London Skills Academy

Inspection date 8 July 2008 London Skills Academy Inspection number 322194

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Contents

Background information................................................................................................................3 Inspection judgements ..............................................................................................................3

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Contents

Scope of the inspection .............................................................................................................3

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Contents

Description of the provider............................................................................................................4

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Contents

Summary of grades awarded .........................................................................................................6 Overall judgement.........................................................................................................................7

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Contents

Effectiveness of provision ..........................................................................................................7

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Contents

Capacity to improve................................................................................................................7

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Contents

Key strengths ................................................................................................................................7 Key areas for improvement ...........................................................................................................8

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Contents

Main findings ................................................................................................................................9 Achievement and standards.......................................................................................................9

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Contents

Quality of provision ...................................................................................................................9

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Contents

Leadership and management...................................................................................................11

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Contents

Equality of opportunity .........................................................................................................11

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Contents

What learners like .......................................................................................................................13

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Contents

What learners think could improve ..............................................................................................13 Learners’ achievements ...............................................................................................................14

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Inspection judgements

Inspectors use a four-point scale to summarise their judgements about achievement and standards, the quality of provision, and leadership and management, which includes a grade for equality of opportunity .

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Key for inspection grades

Further information can be found on how inspection judgements are made on www.ofsted.gov.uk.

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Scope of the inspection

In deciding the scope of the inspection, inspectors take account of the provider’s most recent self- assessment report and development plans, and comments from the local Learning and Skills Council (LSC) or other funding body. Where appropriate, inspectors also consider the previous inspection report ( www.ofsted.gov.uk ), reports from the inspectorates’ monitoring visits, and data on learners and their achievements over the period since the previous inspection.

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Scope of the inspection

In addition to reporting on overall effectiveness of the organisation, its capacity to improve further, achievement and standards, quality of provision and leadership and management, this inspection focused on specialist provision in:

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Description of the provider

1. The London Skills Academy (LSA), formerly known as Gateway Technology Centre (GTC), was founded in 1995 and incorporated in 1996 as a not-for-profit company limited by guarantee. In the same year the limited company gained registered charitable status as an education provider, with the specific purpose of providing education and training opportunities to members of the public with the greatest need for training. It changed its name to the London Skills Academy on 1 July 2008.

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Description of the provider

2. LSA receives funding from London west Learning and Skills Council (LSC) to provide an Entry to Employment (E2E) programme at its training centre in Shepherds Bush, London. A management committee provides support to the director, financial controller, project manager, tutors and administrative staff who work on the E2E programme.

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Description of the provider

3. At the time of the inspection 19 learners were on the E2E programme. Referrals come from the Connexions service, other referral agencies, or from learners themselves. The E2E programme has three core strands; vocational development literacy, numeracy and language development and personal and social development. The vocational training at LSA is in information and communications technology (ICT) at levels 1 and 2. 4. The minority ethnic population for the London west LSC area is 27.2% according to the 2001 census, compared with 9.1% nationally. In the London West LSC region, 20% of young people have poor literacy and numeracy skills. Approximately 50% of school leavers in the area gain five or more GCSEs at grade C or above.

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Summary of grades awarded

Effectiveness of provision Satisfactory: Grade 3

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Summary of grades awarded

Capacity to improve Satisfactory: Grade 3

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Summary of grades awarded

Achievement and standards Satisfactory: Grade 3

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Summary of grades awarded

Quality of provision Satisfactory: Grade 3

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Summary of grades awarded

Leadership and management Satisfactory: Grade 3

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Summary of grades awarded

Equality of opportunity Contributory grade: Satisfactory: Grade 3

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Sector subject area

Employability training Satisfactory: Grade 3

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Satisfactory: Grade 3

5. The overall effectiveness of the provision is satisfactory. Achievement and standards are satisfactory. The quality of provision is satisfactory. Leadership and management and equality of opportunity are also satisfactory.

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Satisfactory: Grade 3

6. London Skills Academy demonstrates satisfactory capacity to improve. The effectiveness of steps taken by the provider to promote improvement since the previous inspection is satisfactory. A number of weaknesses identified at the previous inspection have not been rectified. Good progress has been made to resolve other issues, such as the implementation of quality assurance processes and improvements in the accommodation. Progression rates have improved over the past three years, but remain low.

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Satisfactory: Grade 3

7. The self-assessment process is satisfactory. The process is managed well and involves senior managers, teaching staff and learners. The most recent self-assessment report, written just before the inspection for 2007/08, is detailed and identifies some of the strengths and areas for improvement identified during the inspection. However, it is not sufficiently critical and the grades given by inspectors are lower than those identified in the self-assessment report.

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Key strengths

 Good development of learners’ vocational skills in information and communications technology

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Key strengths

 Good training to meet individual learner needs in ICT

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Key strengths

 Good promotion of a positive learning environment

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Key areas for improvement

 Insufficient monitoring of learner progress

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Key areas for improvement

 Insufficient opportunities for work experience

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Satisfactory: Grade 3

8. Achievement and standards are satisfactory overall. The development of learners’ vocational skills in ICT is good. Learners develop good knowledge, understanding and skills in web design, personal computer repair and information technology applications, applying their learning effectively during sessions and using their skills outside of the classroom environment. Learners’ achievement of units of national qualifications in ICT is satisfactory.

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Satisfactory: Grade 3

9. The development of learners’ personal and social skills is effective. Learners work well with tutors and comply with the dress code and behavioural standards set by the organisation. They develop good team working skills, for example by working well together learners applied successfully for external funds to support the provision of additional recreational activities and resources.

