SAMB Training (Scottish Association of Master

Bakers)

Address: Bakers House, Unit 2 Halbeath Interchange, Kingseat Road, Halbeath, Dunfermline, Fife, KY11 8RY Unique reference number (URN): 58821

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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 learnerss for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The learners has an open and positive culture of safeguarding. Not met: The learners 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 train training advisers well enough to identify and support apprentices' needs and barriers to learning. Leaders rely on apprentices to disclose their needs and if they require support for them. This means that too many apprentices do not receive the right support to help them to improve. Apprentices who speak English as an additional language do not get structured support to improve their written communication. Leaders do not evaluate effectively the impact of the interventions they provide to ensure they are effective.

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Inclusion Needs attention

Leaders identify a few barriers to learning at the start of courses, such as apprentices who have not yet achieved the required levels of English and/or mathematics. They provide appropriate support to help these apprentices gain qualifications in these subjects. Leaders have very recently taken account of other potential barriers, such as living in areas of deprivation. It is too early to see how leaders use this information to support these apprentices.

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Inclusion Needs attention

Leaders foster an inclusive culture where apprentices are made to feel welcome. Apprentices feel confident to ask questions or for support if they need to. Leaders have the same high expectations for all apprentices, including those with barriers to learning, to achieve their qualifications.

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Leadership and governance Needs attention

Leaders do not have precise-enough quality assurance processes in place to oversee the quality of training that apprentices receive. This means that leaders do not identify weaknesses swiftly enough or make the necessary improvements to the few courses that fall below the standard of the majority of the apprenticeship provision.

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Leadership and governance Needs attention

Leaders do not provide high-quality professional development for training advisers to improve their practice, especially for supporting apprentices with barriers to learning. Training advisers take part in useful activities, such as visits to manufacturers and bakeries where new ingredients are being trialled, to keep their sector knowledge current.

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Leadership and governance Needs attention

Leaders and governors have a vision and strategy to grow and improve the provision. However, leaders do not currently have the capacity to realise this vision. They have very recently improved their human resources processes to ensure they set staff clear objectives to help them meet quality expectations.

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Leadership and governance Needs attention

Leaders have a governance structure in place to help monitor parts of the provision. They provide reports to governors quarterly and meet frequently to discuss apprentices’ progress and achievement. Those in governance roles recognise the unsustainable workload of a few members of the training team and are starting to implement changes to increase support in this area.

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Achievement Needs attention

There is too much difference in the achievement rates of groups of apprentices, although overall achievement rates are high. Female apprentices do not achieve as highly as male apprentices.

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Achievement Needs attention

Too many apprentices do not make expected progress from their starting points. On the team leader apprenticeship, they often consolidate existing practice rather than further develop what they already know. However, apprentices on baking apprenticeships develop substantial new knowledge and skills.

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Achievement Needs attention

Most apprentices produce work of at least the expected standard, but too many do not. Team leader apprentices’ written work is often below the expected standard. However, bakery apprentices’ work is at an appropriate level and shows what apprentices have learned.

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Achievement Needs attention

Apprentices who complete their training remain in employment. Too many team leader apprentices stay in the same roles without gaining additional responsibilities. Baking apprentices, however, often gain promotions and/or go on to higher-level apprenticeships.

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Curriculum and teaching Needs attention

Leaders’ understanding of the quality of the curriculums is too variable. On the team leader apprenticeship, leaders do not ensure that the curriculum consistently builds on apprentices’ prior experience in leadership and management to enable them to develop substantial new knowledge, skills and behaviours. On bakery apprenticeships, leaders work closely with employers to design a well-sequenced curriculum that meets national needs for skilled bakers. Training advisers introduce apprentices to the scientific principles that underpin baking, including how ingredients react, before progressing to more complex techniques. They adapt content to reflect workplace practice and support apprentices to apply their learning at work. The quality of teaching apprentices receive is not consistently high. On the team leader course, training advisers do not explain subject knowledge in sufficient depth or use effective activities to deepen apprentices’ understanding consistently. Training advisers rely

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Curriculum and teaching Needs attention

too heavily on basic teaching materials and do not extend apprentices’ understanding of leadership concepts from their starting points. Training advisers on baking courses use their vocational expertise effectively to demonstrate technical processes and coach apprentices during meetings.

