Swiftool Precision Engineering Limited

Swiftool Precision Engineering Limited

Address: Swifttool House, Huthwaite, Sutton-In-Ashfield, NG17 2NL Unique reference number (URN): 2626879

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Expected standard

Leaders demonstrate a firm commitment to inclusive practices. They use appropriate methods to identify apprentices’ support needs as part of recruitment. This includes pre- employment health declarations and neurodiversity assessments.

p.2

Inclusion Expected standard

Trainers are well informed about apprentices’ support needs and put adjustments in place swiftly. Apprentices benefit from strategies such as individual English and/or mathematics support, extra time, and workshop aids.

p.2

Inclusion Expected standard

In weekly team meetings, the training team reviews apprentices’ progress including the effectiveness of support strategies. Where apprentices make sustained positive progress, trainers adjust support accordingly, for example they reduce extra time in classroom sessions.

p.2

Inclusion Expected standard

Leaders thoroughly support apprentices who face wellbeing problems or temporary challenges in their home lives. Leaders and staff hold supportive meetings with these apprentices, arrange counselling and put in place appropriate interventions.

p.2

Inclusion Expected standard

Leaders have appropriate experience in dealing with workplace adjustments, which informs helpful guidance to the training team. Trainers undertake qualifications which include useful introductory content about support strategies for those with special educational needs and/or disabilities (SEND). Leaders recognise that further formal training about strategies to support apprentices with a wider range of SEND would be helpful.

p.2

Leadership and governance Expected standard

Senior leaders and governors are ambitious for their apprentices and have a generally accurate view of the quality of provision. In previous years, too many engineering apprentices left their courses early. To improve this, leaders have altered the way they conduct assessments at the start of an apprentice's training. They now include aptitude tests, a more in-depth induction and increased mentoring. This has contributed to the majority of engineering apprentices now remaining on their courses and achieving.

p.2

Leadership and governance Expected standard

Despite recent significant staffing challenges, leaders have maintained their focus on the quality of apprentices’ experiences. They have taken swift steps to invest in external staff and to redeploy existing staff from the wider company. Leaders have, since staffing disruptions, focused their attention on apprentices who are closest to completion. They have sensible plans in place to close any gaps for the remaining apprentices who are at an earlier point in their studies. Leaders and governors meet frequently and review a range of data and other quality measures to inform improvements. They are focused on further raising the number of apprentices who achieve the four-year long engineering apprenticeship.

p.2

Leadership and governance Expected standard

Leaders provide a wide array of initiatives and support for staff wellbeing including an employee assistance programme, on-site heath checks, flexible working and subsidised refreshments. Most trainers are new to teaching. They undertake suitable professional learning that helps them acquire the fundamental principles about teaching. Leaders provide developmental feedback to trainers following observations of training. Leaders have recently secured specialist external coaching to help trainers further improve their teaching skills.

p.2

Achievement Expected standard

The majority of engineering apprentices now remain on their courses and make expected progress from their starting points, since leaders have made changes to initial assessment, advice and guidance. Due to the four-year length of the course, most engineering apprentices are not at the end of their apprenticeship and are yet to take their final assessments.

p.3

Achievement Expected standard

The small minority of apprentices who study business administration achieve their qualifications very well. Most achieve the highest possible grade in their final assessments.

p.3

Achievement Expected standard

Apprentices who require English and/or mathematics also achieve these qualifications on their first attempt.

p.3

Achievement Expected standard

Apprentices quickly develop their practical skills. Machining technician apprentices work to fine tolerances and manufacture products ready for distribution to major clients. Apprentices' written work is of an appropriate standard.

p.3

Achievement Expected standard

Of those apprentices who have achieved, most remain in employment. Many gain promotion, take on extra responsibility or undertake higher-level studies alongside their jobs.

p.3

Curriculum and teaching Expected standard

Leaders are passionate about developing future talent for their workforce through apprenticeships in this employer provider. They work closely with stakeholders to promote career pathways in the engineering sector.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate understanding of course content and the quality of training. In their weekly meetings, they discuss in detail apprentices’ training and plan which departments to deploy them to for their next departmental rotation. This helps apprentices to gain a wider range of skills in the business. Trainers sequence learning carefully. Engineering apprentices commence their studies with simple milling and turning exercises in the training centre. This helps them to gain the fundamental practical skills required for engineering before they move onto more complex machining tasks where they, for example, use 5-axis computer numerical controlled machines or undertake wire eroding.

