KLM UK Engineering Limited

KLM UK Engineering Limited

Address: International Aviation Academy, 5 Anson Road, Norwich, Norfolk, NR6 6ED Unique reference number (URN): 2791018

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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 Strong standard

Leaders have created an inclusive culture, where apprentices feel welcome, valued and supported to achieve their aspirations, regardless of their background or needs. Leaders identify support needs at enrolment and respond quickly as new needs arise, ensuring apprentices receive timely, personalised support.

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Inclusion Strong standard

Staff identify and effectively meet a wide range of apprentices’ needs. They reduce barriers to learning by gradually introducing apprentices to the workplace, adapting timetables and working closely with external agencies to support apprentices with caring responsibilities or wellbeing concerns. They prioritise ongoing team building activities to ensure that everyone feels welcomed. This contributes to apprentices developing independence and resilience, helping them succeed in life and work.

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Inclusion Strong standard

Leaders ensure disadvantaged apprentices receive tailored support that enables them to thrive, both personally and academically. They closely monitor the progress and outcomes of apprentices with learning difficulties, disabilities and barriers to learning. This ensures that apprentices make at least the progress expected of them. Leaders use evidence from interventions to refine strategies and prioritise support, where it has the greatest impact on learning.

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Inclusion Strong standard

Leaders work collaboratively with workplace mentors to ensure a seamless transition into employment. They transfer support plans effectively and implement adjustments, helping apprentices to become confident, productive and valued members of the workforce.

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Leadership and governance Expected standard

Leaders have invested heavily in their apprenticeship provision. They see their apprentices as fundamental to the company's sustainability and future success. Leaders have purchased high-quality resources that enable apprentices to learn in simulated aviation environments. This includes a complete civilian aircraft in their well-equipped training hangar. Apprentices are highly valued and very well supported by leaders and staff. Leaders use their professional networks to recruit governors who have skills they need, such as experience of teaching young people with special educational needs and/or disabilities. Governors use this experience to support and challenge leaders effectively. Governors have an excellent understanding of the provider's strengths and areas for development. They visit the provider to understand and see the quality of the training first hand.

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Leadership and governance Expected standard

Leaders have nurtured a culture of continual quality improvement. Leaders have made considerable improvements since their monitoring visit. They have placed greater focus on external stakeholder work to promote careers and inclusion, thereby enhancing their provision. However, the quality of the curriculum and assessment is not yet of a consistently high standard.

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Leadership and governance Expected standard

Leaders focus appropriately on the professional learning and development of their instructors. Instructors complete targeted professional development to improve further the use of interactive teaching methods and resources, and assessment of learning.

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Leadership and governance Expected standard

Instructors are proud to work for the organisation. Leaders are considerate of their wellbeing and their workload. Leaders carefully consider instructors’ work schedules to allow time for curriculum development and design.

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Achievement Expected standard

Apprentices gain the key knowledge and skills needed for their roles, including understanding materials and using tools, machinery and precision equipment to industry standards and tolerances. Apprentices understand aviation principles, including aircraft stability and key flight characteristics, such as roll and yaw. This prepares them well for their future careers in the aviation maintenance industry.

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Achievement Expected standard

Most apprentices make positive progress and pass their exams at the first attempt. A high proportion of apprentices, including those with special educational needs and/or disabilities or other barriers to learning, achieve their apprenticeship. This prepares them well for taking licence to practise qualifications once they have completed their apprenticeship training.

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Achievement Expected standard

Apprentices develop the English, mathematics and digital skills needed for their roles. They learn to write detailed technical reports and develop good communication skills from working in teams. Apprentices learn to calculate bend ratios, torque loads and temperature lapse rates with precision. They confidently use digital tools and interpret technical data, applying them competently at work.

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Curriculum and teaching Expected standard

Leaders have developed an apprenticeship curriculum tailored to the aviation maintenance industry's needs. The curriculum provides comprehensive theoretical and practical learning opportunities, ensuring apprentices gain essential technical knowledge and skills. Apprentices follow a module-based programme leading to qualifications at levels 2 and 3. They apply new knowledge through practical activities and assessments, both in the training centre and at work.

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Curriculum and teaching Expected standard

Leaders ensure high-quality training through lesson visits and communication with employers and apprentices. Managers use apprentice feedback and exam data to drive ongoing improvements in teaching resources and instructor development.

