Poultec Training Limited

Poultec Training Limited

Address: South Green Park Enterprise Centre, Mattishall, Dereham, NR20 3JY Unique reference number (URN): 53951

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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 created an inclusive and welcoming learning environment. Leaders are committed to providing training that meets the needs of their local community and the specialist sectors they serve. They have suitable strategies in place so that learners who have low prior attainment can participate in courses where staff understand and meet their needs.

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Inclusion Expected standard

Leaders have put the systems and policies in place to assess learners’ and apprentices’ support needs thoroughly. Staff provide tailored support for learners and apprentices with barriers to learning. Tutors thoroughly review the ongoing support needs of these learners and apprentices. This ensures that staff provide these learners and apprentices with the support they need to help them be successful on their courses. Leaders have not yet thoroughly reviewed the impact of these inclusion strategies and approaches.

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Inclusion Expected standard

Staff support apprentices with temporary barriers to learning, such as workload and mental health concerns, effectively. They adjust assessment approaches and break down learning into more manageable parts if required.

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Leadership and governance Expected standard

Since the previous inspection, leaders have made considerable improvements to their apprenticeship provision. They have introduced extensive quality monitoring of a wide range of relevant key performance indicators. They have introduced actions that have led to improvements in the quality of training and apprentices' achievements. Leaders have also made sustained improvements to their small study programme provision. Achievement rates in this area have improved. However, leaders still need to make further improvements to ensure that this provision more closely meets the needs of their learners.

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Leadership and governance Expected standard

Leaders have developed and nurtured long-standing, valuable relationships with their stakeholders, particularly in the poultry and dental nursing sectors. Employers find them knowledgeable and responsive to their needs. Stakeholders highly value the contribution leaders have made to training across the poultry sector.

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Leadership and governance Expected standard

Leaders have strengthened the expertise of their governing body. Governors visit the provider to undertake monitoring activities. This ensures that they understand first hand the challenges leaders face. Governors challenge leaders effectively to make improvements that are in the best interests of learners and apprentices. Following feedback, leaders have improved their enrolment processes to meet the needs of learners better.

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Leadership and governance Expected standard

Leaders have have a thorough and well planned professional development programme. This links closely with their quality assurance activities. Leaders give ongoing training and support to tutors on different teaching approaches and how to best support those learners and apprentices with barriers to learning. Staff mostly feel well supported at the provider. Tutors’ caseloads are manageable. Staff feel supported in their roles.

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Participation and development Expected standard

Leaders ensure that learners receive the careers advice and support they need from specialist careers staff. Learners value this advice alongside the support they receive from their tutors. Learners obtain a broad understanding of the opportunities available to them in their chosen sector. Learners feel more confident applying for work experience, further study and work.

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Participation and development Expected standard

Leaders have designed and implemented an effective personal development programme for learners. This includes a variety of topics, such as the importance of learners keeping themselves physically healthy and how best to manage their mental health. Leaders organise visiting speakers on relevant topics such as knife crime and sexual consent. Learners mostly have a sound awareness of fundamental British values and their application to their day-to-day lives.

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Participation and development Expected standard

Learners take part in a range of activities that help them improve their personal confidence and develop their resilience. For example, learners volunteer at local food banks. They attend local knowledge and skills events where learners speak to secondary school pupils about their experiences on their courses.

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Achievement Needs attention

The proportion of learners who stay in training is too low. While improving, too few learners, especially those on level 2 courses, complete their training. While some learners do leave early to enter employment or take up apprenticeships, leaders are not fully aware of the reasons why many leave or what they have gone on to do. Learners who study English and mathematics qualifications do not consistently make sufficient progress from their starting points. Learners produce practical work of an appropriate standard. Learners develop the technical skills they need for their future work. Motor vehicle learners can strip, clean and reassemble light engine components competently. Level 3 hairdressing learners develop their skills in balayage and money piece colouring techniques.

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Achievement Needs attention

Learners who complete their training are mostly ready for the next stage in their education, training or for employment and many move on to positive destinations.

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Curriculum and teaching Needs attention

Leaders’ ambitions for the level of English and mathematics qualifications that learners undertake are too low. Too few learners study English and mathematics at a level that takes full account of their recent prior attainment in these subjects. A few learners study these subjects at levels below their prior attainment. These learners are taught a curriculum that is too easy for them. Learners do not extend their English and mathematics skills beyond what they know and can do already.

