Calex UK Ltd

Calex UK Ltd

Address: 21 The Quadrant, Barton Lane, ABINGDON, OX14 3YS Unique reference number (URN): 58586

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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 create an inclusive culture where apprentices consistently feel welcome. Staff accurately and systematically assess apprentices' needs at the start of, and during, their training. They create well-informed learning plans that colleagues use effectively to provide apprentices with suitable support. They do not consistently make sure employers know the best support strategies for working with apprentices to enable them to excel further in their jobs.

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Inclusion Expected standard

Leaders and staff monitor carefully the support apprentices receive. They review this support regularly and adjust it accordingly so that it continues to be effective. When life events occur, such as medical procedures, staff adapt how apprentices participate in learning so they can manage family commitments.

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Inclusion Expected standard

Staff receive suitable training to help them support apprentices effectively. They learn strategies to support apprentices with neurodevelopmental conditions and dyslexia. These apprentices make the same progress as their peers.

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Inclusion Expected standard

Leaders make suitable arrangements to make sure that young learners who stay away from home for the first time during block-release training are in appropriate accommodation. Through their thorough due diligence they make sure apprentices are supported effectively and that their needs, including those related to disabilities, are met.

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Leadership and governance Expected standard

Leaders understand clearly the strengths and priorities for improvement of their provision. They take decisive action to improve and maintain standards. They have largely tackled the recommendations from the previous inspection.

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Leadership and governance Expected standard

Leaders have a clear vision to train the highly skilled workforce needed by the manufacturers with whom they work. They collaborate effectively with manufacturers to ensure that apprentices’ training is highly relevant. They provide industry-leading training facilities that replicate the dealerships apprentices work in.

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Leadership and governance Expected standard

Those with responsibility for oversight have an accurate understanding of the quality of provision. They help leaders maintain quality through their close monitoring of performance metrics. They use evidence well to focus leaders on actions that bring improvements, such as the substantial investment in regional development coaches to strengthen relationships with dealerships. This helps leaders and those responsible for oversight make decisions in the best interests of apprentices.

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Leadership and governance Expected standard

Leaders provide staff with well-planned programmes of professional development that build their expertise. Staff qualified at level 3 train towards higher-level teaching qualifications. They complete technical training, such as in diagnostics and air conditioning, to maintain their expertise. Leaders have not yet implemented their plans for highly tailored professional development for staff to raise the standard of teaching further. Leaders monitor staff caseloads closely so they are reasonable. They provide staff with the time they need for administrative work. Leaders care for staff wellbeing, providing them with healthcare support and access to camper vans for leisure use.

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Achievement Expected standard

Apprentices, including those who are disadvantaged, largely achieve their qualifications. A very high proportion of motor vehicle service and maintenance technician apprentices achieve their qualifications. Retention rates are not consistently high on all apprenticeships because too many customer service, business administrator and warehousing apprentices do not complete their training. Most apprentices completing their training move into jobs, typically with their employer.

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Achievement Expected standard

Apprentices acquire new and up-to-date knowledge and skills securely. They apply these confidently at work, making them productive for their employers. Automotive apprentices accurately diagnose faults and resolve problems by installing components correctly. The quality of work apprentices produce, including at work, is at the standard expected, and, in some cases, better.

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Achievement Expected standard

Apprentices typically develop the English, mathematical and digital skills they need for their jobs. They correctly interpret meter readings when diagnosing faults and communicate clearly with customers when dealing with servicing and parts requests.

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Curriculum and teaching Expected standard

Leaders understand the quality of their curriculums accurately. The actions they take to make improvements, such as changing online teaching to face-to-face teaching, are effective and have contributed to improved outcomes for apprentices.

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Curriculum and teaching Expected standard

Leaders have a highly relevant curriculum offer that matches the skills needs of the manufacturers they work with. Apprentices complete additional qualifications, including in electric vehicle safety, and learn about new technologies such as cloud diagnostics, which help them at work.

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Curriculum and teaching Expected standard

Staff design the curriculums logically and plan apprentices' on- and off-the-job training with employers effectively. Apprentices apply competently what they learn in block-release training, such as mechanical cooling and diagnostic systems, when they return to their dealerships. Apprentices develop the knowledge and skills they need for their jobs securely.

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Curriculum and teaching Expected standard

Trainers are experts in the subjects they teach. They use effective teaching strategies, such as virtual reality training, so apprentices can practise their skills before completing tasks on vehicles. They bring components such as radiators and condensers into the classroom so apprentices can visualise what they are learning about, which helps them to remember what they have learned. This helps make learning accessible to apprentices, including those with support needs.

