Merit Skills Limited

Merit Skills Limited

Address: 9 Broadway Business Park, Broadway, Yaxley, Peterborough, PE7 3EN Unique reference number (URN): 1276423

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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 have developed an inclusive and welcoming culture at the provider. They are proud that they have encouraged female apprentices to join the industry, which has been historically male dominated.

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Inclusion Expected standard

Leaders thoroughly and accurately assess apprentices' needs and produce useful, individualised support plans. They have recently ensured that staff have completed the training they need to support these apprentices. Apprentices receive the support they need to succeed in their apprenticeships.

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Inclusion Expected standard

Leaders frequently review the support apprentices need. They discuss the progress of all apprentices with barriers to learning on a monthly basis. Support is amended and reduced if it is appropriate to do so. Trainers also discuss with apprentices whether they need any further support during progress reviews. However, trainers do not review the effectiveness of the specific interventions outlined in apprentices' learning support plans.

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Inclusion Expected standard

Staff work effectively to support apprentices with temporary barriers to learning. They support apprentices who have had injuries, providing high levels of contact and support for both the apprentice and employer to ensure apprentices do not fall behind with their learning.

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Leadership and governance Expected standard

Leaders understand the strengths and weaknesses of their provision. They have implemented effective actions that have led to improvements. Leaders have built stronger relationships with employers. This has led to apprentices’ managers being more invested and involved in the planning of apprentices' training and their development at work. This has contributed to raising achievement rates substantially since 2023/4, when they were too low.

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Leadership and governance Expected standard

Leaders have thoughtfully developed apprenticeships to meet the specific needs of the water industry. They work with sector bodies to understand and respond to employers’ skills needs.

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Leadership and governance Expected standard

Governors use their experience in education and training effectively to support leaders in improving provision. They understand the curriculum’s quality, analyse relevant data and challenge leaders for apprentices who exceed their expected end date.

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Leadership and governance Expected standard

Leaders have implemented a professional learning programme that generally meets the needs of trainers and support staff. Leaders and managers use frequent staff development days to update trainers on quality improvement priorities and industry developments. While leaders have focused on developing trainers’ teaching skills, they recognise that they have not yet provided sufficient professional learning opportunities to develop trainers’ teaching practice to be of consistently high quality.

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Leadership and governance Expected standard

Leaders ensure staff feel valued. They are mindful of staff workloads. Leaders support staff wellbeing through frequent discussions and communication with staff, including caseload reviews and one-to-one meetings. Leaders listen to staff and have responded positively to staff feedback. They have reduced weekly travel to help improve the work-life balance and wellbeing of trainers.

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Achievement Expected standard

Apprentices, including those who are disadvantaged, typically achieve their qualifications, with many earning merit and distinction grades. Apprentices quickly gain confidence in technical skills and contribute more effectively in their team roles. Apprentices competently carry out water sampling and clear tank blockages. They speak to customers and handle complaints with confidence. Apprentices understand the importance of safety and traffic management when working in hazardous environments. Apprentices assume new responsibilities as they progress, including call-out work in the evenings and weekends.

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Achievement Expected standard

Apprentices continue to develop their English, mathematics and digital skills. They develop fluency in technical language and become more confident communicating with the public. Apprentices produce work of an appropriate standard, such as professional work logs using their digital skills. Apprentices develop their mathematical skills when testing, measuring and calculating dimensions. Most apprentices secure employment after their apprenticeship.

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Curriculum and teaching Expected standard

Since the previous inspection, leaders have improved the quality of the curriculum, teaching and training through purposeful quality assurance and improvement activities. Leaders collaborate with employers to design a curriculum responsive to the water sector’s needs. Leaders have increased employer participation in reviewing and planning apprentices’ learning. Trainers closely monitor and discuss apprentices' progress at review meetings. Employers attend review meetings and provide feedback to trainers, which helps to celebrate apprentices' skills development and identify areas for further training.

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Curriculum and teaching Expected standard

Trainers sequence curriculum content logically to reflect apprentices’ first responsibilities at work. Apprentices follow the stages of the waste processing cycle, gaining an understanding of each part of the process, which links to their work roles. Trainers provide clear, industry- linked explanations and relate learning to apprentices’ workplaces, such as waste treatment facilities. Trainers use questioning and group discussion skilfully to consolidate and extend apprentices' understanding. Trainers teach in small steps and use effective strategies to check what apprentices have learned. Apprentices take part enthusiastically in reflection activities in which they summarise key learning points. This approach helps apprentices retain knowledge and prepare for examinations.

