TDLC Limited

Further education and skills inspection report

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TDLC Limited Independent learning provider

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Overall effectiveness Good Effectiveness of leadership and management Good Adult learning programmes Good

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Quality of teaching, learning and assessment Good

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Personal development, behaviour and welfare Good

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings

 Learners are highly motivated and take pride in their learning; they are well prepared for their lessons, work hard and make good progress.  Many unemployed learners, with little previous bookkeeping experience, progress onto secure bookkeeping jobs or become self-employed as a result of the training they receive.  Learners become highly skilled in bookkeeping tasks.  Well-qualified and experienced staff plan training effectively and ensure that learning sessions are relevant, interesting and of a good standard.  Learners benefit from highly effective care and support from trainers that help them to overcome barriers to learning and maintain good progress towards achieving their qualifications.  Managers are very ambitious and successful in creating a very supportive learning environment.  Managers have developed good partnerships with the Jobcentre Plus offices that meet the needs of the unemployed in the area well.

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Summary of key findings

 Links with employers are underdeveloped, which limits the opportunities for learners to undertake work experience.  Trainers do not develop learners’ skills in English well enough.  Managers do not make best use of the data available to them to analyse trends over time to inform their self-assessment and decision- making.

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Information about the provider

 TDLC is an independent learning provider that has provided training in bookkeeping qualifications since 1996. Since 2012 it has taught bookkeeping and payroll courses to unemployed learners. Learners are referred to TDLC by the Jobcentre Plus work coaches for claimants seeking to become self-employed, or to work within the financial sector. Training takes place in community centres in Gravesend and Bexley in Kent.  Trainers combine online study with classroom-based tuition. The level 3 programme leads to a professional qualification provided by the International Association of Bookkeepers. All learners are in receipt of advanced learner loans.

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What does the provider need to do to improve further?

 Leaders should develop better links with employers to create more opportunities for learners to undertake work experience that will reinforce their work-related skills. They should ensure that learners are offered the chance to undertake high-quality work experience.  Trainers must develop learners’ skills in English. They must ensure that errors in learners’ spelling and grammar are correctly identified and that they are given suitable feedback on how to improve.  Managers should ensure that they improve the collation and analysis of data to inform self-assessment and planning for improvement. They need to ensure that self-assessment is more evaluative.

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Effectiveness of leadership and management Good

 Managers are very ambitious for their learners and their staff and are successful in providing bookkeeping courses that meet the needs of the unemployed and the local business community. Managers communicate a clear vision for creating a supportive and flexible learning environment in which learners can thrive. Learners, as a result, are very committed to achieving and meeting their goals.  Managers have developed beneficial partnerships with the Jobcentre Plus centres in the north Kent and south London areas. Managers from these centres have a very high regard for the staff at TDLC. They value the well-structured referral system in place and the high-quality advice and guidance that the TDLC staff provide for applicants for courses. This ensures that the courses applied for meet the needs of the claimants very well.  Managers design, plan and provide courses in bookkeeping effectively to meet the needs

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Effectiveness of leadership and management Good

of adults, many of whom are unemployed; to develop the skills needed to become self- employed or to work within the financial sector. The combination of taught classes, online content and one-to-one workshops that learners can access as and when required, is highly regarded by learners.  Managers listen to, and take account of, the views of learners. For example, initially only one evening session was available. Learners reported that this was not flexible enough for them to manage work or childcare commitments. There are now three evening sessions, which trainers tailor to the learners’ individual modules and progress.  Managers work well with their small team, communicating clearly and setting actions for staff to undertake to improve the quality of the provision. Managers provide considerable support for the development of their staff and many are undertaking additional professional qualifications. Managers are also working towards achieving accreditation

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Effectiveness of leadership and management Good

and recognition for the good quality advice and guidance work undertaken.  Managers ensure that staff monitor individual learners’ progress thoroughly and provide one-to-one support in workshops that is effective in helping learners overcome barriers to success. However, managers do not ensure that trainers make the best use of the initial assessment results to inform the planning of learning.  Managers know the strengths and areas for development of TDLC well, but this clarity is not recorded and does not express itself in the self-assessment report that is underdeveloped and lacking in evaluative judgements. Managers have not collated data sufficiently well to analyse trends over time to inform their self-assessment and decision- making.  Managers are ambitious to continue to improve and they set demanding targets to achieve this. A recently recruited member of staff has begun to review, improve and

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Effectiveness of leadership and management Good

better record the quality assurance procedures and to improve the process for observing teaching and learning. Currently, managers monitor new trainers carefully and ensure that they participate solely in team teaching for the first three months. However, these new trainers do not benefit from written feedback about their performance and targets for improvement.  Managers’ links with employers are underdeveloped. This limits the opportunities for learners to undertake work experience in order to further develop their work-related skills.