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Curriculum and teaching Expected standard

Instructors skilfully use industry-standard resources, including practical tasks on a civilian aircraft, as well as imagery, videos and models to teach concepts. They clearly explain structural failures and emphasise the importance of industry repair standards.

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Curriculum and teaching Expected standard

In engineering workshops, instructors ably demonstrate and explain new skills, such as material properties, accurate measurements, cutting and shaping to industry standards. Apprentices study electrical principles and use multimeters to test circuits accurately. Instructors also clarify industry vocabulary, aerodynamics and the role of secondary flight control systems in aircraft stability.

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Curriculum and teaching Expected standard

Instructors mostly use assessment effectively. They set tasks for apprentices to answer questions individually using mini-whiteboards and through directed verbal questioning. Instructors use mock exams and online quizzes to check learning. However, instructors do not consistently check apprentices' understanding before moving on to the next topic. Most instructors provide feedback that helps apprentices meet the expected standards of written work. Occasionally, their feedback lacks the information needed to help apprentices improve their work to a higher level.

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Participation and development Expected standard

Leaders set high expectations for professionalism and attendance, fostering a safe, industry-standard learning environment. Leaders do not tolerate bullying and discrimination. They reinforce respectful behaviour through guest speakers and personal development. Apprentices are respectful, attend regularly, act professionally and responsibly and take part eagerly in their training. Apprentices feel safe and know what staff expect of them at college and in the workplace.

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Participation and development Expected standard

Apprentices understand the rule of law and how the aviation industry is regulated. They have less well developed knowledge of other fundamental British values, such as liberty and democracy. Staff do not consistently embed these values across the curriculums.

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Participation and development Expected standard

Apprentices take part in a wide range of meaningful opportunities outside of their training. They contribute to local communities through technology projects with primary schools, presentations at community events and participation in regional shows.

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Participation and development Expected standard

Leaders enhance apprentices’ preparation for their next steps through additional qualifications, careers guidance and personal development programmes. Staff promote progression routes in the aviation sector and encourage professional networking. Apprentices understand the available pathways, including a professional licence to practise and specialist training for their future development.

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

Apprentices are proud to attend the technical academy. They value their knowledgeable instructors and the industry-standard resources available to them. They develop considerable technical skills and appreciate the career pathways that the apprenticeship provides. They gain industry-recognised qualifications alongside their apprenticeship. The training and qualifications they receive prepare them well for a prosperous future in this highly regulated industry.

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

Apprentices relish the wider opportunities they gain through completing the apprenticeship, such as participating in projects with a local junior school. Through these activities, they develop their ability to communicate with people of different ages. They develop the confidence to speak in front of others.

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

Apprentices feel listened to and supported by staff. Leaders act on the feedback apprentices provide, which enhances apprentices' experience. Leaders have amended the curriculum to prepare apprentices better for the transition to the workplace. Leaders now cover the application of sealant to aircraft before going into the workplace, thereby increasing apprentices’ productivity from day one.

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

Apprentices feel safe during their training and when they start working in the airport base. They know about the extensive health and safety and legal requirements in the sector. They feel well supported by their workplace mentors and instructors if they have any needs or concerns.

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Next steps

Leaders should improve the consistency of formative assessment and feedback to apprentices to ensure that their written work is consistently of a high standard. Leaders should embed fundamental British values consistently across the wider curriculum to deepen apprentices’ understanding of these values.

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Team inspectors:

Georgina Ager, His Majesty's Inspector Rochelle Saneria, 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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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, governors, managers, support staff, employers, instructors and apprentices during the inspection.

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About this inspection

KLM UK Engineering Limited is an aircraft maintenance company based at Norwich International Airport. It carries out maintenance and modifications on narrow-body aircraft. It is a wholly owned subsidiary of Air France KLM Group. KLM currently provides apprenticeships solely to their own employees, with plans to extend the offer to other companies in the future.

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About this inspection

At the time of inspection, KLM had 46 apprentices, of whom 23 were aged under 18 years. Five of the apprentices had a special educational need and/or disability or other barrier to learning. All the apprentices were studying for the level 3 aircraft maintenance technician qualification, which includes accredited level 2 and 3 mandatory qualifications.

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About this inspection

The provider operates from its training centre in Norwich, where face-to-face training takes place in classrooms and realistic working environments. Apprentices do not enter the workplace for any significant period until the second year of their three-year programme.

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

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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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