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Curriculum and teaching Expected standard

Trainers provide developmental feedback to help apprentices improve their coursework and English skills. Apprentices develop professional behaviours, communication skills and technical language, gaining confidence in communicating with the public. Those with dyslexia use tools such as grammar and spelling checkers to produce accurate work logs.

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Participation and development Expected standard

Apprentices receive the careers advice and guidance they need to consider their next steps. Apprentices complete useful career learning modules. Trainers encourage apprentices to consider the development of transferable skills and how to write a CV. Trainers and employers discuss progression routes and possible job roles in the companies where apprentices work. However, trainers do not routinely discuss wider career pathways in the water industry with apprentices.

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Participation and development Expected standard

Apprentices undertake targeted workplace activities that support their wider personal development. They organise and give tours of their work sites for potential new apprentices. They shadow different activities to broaden their understanding of the water industry.

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Participation and development Expected standard

Leaders have planned a suitable personal development programme for apprentices. Apprentices understand how fundamental British values apply to their job roles. They know the importance of professional working relationships and being respectful to customers in their own homes. They demonstrate a high level of respect for the diverse range of people they meet in their daily work. They know about the importance of the rule of law and regulation that applies to the water industry.

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

Apprentices are proud to work in the water utility industry, which performs an important public health function. They value the opportunity to train in this regulated and highly specialised sector. They are ambitious and see the apprenticeship as the first step in their career. They find their job roles interesting and varied. Apprentices quickly develop the knowledge and practical skills to become valued members of their work teams.

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

Apprentices benefit from workplace opportunities to shadow teams and colleagues across different parts of the company. This helps them understand the water sector and the importance of their roles and responsibilities. Apprentices are prepared effectively to be part of a public-facing industry, often under challenging circumstances, such as dealing with water outages or sewage leaks.

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

Apprentices find the provider's learning environment safe and welcoming. Trainers are very supportive and helpful, which apprentices appreciate greatly. This helps apprentices grow personally and professionally. They are proud of their developing knowledge and practical skills that they apply at work. They become more independent and resilient, and much more articulate when communicating with others. Apprentices develop the confidence to work alone in their job roles, with many undertaking call-out work at night.

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

Apprentices are respectful to others and enjoy networking with their peers. They attend lessons and arrive punctually, eager to learn. They learn from each other by sharing their experiences during lessons. They are aware of the support services available to them, including the safety applications on their mobile phones and the contact details of safeguarding leads.

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Next steps

Leaders should ensure that apprentices receive consistently high-quality teaching and training. Leaders should develop a careers education programme to provide further guidance for apprentices to support their future career progression in the water industry. Leaders should implement a high-quality professional learning programme to support the further development of trainers’ teaching practice. Leaders should ensure that apprentices' learning support plans are reviewed to monitor the effectiveness of the specific interventions to overcome barriers to learning.

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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 HMI.

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About this inspection

Inspection activities: Inspectors spoke with apprentices, governors, senior leaders, managers and staff during the inspection.

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About this inspection

Merit Skills Limited is a specialist independent learning provider, based in Yaxley near Peterborough, working nationally with apprentices in the water utility industry. It also provides a range of commercial training for this industry.

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About this inspection

At the time of the inspection, Merit Skills had 101 apprentices in learning. The apprentices were all studying one of two apprenticeship standards at level 3. Forty apprentices were studying on the Water Industry Network Technician, and a further 61 on the Water Industry Treatment Process Technician.

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About this inspection

Most apprentices were aged 19 years and over. There were 43 apprentices with identified special educational needs and/or disabilities or other barriers to learning. Eight apprentices

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Team inspectors:

Penny Fawcus, His Majesty's Inspector David Baber, Ofsted Inspector Alan Winchcombe, Ofsted Inspector Georgina Ager, 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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national average

2023/24 54 61 Close to average were aged 16-18 years old. Three apprentices were working towards achieving mathematics and/or English functional skills qualifications.

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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. 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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