p.3

Curriculum and teaching Expected standard

Trainers provide expert tuition. They help apprentices to gain in-depth knowledge and to develop practical machining techniques through demonstration and continual practice to produce work of a high standard that meets industry tolerances. Apprentices, including the most disadvantaged, gain useful skills and make progress in line with their peers.

p.4

Curriculum and teaching Expected standard

Trainers provide ongoing constructive oral feedback which helps apprentices to grow in confidence and to improve their skills rapidly. However, feedback on written work is not always timely. There are suitable plans in place to improve this.

p.4

Curriculum and teaching Expected standard

Through regular reviews, leaders successfully plan apprentices' on- and off-the-job training. This allows apprentices to quickly implement the machining knowledge and skills, they acquire in the training centre, to work on real-life manufacturing tasks.

p.4

Participation and development Expected standard

Leaders have high expectations for apprentices and prepare them well for the world of work. Apprentices gain wider skills such as teamwork, communication and problem solving. Apprentices understand the importance of the rules and regulations they must follow to keep safe. Apprentices work safely, keep their work areas tidy and stay in designated zones.

p.4

Participation and development Expected standard

Leaders involve apprentices in community activities, such as taster days, where apprentices demonstrate practical techniques to school children and outreach programmes to distribute Christmas gifts to local disadvantaged families. Apprentices gain valuable communication skills through these activities.

p.4

Participation and development Expected standard

Leaders provide apprentices with training that focuses on their wellbeing as well as that of their peers. Apprentices undertake training on topics including staying safe online, the risks of radicalisation and extremism, sexual harassment and stress management awareness. This helps apprentices to understand how to make positive life choices.

p.4

Participation and development Expected standard

Trainers make sure apprentices are well informed about their future career options. They speak to apprentices about employment opportunities with their current company, further study or alternative employment in relevant sectors.

p.4

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

Apprentices greatly enjoy their studies and work at this employer provider, Swiftool Precision Engineering (SPE). They describe being part of large family where everyone is valued. Apprentices say that staff are approachable and very willing to share their experiences and expertise with them. They feel very well supported. Apprentices benefit from access to mental health first aiders, an employee assistance programme with a confidential counselling service, and breakout areas where they can relax and socialise in their break times. This helps them to become part of a community in learning and in work.

p.4

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

Apprentices demonstrate a high level of maturity and professionalism. They are very respectful of each other and of their work colleagues. They work productively, are motivated and are not afraid to ask for help should this be required.

p.5

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

Apprentices are immersed in training. They attend theory classes, undertake supervised practical training on cutting-edge technology and equipment, and benefit from their experienced colleagues' mentoring. Apprentices value highly the practical skills they gain that give them confidence and prepare them well for their careers, including the many future employment opportunities available to them at SPE.

p.5

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

Apprentices quickly learn new skills and become productive, valued employees. Machining technician apprentices manufacture parts to exacting standards from drawing through to completion. They confidently use, for example, computer numerical controlled (CNC) machinery, multi-axis work centres, robotics and 3D printing equipment. Business administrator apprentices achieve very well. They demonstrate a strong understanding of organisational processes, communication systems and business operations. Most engineering apprentices are not yet at the end of their apprenticeship, but those who are in the latter stages of their course take on responsible roles in the company. For example, they liaise with overseas clients and independently and confidently work on CNC pipe bending machines.

p.5

Next steps

Leaders should implement the further professional learning planned for trainers to enhance their pedagogical skills, including support strategies for apprentices with the wider range of special educational needs and/or disabilities. Leaders should further strengthen their work to improve the retention of apprentices on engineering courses. Leaders should continue to focus on their oversight of the timeliness of written assessment feedback to apprentices.

p.5

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.

p.5

About this inspection

Inspectors spoke with apprentices, training staff, leaders, governors and other provider employees during the inspection.

p.5

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.

p.6

Apprenticeships overall achievement rate

The inspectors confirmed the following information about the provider:

p.6

Apprenticeships overall achievement rate

Swiftool Precision Engineering Limited (SPE) is an employer provider that produces machined components for the nuclear, petrochemical and aerospace industries. There were 13 apprentices at the time of the inspection. All apprentices are SPE employees who work and study on site at the company’s main premises in Sutton-in-Ashfield, Nottinghamshire. Most apprentices study the level 3 machining technician apprenticeship and a few study the level 3 business administrator apprenticeship. Almost all apprentices are aged 18 and over.

p.6

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'.

p.7

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'.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.7

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8