Clint Stamper Training Limited

Clint Stamper Training Limited

Address: Wellington Farm, Lamplugh Road, Cockermouth, CA13 0QU Unique reference number (URN): 2814709

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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 established a positive and inclusive culture where learners feel supported. They encourage learners to disclose any learning difficulties and/or disabilities as part of the application process. In the very few instances where learners disclose additional needs, leaders contact learners swiftly prior to induction to discuss individual requirements and implement useful support plans.

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Inclusion Expected standard

Support plans provide trainers with clear guidance on the reasonable adjustments required to enable learners to access the curriculum. Trainers use these plans effectively to adapt teaching and learning activities. Learners with dyslexia benefit from additional thinking time during lessons and extra time in assessments.

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Inclusion Expected standard

Leaders routinely review the support that they provide to learners to ensure that this is effective and continues to meet learners’ needs. Trainers provide individualised support during lessons and adjust their teaching strategies to reduce barriers to learning.

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Inclusion Expected standard

Trainers have very recently received useful professional development on inclusive practices. They have completed online training to strengthen their understanding of identifying additional learning needs, implementation of appropriate support strategies and reviewing and adjusting plans.

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Leadership and governance Expected standard

Leaders are committed to meeting the current and future skills needs of the electrical industry. They have established key partnerships with local and regional employers, ensuring that the curriculum offer reflects industry requirements. Leaders make effective use of these partnerships to enrich the learner experience. They provide industry-specialist guest speakers and hold demonstrations led by manufacturers. These activities develop learners’ understanding of emerging technologies.

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Leadership and governance Expected standard

Leaders mostly understand the strengths and areas for improvement in the provision. They analyse learner and employer feedback and use it to inform improvements to the training that learners receive. This means that learners benefit from a curriculum that remains current and provides them with the best opportunities to develop the skills that they need to be successful in industry.

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Leadership and governance Expected standard

Governance is effective. Leaders have appointed external governors who are qualified and highly experienced in the further education and skills sector. Governors have an accurate understanding of the key strengths and priorities for improvement. They have a clear oversight of the quality of training. They carry out a range of quality improvement activities such as observations of teaching and learning and hold discussions around curriculum design to hold leaders to account.

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Leadership and governance Expected standard

Trainers maintain their vocational expertise through regular industry updating to ensure that learners benefit from current industry practice. However, opportunities to develop their teaching practice are less well developed. Leaders consider staff workload and wellbeing. Trainers use artificial intelligence tools to help them produce resources and complete administration tasks more efficiently, which has reduced their workload.

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Achievement Strong standard

All learners, including those with barriers to learning, make extensive progress from their starting points. They develop a secure understanding of the renewable energy industry, learning highly relevant skills including how to fit and test photovoltaic systems and electric energy storage systems. This helps learners to develop their existing businesses to meet the needs of the renewable energy sector.

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Achievement Strong standard

All learners achieve their qualifications. Most pass their examinations at the first attempt. Those who do not pass receive targeted support from trainers enabling them to achieve on their second attempt.

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Achievement Strong standard

Learners develop their English, digital and mathematical skills as a result of the Skills Bootcamps. They enhance their mathematical skills by completing complex equations. They measure electrical output, analyse data and calculate the impact of shade on solar panel performance. Learners develop new technical vocabulary, applying this accurately in their written work.

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Curriculum and teaching Strong standard

Leaders have a detailed understanding of the quality of their Skills Bootcamp. They continuously update the curriculums and resources so that they reflect industry standards. For example, leaders now include teaching about new technology such as cube systems and modern invertors. Learners practice using this technology so this prepares them well for the workplace with relevant industry-standard skills.

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Curriculum and teaching Strong standard

Leaders have designed a well-structured and logically sequenced curriculum so that learners build their knowledge and skills quickly. Learners are first taught about roof load

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Expected standard

bearing capacities, weather conditions and how to identify structural concerns such as damaged timbers or excessive spans. They progress to more advanced topics to complete complex calculations on the effect of wind pressure and roof heights.