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Curriculum and teaching Needs attention

Training advisers do not routinely provide high-quality assessment and feedback to apprentices. In baking, training advisers monitor and support apprentices’ progress closely through frequent meetings. However, on the team leader apprenticeship, training advisers' feedback does not challenge apprentices well enough to improve the depth and quality of their work.

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Curriculum and teaching Needs attention

Leaders and training advisers work effectively with employers in baking to plan on- and off- the-job training. This is less effective for the team leader apprenticeship.

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Participation and development Needs attention

Leaders do not plan a wider personal development curriculum for apprentices. They do not provide training advisers with enough direction and training about the topics they should cover during meetings with apprentices. Training advisers consequently do not feel confident to discuss topics such as equality of opportunity and fundamental British values. They do not cover them in sufficient depth to enable apprentices to recall them fluently.

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Participation and development Needs attention

Leaders do not provide apprentices with structured advice on the career paths they could follow in the baking industry. The information apprentices receive is too ad hoc and is not planned into the curriculum well enough.

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Participation and development Needs attention

Apprentices’ attendance at taught sessions and one-to-one meetings is high. Leaders and training advisers track apprentices' attendance effectively. They intervene if apprentices’ attendance drops off, helping them catch up on any learning they have missed.

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Participation and development Needs attention

Apprentices enjoy their apprenticeships. They are positive about their training and are motivated to learn. Most apprentices develop confidence in their job roles through the training.

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Participation and development Needs attention

Baking apprentices benefit from opportunities to extend their horizons through visits to bakeries in France, Germany and Switzerland. Several apprentices have entered and won prestigious baking industry competitions.

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

Leaders do not check the quality of training well enough. They have not identified that the small number of apprentices studying the level 3 team leader apprenticeship do not make the expected progress. Too many of these apprentices already have experience of team leading or management job roles. Leaders do not ensure that training advisers receive sufficient training to support apprentices, including those apprentices with barriers to learning, to make expected progress. In a few cases, training advisers do not provide effective feedback to deepen apprentices' knowledge and skills.

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

Apprentices, including those with barriers to learning, studying the level 2 baker and level 3 lead baker apprenticeships gain the knowledge and skills required for their roles in the bakery sector. Those working in artisan bakeries develop skills to become expert bakers. Apprentices working on production lines contribute to product development as well as spotting faults on their production line.

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

Apprentices develop effective, trusting relationships with their training advisers. They feel well supported and valued. Training advisers provide most apprentices with helpful advice on how they can stay healthy at work. Apprentices learn about a healthy diet and sensible personal routines to help them with shiftwork patterns. They learn how to maintain good mental health. Apprentices feel safe at work and in training and report no incidents of bullying or discrimination. Young female apprentices are treated equally, including in all-male working environments.

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

Apprentices have a basic understanding of how to keep themselves safe from a range of risks, including coercive relationships, county lines gangs and extremism. They understand how to raise any concerns and are confident that staff and employers would deal with any concerns should they need to. However, leaders have not planned an effective personal development programme to ensure that training advisers provide apprentices with enough information on living in modern Britain.

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Next steps

Leaders should improve their oversight of the provision through effective quality assurance processes to put in place remedial action where needed and ensure that all apprentices receive high-quality training. Leaders should provide training advisers with training and development opportunities that develop and enhance their teaching practice, including how to support apprentices with special educational needs and/or disabilities. Leaders should ensure that training advisers provide useful feedback on assessments to help apprentices improve their work, including English skills for those who speak English as an additional language. Leaders should ensure that apprentices on the team leader standard make at least the expected progress from their starting points and produce work of an appropriate standard. Leaders should ensure that apprentices receive a well-planned wider curriculum that covers topics in sufficient depth, including effective careers information, advice and

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Team inspectors:

Rebecca Clare, His Majesty's Inspector Charles Searle, 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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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 leaders, training advisers, apprentices and stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: Scottish Association of Master Bakers provides apprenticeship training in the bakery sector. Leaders operate nationally in England from their headquarters in Dunfermline. They offer face-to-face teaching and training at apprentices' workplace settings.

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About this inspection

At the time of the inspection, there were 67 apprentices in training. Of those, 18 apprentices were under 19 years of age. The largest cohort of apprentices were studying the level 2 baker apprenticeship. Thirteen were studying the level 3 team leader apprenticeship. The remaining apprentices were studying the level 3 lead baker and the level 2 food and drink process operator apprenticeships. Five apprentices were working towards achieving mathematics and/or English functional skills qualifications.

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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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