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Curriculum and teaching Needs attention

Leaders have ensured that the vocational courses offered are designed effectively to develop learners’ skills. Tutors are suitably experienced and knowledgeable in their subjects. Tutors use a variety of teaching strategies effectively to keep learners interested in their lessons. Tutors explain the theoretical aspects of welding with clarity and use question strategies to check, for example, that learners understand the metal transfer modes that enable molten metal to be applied to a weld . Hairdressing tutors use demonstrations effectively to show the impact of holding the hair at different angles when completing short and layered cuts. This helps learners to develop their skills in using new techniques.

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Curriculum and teaching Needs attention

Vocational tutors use assessment effectively to tailor their practical training to meet learners' individual needs. In hairdressing and barbering lessons, tutors plan individualised activities for learners to develop the specific skills they need to improve. Motor vehicle tutors give useful guidance to learners on how to use ratchets and mole grips correctly and safely. Learners know what skills they need to improve and most use their time productively to practise and refine their skills.

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Achievement Expected standard

Most apprentices, including those with barriers to learning such as special educational needs and/or disabilities, achieve their apprenticeships. A high proportion of apprentices achieve distinction grades. Apprentices produce work of at least the expected standard for their level of study. However, too few adult dental nursing apprentices complete their apprenticeships. A few leave their apprenticeships early as they struggle with the expectations of both the apprenticeship and working in dental surgeries.

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Achievement Expected standard

Apprentices develop the new knowledge they need to be successful in their future careers. They confidently apply new knowledge at work. Poultry apprentices develop a deeper understanding of the principles of maintaining bird welfare. Dental nursing apprentices develop strong technical and professional skills that enable them to contribute effectively in clinical settings.

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Achievement Expected standard

Apprentices are well prepared for the next stage in their careers at the end of their training. On completion of their training many apprentices take on increased responsibilities or secure promoted roles.

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Curriculum and teaching Expected standard

Leaders have designed apprenticeship courses that meet employers’ needs in the specialist sectors in which they work. Tutors adapt their teaching effectively to take account of each apprentice’s prior experience and work context. In poultry apprenticeships, tutors cover biosecurity and bird wellbeing checks early in the programme. This enables apprentices who are new to the sector to be more productive in their job roles in the early months of their apprenticeship.

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Curriculum and teaching Expected standard

Tutors have considerable sector experience. Tutors on poultry apprenticeships use this expertise to ensure that their teaching sessions refer to the latest regulations and recent changes in the sector relating to biosecurity and poultry welfare. Tutors on dental nursing apprenticeships use their expertise to give clear explanations about complex topics, such as the function of the mandible and masseter muscle.

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Curriculum and teaching Expected standard

Tutors use a range of approaches effectively, such as group discussions and interactive activities, to help apprentices learn. Tutors mostly check and deepen apprentices’ technical knowledge successfully using probing and scenario-based questioning. However, occasionally in online poultry sessions, tutors do not thoroughly check apprentices' learning before moving on to the next topic.

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Curriculum and teaching Expected standard

Tutors mostly give feedback to apprentices that helps them to improve. However, occasionally they do not identify in the feedback they give how apprentices can improve their work.

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Curriculum and teaching Expected standard

Tutors work closely with apprentices’ workplace line managers to ensure that on- and off- the-job training are aligned. Poultry apprentices based at hatcheries visit egg farms so they understand better their role in the supply chain. Tutors encourage poultry apprentices to complete additional training on topics linked closely to their job roles such as heat stress, ventilation and vaccination.

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Participation and development Expected standard

Since the previous inspection, leaders have strengthened the careers support and guidance that staff give to apprentices. Apprentices have access to specialist careers guidance if needed. Leaders ensure that apprentices receive the guidance they need on differing career pathways. Apprentices understand career routes in their chosen industry, such as dental nurses moving into hygiene and therapy roles.