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Expected standard

Trainers use highly effective teaching strategies. They use their extensive vocational expertise to explain complex topics clearly, linking concepts carefully to learners’ workplace practice. Trainers use questioning skilfully to check that learners understand what they are being taught, revisiting prior learning to correct misconceptions.

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Expected standard

Trainers use a range of assessments that prepare learners well for their examinations. They use online tests and practical activities to deepen learners’ understanding. Learners demonstrate detailed understanding of the topics learned, and those who have completed the course have used this knowledge to expand their business.

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Expected standard

Leaders ensure that the Skills Bootcamps are accessible for all learners, including those with barriers to learning. They carefully consider the needs of learners and put in place the appropriate support swiftly.

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Participation and development Expected standard

Leaders have high expectations of learners. Learners demonstrate professional behaviours in lessons, actively participating in group discussions and practical activities. Attendance to lessons is high and learners arrive punctually and return promptly from breaks.

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Participation and development Expected standard

Leaders provide many opportunities for learners to extend their knowledge beyond the requirements of their course. Through guest speakers and practical activities, learners develop a deeper understanding of emerging technologies in the industry, including the installation of solar panels in roof structures.

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Participation and development Expected standard

Learners are well informed about future business opportunities available to them on successful completion of the course. They receive information from local employers and suppliers which helps them to expand their businesses into areas such as solar photovoltaic and battery installation.

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Participation and development Expected standard

Learners develop an understanding of key topics such as fundamental British values, safeguarding and the risks associated with radicalisation and extremism. They understand how these apply in the workplace, particularly when working in customers’ homes. Learners can identify signs that customers may be vulnerable or at risk of exploitation.

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Participation and development Expected standard

Leaders ensure that learners work in a safe learning environment. Bullying, discrimination and inappropriate behaviour are not tolerated. Learners show respect for their peers, listening to each other when answering questions.

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

Learners develop substantial new knowledge and skills on their course. Despite the short duration of the course, learners make significant progress from their starting points, including those with barriers to learning. Learners confidently explain technical concepts such as preventing bottlenecks caused by shading on solar panels. They accurately describe how bypass diodes route current around shaded cells, minimising power loss and preventing the development of hot spots.

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

Learners enjoy their learning. They feel welcomed and value the inclusive and supportive culture created by staff. Learners find trainers very approachable and they appreciate the individual support that they receive from staff. They continue to seek advice from trainers after completing their course when they are unsure about technical aspects in their work.

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

Learners are highly motivated and committed to achieving their qualification. They value trainers' extensive industry expertise, which helps them to develop knowledge and skills beyond the requirements of the qualification they are studying. Learners appreciate trainers using relevant, real-life examples to contextualise learning, helping them to understand how to apply their new knowledge in their own business.

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

Learners grow in confidence because of what they learn. As a result of their studies, they diversify their businesses into the green skills sector. Many learners report securing new contracts and commercial opportunities for their business as a direct result of the new knowledge, skills and confidence that they have developed through their studies.

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

Learners develop their understanding of life in modern Britain, online safety and health and safety. They recognise the relevance of these topics to their industry. Learners gain the confidence to challenge and report incidents that they identify as unsafe.

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Next steps

Leaders should continue to develop their approach to inclusion, so that they make proactive and informed adaptions which has a positive impact on learners. Leaders should enhance their professional development programme, so that trainers receive training to enhance their teaching skills. Leaders should continue to develop the promotion of wider topics in the curriculum.

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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 directors, governors, trainers, employers and learners during the inspection.

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Lead inspector:

Alison Humphreys, His Majesty's Inspector

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Team inspector:

Glenise Burrell, 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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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. Clint Stamper Training Limited is an independent learning provider based in Cockermouth, Cumbria. It provides Skills Bootcamps in green skills. At the time of the visit, there were 8 learners enrolled on the photovoltaic systems and electric energy storage systems Skills Bootcamp.

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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 .

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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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