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The governance of the provider

 Directors know their company very well. They have created a caring learning environment that places the needs of the learners at the centre of all it does. They demonstrate a genuine passion to meet the needs of the unemployed and ensure that staff take care to enrol learners onto suitable courses.  Directors have made the ongoing professional development of their staff a priority and have ensured that sufficient funds are available to support this. Consequently, staff feel very well supported, enjoy working at TDLC and are loyal to the organisation.  Directors are aware of the shortcomings in relation to the insufficient use of data, and the need to improve the reporting and record-keeping systems. They have appointed a new member of staff to deal with these issues.

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Safeguarding

 The arrangements for safeguarding are effective.  Suitable safeguarding policies and procedures are in place. TDLC meets its ‘Prevent’ duty requirements with an appropriate policy, risk assessment and action plan. Staff are aware of the need to protect learners against radicalisation and extremism and have received ‘Prevent’ duty training.  Learners feel safe, are safe, and are clear about what to do if they have any concerns. Learners receive appropriate training on keeping safe online and develop an awareness of the dangers of radicalisation and extremism. As bookkeepers, learners are aware of their duty to report suspicious funding arrangements that might be connected to extremist organisations.

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Quality of teaching, learning and assessment Good

 Trainers have high expectations of learners and provide them with challenging bookkeeping tasks to undertake. They use their accounting skills and experience effectively to enable learners to make rapid progress in developing their skills and knowledge in bookkeeping. Trainers are successful in helping learners overcome personal and social barriers to learning and enabling them to achieve work of a high standard. This enables many learners to progress into sustainable employment or self-employment.  Trainers are very adept at supporting learners to develop their confidence in acquiring new skills. Learners benefit from effective and flexible one-to-one coaching and support sessions outside of formal lessons. This provides learners with opportunities to consolidate and reinforce learning, bridge knowledge gaps and improve their confidence. Learners have very high regard for the quality and flexibility of the one-to-one support

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Quality of teaching, learning and assessment Good

sessions which they can book to fit in with commitments such as childcare.  Trainers’ questioning strategies are effective in deepening learners’ understanding and application of theoretical concepts into practical applications such as trial balance and bookkeeping errors. Learners make good use of the opportunity to reflect on their solutions to tasks set, in discussion with peers, as they search more deeply to find the correct answers. As a result, many learners make good progress in their learning and develop a deep understanding of topics such as accruals.  Trainers use effective strategies well to help learners progress. Lessons are relevant, interesting and of a good standard. For example, a trainer and support tutor demonstrated a very good model of team teaching, which clearly helped engage all learners in the topic of prepayments. This was effective in enabling learners to confidently, and correctly, complete prepayment exercises and activities.

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Quality of teaching, learning and assessment Good

 Trainers make good use of everyday circumstances to clarify technical terms; for example, by referring to utility bills to demonstrate accruals. Learners enjoy and benefit from their learning, including the high-quality online learning materials which support the development of independent learning, research and ICT skills. Trainers are effective in improving learners’ self-confidence and helping them overcome difficulties which could impede future learning.  Assessment practice is good. Learners have a very clear understanding of the progress they are making and what they need to do to improve further. Trainers mark learners’ work promptly, effectively identifying and feeding back any shortcomings in, for example, learners’ ledgers. To ensure consistency, assessed work is quality assured before trainers return it to learners  Trainers’ planning of learning ensures that they meet the criteria of the bookkeeping

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Quality of teaching, learning and assessment Good

qualification well. However, there is limited inclusion of topics to support learners’ wider knowledge and broader work-related skills. Trainers do not provide developmental feedback that sufficiently promotes the development of learners’ English writing skills.  Trainers know their learners well and have a good understanding of their current bookkeeping skills and what they need to do to improve. However, the results of initial assessment and learners’ prior progress and attainment are not routinely used at the start of level 3 programmes to inform future learning. Consequently, trainers do not always sufficiently plan learning that meets the needs of all abilities, in particular the most able learners who may complete activities before the rest of the group.  Care and support for learners are good. Trainers ensure that learners, many of whom are returning to learning, fully contribute to discussions in lessons and treat each other with

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Quality of teaching, learning and assessment Good

respect. Trainers support learners who are undergoing challenging circumstances, such as the loss of a limb or undergoing gender reassignment, very well and as a result these learners flourish. Trainers effectively develop learners’ awareness of the dangers associated with radicalisation and extremism and the dangers and benefits associated with using the Internet.