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Participation and development Expected standard

Leaders have introduced a comprehensive personal development programme. Apprentices have a broad understanding of fundamental British values, safeguarding and the risks of extremist views. Poultry apprentices know the importance of treating colleagues respectfully in their workplaces. They know about risks that are relevant to their sector. They complete modern slavery training and know how to identify potential signs in colleagues. However, leaders have not ensured that tutors revisit fundamental British values across their curriculums. A few apprentices cannot recall what they have learned through the personal development programme.

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Participation and development Expected standard

Leaders ensure that apprentices have access to opportunities to develop wider skills through community and charity work and industry competitions. Equine apprentices take part in fundraising activities to support local charities. Dental nurse apprentices attend local schools to give talks on dental hygiene and to demonstrate tooth brushing techniques to children.

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

Apprentices and learners feel valued and respected by tutors, who know them well. Tutors are supportive of apprentices and learners with barriers to learning. Learners value the welcoming and inclusive learning environment that leaders have created. Those on study programmes enjoy studying in small groups. Learners mostly behave appropriately and form positive relationships with their peers and tutors. They develop their confidence in working with others.

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

Apprentices have positive attitudes towards their studies. They are keen to attend their sessions. Learners display positive attitudes in their practical sessions. Overall, the proportion of learners attending teaching sessions has improved over time and staff intervene quickly if learners do not attend. Welding and motor vehicle learners are highly motivated and attend their teaching sessions. A few hair and barbering learners do not show the same positive attitudes towards their studies and the proportion of hair and barbering learners with high rates of attendance is too low.

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

Staff individualise apprentices' programmes to closely meet their needs. This ensures that apprentices develop considerable new knowledge and skills. However, leaders have not ensured that the English and mathematics curriculum is sufficiently ambitious for young learners on study programmes.

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

Apprentices and learners develop the vocational skills they need for their future careers. Apprentices on poultry industry training develop their skills in identifying sustainable measures for poultry farming and the benefits and challenges associated with them. Most apprentices who complete their training pass their final assessments and achieve their apprenticeships. Too few adult dental nurse apprentices complete their courses. Learners on study programmes express pride in their achievements and the skills they develop. However, too few younger learners complete their courses.

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

Apprentices and learners feel safe at the provider and, where relevant, in their workplaces. Apprentices and learners learn about healthy relationships. They know about coercive control and gaslighting as aspects of an unhealthy relationship. Apprentices and learners are confident that if they raise concerns staff will listen, help, and take appropriate action.

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Next steps

Leaders should take action to reduce the proportion of study programme learners who leave their courses early. Leaders should provide an English and mathematics curriculum for study programme learners that is sufficiently demanding, based on learners' prior qualifications in these subjects, so that learners make sustained progress from their starting points. Leaders should improve attendance rates for study programme learners studying hairdressing and barbering courses so that they are consistently at a high in all subjects. Leaders should ensure that staff consistently check apprentices’ understanding before moving on to new concepts during online training sessions. Leaders should take action to reduce the proportion of adult dental nurse apprentices who leave their apprenticeship early. Leaders need to ensure that tutors teaching apprentices fully embed the teaching of fundamental British values.

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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, apprentices, learners, tutors, governors and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Poultec Training Limited is a large national independent learning provider located in Norfolk. Leaders offer apprenticeships and study programmes for young people aged 16 to 19.

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About this inspection

At the time of the inspection there were 780 apprentices studying apprenticeships at levels 2 to 5. Of these, 77 were aged 16 to 18. Most apprentices study poultry or dental nursing apprenticeships. At the time of the inspection there were 313 apprentices studying poultry worker or technician apprenticeships and 196 apprentices studying level 3 dental nursing

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Team inspectors:

Mark Care, His Majesty's Inspector Philip Elliott, Ofsted Inspector Ruth Harrison, Ofsted Inspector Karen Roberts, Ofsted Inspector Jenny Thorpe, 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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56

apprenticeships. The remaining apprentices were on a range of apprenticeships including business administrator, team leader, operations manager, animal care and welfare assistant and manager, and equine groom. Tutors teach apprentices online and at employers’ premises.

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56

There were 56 learners enrolled on study programmes. Half of these were studying hairdressing and barbering courses at the Mattishall centre and the rest were studying welding and motor vehicle study programmes at the Norwich centre. Since the previous inspection, leaders have amended their programmes so that learners now only start their courses in the autumn.

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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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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

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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