectors spoke with leaders, tutors, employers and apprentices during this inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Channicool Training Services Limited is an independent learning provider located in Plymouth, Devon. It began providing apprenticeship courses in June 2023. Apprentices study for one-week at a time monthly or bi-monthly at the training centre in Plymouth. Apprentices are based across the country. Around one fifth of apprentices study English and/or mathematics primarily using a self-directed online platform.

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About this inspection

At the time of the inspection, there were 49 apprentices studying the refrigeration air conditioning and heat pump engineering technician apprenticeship at level 3. Most apprentices are aged 19 and over. There are 11 apprentices aged between 16 and 18.

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Team inspectors:

John Evans, Ofsted Inspector Christine Lacey, Ofsted 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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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

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

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 .

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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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