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Personal development, behaviour and welfare Good

 Learners demonstrate a high level of commitment to their learning and are aspirational for their future career progression. Learners are well motivated, take care, and demonstrate growing confidence in undertaking bookkeeping tasks such as recording financial transactions.  The thorough initial advice and guidance that staff provide ensure that learners are clear about the demands of the courses and the opportunities that success will provide to them. Staff clearly identify those learners who may not be appropriate for their course so that they can be signposted elsewhere by the Jobcentre. Staff also collaborate well with New Enterprise Allowance advisers to support those learners who are moving into self- employment.  Learners benefit from well managed, caring and nurturing one-to-one support. Trainers provide this support in a flexible manner at times that suits the learners. Learners engage well with this support and are clearly able to demonstrate improved confidence,

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Personal development, behaviour and welfare Good

knowledge and understanding.  The behaviour of learners in the classroom is good and learners arrive very well prepared for their lessons. For example, many highlight areas of their textbooks and make notes in readiness for the lesson’s topic. Learners demonstrate respect for each other and their tutors. Learners support each other well in the classroom sessions. This positive attitude to learning continues outside of the classroom. Learners develop independent learning skills well by participating with enthusiasm in online learning activities, which support their progress effectively.  Attendance is good and monitored rigorously. The provider contacts learners by telephone each week, before a lesson, to check on attendance for that session and deal with any queries or concerns that the learner may have. This telephone call provides learners with an opportunity to book a one-to-one support session or request bespoke

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Personal development, behaviour and welfare Good

tutor support. Not all learners arrive punctually to the evening sessions due to their other commitments. Managers are currently reviewing the start time to better meet the needs of a few learners.  Learners are well prepared for their next steps and are clear about the options available to them. Many are planning to progress onto a level 4 accounting qualification. Learners gain confidence and useful life skills that enable them to plan for their future careers. For example, trainers help learners who have dependents to arrange support structures, such as childcare arrangements, in preparation for the prompt transition to start work or establish their own business.  Staff have too few links to employers to help support learners to further develop their work-related skills. Trainers do not promote work experience sufficiently to support learners who are not yet work ready and, as a result, those learners receive insufficient

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Personal development, behaviour and welfare Good

opportunities to fully prepare themselves for work and employment.  Learners develop mathematics skills throughout the course in undertaking challenging bookkeeping tasks. In contrast, the development of learners’ written English skills requires further improvement. For example, trainers do not systematically check the spelling and grammar of learners’ written work.  Learners are safe and feel safe and well supported within the centre. Learners develop a good understanding of how to keep safe online and all undertake an online ‘Prevent’ course which provides an awareness of the risks of extremism and radicalisation.

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Outcomes for learners Good

 Learners are highly motivated and take pride in their learning; they work hard and make good progress from their starting points. Learners develop good skills in bookkeeping and a good understanding of topics such as financial statements, trial balances, accounts, and accruals. They ensure that they prepare financial statements accurately.  The outcomes for many learners are positive. Many have been out of education for several years, and they grow in confidence and quickly become successful learners who prepare well for their lessons. Many unemployed learners progress onto secure bookkeeping jobs or become self-employed because of the training they receive. There are no significant performance gaps regarding gender or ethnicity. Most learners are White British. The few who have disabilities are well supported and make good progress.  Learners achieve very well on the pre-requisite courses that they undertake, with success

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Outcomes for learners Good

rates of over 90%. This prepares them well for the level 3 bookkeeping courses they undertake.  Learners’ achievement on the level 3 bookkeeping course declined in 2015/16, to below rates of similar providers. This was due to the poor attendance and low retention that year. Current learners are making much better progress. The attendance rates are significantly better this year due to closer monitoring, as is the in-year retention rate.

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Provider details

Type of provider Independent learning provider

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Provider details

Approximate number of all learners over the previous full contract year Principal/CEO Nigel Copleston

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Provider information at the time of the inspection

Main course or learning programme level Level 1 or below Level 2 Level 3 Level 4 or above Total number of learners (excluding apprenticeships) 16–18 19+ 16–18 19+ 16–18 19+ 16–18 19+

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Provider information at the time of the inspection

- - - - - 45 - - Number of apprentices by apprenticeship level and age Intermediate Advanced Higher

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Provider information at the time of the inspection

16–18 19+ 16–18 19+ 16–18 19+ - - - - - - Number of traineeships 16–19 19+ Total - - - Number of learners aged 14 to -

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Provider information at the time of the inspection

Number of learners for which the provider receives high- needs funding -

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Provider information at the time of the inspection

Funding received from: Skills Funding Agency

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Provider information at the time of the inspection

At the time of inspection, the provider contracts with the following main subcontractors: None

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Information about this inspection

The inspection team was assisted by the managing director, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans. Inspectors used individual interviews, telephone calls and online questionnaires to gather the views of learners; these views are reflected within the report. They observed learning sessions, and assessments. The inspection took into account all relevant provision at the provider.

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Inspection team

Roger Pilgrim, lead inspector Ofsted Inspector

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Inspection team

Teresa Williams Ofsted Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

Employer View Employer View is a website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too. To find out more go to www.employerview.ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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