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Curriculum and teaching Expected standard

Typically, staff use assessment effectively to identify what apprentices know and what they need to improve. In dealerships, regional development coaches skilfully assess apprentices’ knowledge of tyres. In classrooms, trainers mostly check apprentices’ understanding well, for example when learning about advanced suspension systems. Staff do not provide consistently helpful feedback on apprentices’ work so they know how to improve.

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Participation and development Expected standard

Leaders and staff set high expectations for apprentices' professional behaviours that are closely aligned to the values of the manufacturers apprentices work for. Apprentices demonstrate professionalism and safe working practices consistently very well. Their attendance at work and training is very high.

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Participation and development Expected standard

Leaders provide apprentices with a comprehensive programme of personal development. Apprentices develop their knowledge of personal finances and the risks of substance misuse when driving. They relate what they learn about British values to their jobs well, such as their liability should they incorrectly fit car components or carry out work without the correct licence. Apprentices develop useful knowledge that they can use in their personal and professional lives.

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Participation and development Expected standard

Leaders promote a positive culture in which bullying, harassment and discrimination are not tolerated. Apprentices are respectful towards customers and welcoming of female technicians in a typically male-dominated sector.

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Participation and development Expected standard

Staff and employers provide apprentices with useful guidance about their careers at the manufacturers for whom they work. Leaders set modules of learning to help apprentices make decisions about their futures. However, leaders have not embedded high-quality careers education throughout apprentices' training so they understand fully the potential career and training pathways available to them.

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

Apprentices are enthusiastic about their training. They enjoy the support and encouragement they get from other apprentices. They form friendships during the residential stays that are required when training away from home at academy training centres. Apprentices feel a sense of belonging at Calex UK Ltd. Apprentices take pride in their work and are motivated by staff to do their best. They maintain high standards of tidiness in workshops, which helps keep them, their colleagues and customers safe. They dress smartly in branded uniforms in training and at work and are positive ambassadors for their employers.

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

Apprentices take on more responsibilities at work as their knowledge and skills increase. For example, they replace clutch and gearbox assemblies without supervision. They use technical terminology with confidence when describing, for example, the interactions of subatomic particles with magnetic fields in electrical systems. Employers value the new skills apprentices bring to their jobs, which makes them useful members of their teams.

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

Leaders and staff care deeply for the welfare of apprentices and work hard to reduce any barriers to learning apprentices face. They make sure apprentices have the support they need when living away from home. They help apprentices sensitively to seek support for their mental health from employee assistance programmes and automotive charities if they need it. They provide wrap-around care for apprentices going through family disruption or bereavement. This helps apprentices to thrive in their training and at work.

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

Leaders work with employers to provide interesting extra-curricular activities to build their resilience and confidence. For example, apprentices training at Porsche very much enjoy an outdoor pursuits week in Wales. They take part in orienteering and climbing and learn teamwork and leadership skills, which they can use when working in their dealerships.

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Next steps

• Leaders should ensure that employers are consistently well informed about the best strategies for supporting apprentices at work. • Leaders should ensure that the feedback staff give apprentices is consistently helpful so that they can improve their work. • Leaders should ensure that the retention and achievement rates are consistently high for all the apprenticeships they offer. • Leaders should embed high-quality careers advice and guidance throughout their apprenticeships so apprentices have a detailed knowledge of the full range of options open to them.

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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 the managing director, apprenticeship manager, accounts director, employers and apprentices during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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Team inspectors:

Richard Kirkham, His Majesty's Inspector Claire Griffin, Ofsted Inspector Andrew John Thompson, Ofsted Inspector Robert Busby, Ofsted Inspector Sara Woodward, 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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738

Calex UK Limited is an independent learning provider with training academies in Coventry, Daventry, Slough and Bedford. Staff train apprentices for 4 motor manufacturers in dealerships nationally. Teaching is mostly face to face.

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738

During the inspection, there were 738 apprentices, 517 of whom were 19 years of age and over. Most apprentices study the level 3 motor vehicle service and maintenance technician or the level 2 autocare technician apprenticeships. Other apprentices study the level 2 customer service practitioner, level 2 supply chain warehouse operative and the level 3 business administrator apprenticeships. There were approximately 110 apprentices with special educational needs and/or disabilities.

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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. 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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