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Satisfactory: Grade 3

10. The development of learners’ skills is good in literacy, but poor in numeracy. Only a small number of learners are prepared for, and achieve, external national qualifications in literacy and numeracy. Learner attendance is satisfactory.

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Satisfactory: Grade 3

11. Progression rates are low, although they are improving. The progression of learners into further education, training or employment was 13% in 2005/06, 36% in 2006/07 and remains low at 48% for the 11 months to date in 2007/08. The achievement of learners’ personal objectives is satisfactory overall. The vast majority of learners progressed into training in ICT at a higher level, offered within the London Skills Academy itself. Currently, several learners are waiting to hear whether they are successful in gaining places on full-time courses at the local college. No significant differences exist in learner performance by gender or ethnicity.

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Satisfactory: Grade 3

12. The quality of provision is satisfactory overall. Training in ICT is good. Tutors are well qualified and plan sessions to take account of learners’ individual learning needs and interests. Individual support and coaching for learners is good. Tutors use their expert subject knowledge well and stimulate and challenge learners. They make good use of questioning and set additional tasks as appropriate. Tutors offer much encouragement and praise to learners, who make good progress and achieve their individual learning goals.

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Satisfactory: Grade 3

13. Literacy support is satisfactory and specialist numeracy support is insufficient. Many learners have significant literacy and numeracy needs, which are clearly identified through initial and diagnostic assessment. Learners attend discrete literacy sessions, with an appropriately qualified literacy tutor and with good use of learning resources to support their progress. The ICT tutors are responsible for the development of learners’ numeracy skills, however, this approach does not adequately support all learners in the development of their numeracy skills, with some making insufficient progress. The range of activities to support the development of learners’ personal and social skills is limited. In the formal sessions, some of the paper-based learning resources are not sufficiently adapted to meet the needs of learners.

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Satisfactory: Grade 3

14. The monitoring of learners’ progress is insufficient. In ICT, tutors assess work regularly and learners are aware of what they need to do to make progress towards specific goals. Tutors do not always identify literacy errors in ICT assignments. Target-setting and the recording of learner progress is satisfactory in literacy, but insufficient in numeracy and in personal and social development. Progress reviews focus primarily on learners’ progress in ICT skills and accredited units, and do not sufficiently cover progress in literacy, numeracy and personal and social development. Discussions and target-setting relating to the development of learners’ employability skills and progression are inadequate. Progress reviews tend to be too controlled by tutors, with learners not taking responsibility for the review process. Learners are not sufficiently aware of what their targets are across their entire E2E programme.

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Satisfactory: Grade 3

15. The response to meeting the needs and interests of learners is satisfactory. Learners who enrol onto the E2E programme are primarily interested in the development of their ICT skills. A good range of ICT opportunities are available for them, however the programmes do not include sufficient opportunities for learners to carry out work experience. Although some learners attend internal work-placement opportunities at the London Skills Academy, external opportunities are not systematically offered to learners. No learners attended an external work-placement at the time of the inspection.

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Satisfactory: Grade 3

16. Learners receive good support from staff and volunteers and have good relationships with them. Tutors are dedicated and work well with learners who have significant personal, emotional and social difficulties. Learners receive personal and practical help to resolve problems or are referred to other agencies as appropriate. Information and guidance about future learning opportunities is satisfactory.

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Satisfactory: Grade 3

Equality of opportunity Contributory grade: Satisfactory: Grade 3

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Satisfactory: Grade 3

17. Leadership and management are satisfactory. The management committee and senior managers provide a clear strategic direction for the E2E programme and give good support to staff. Within this relatively small organisation, the management style is open and inclusive. Work by all staff to promote a positive learning environment is good. Staff share a strong common purpose to work to the benefit of all learners, with a strong emphasis on social inclusion. Volunteers make positive contributions to the organisation and to work with learners. Learners are regularly consulted about their experiences on the E2E programme and are represented at management committee meetings. Learners agree to a dress code, which is enforced. The accommodation and resources have improved significantly since the previous inspection and rooms are well equipped and furnished.

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Satisfactory: Grade 3

18. Team working is good and staff meet regularly to discuss programme development, however, the focus on learner progression at these meetings is insufficient. Management arrangements to secure work experience for learners are also insufficient, which is identified in the self- assessment report. The strategy for literacy support is satisfactory, but is underdeveloped for numeracy support, which is identified in the self-assessment report.

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Satisfactory: Grade 3

19. Staff are well qualified and experienced in ICT and attend a wide range of training opportunities, although not all tutors have yet obtained appropriate teacher training qualifications. All tutors take part in a detailed annual appraisal which clearly identifies key objectives for each individual, however, it has insufficient focus on the quality of tutors’ teaching and learning.

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Satisfactory: Grade 3

20. The monitoring of the provision to support quality improvement is satisfactory. Managers make satisfactory use of data to monitor performance accurately. This includes an analysis of learners by ethnicity and gender. The E2E programme is audited regularly to check important paperwork is completed correctly. Detailed observations of teaching and learning take place annually, with detailed feedback provided to individual tutors. Currently the monitoring of progress in relation to any identified areas for improvement is insufficient. 21. The procedures for safeguarding learners meet current government requirements. Arrangements for safeguarding learners are satisfactory. Formal safeguarding policy and procedures are in place for the E2E provision, which includes a named member of staff with overall responsibility for safeguarding. Staff are fully aware of these arrangements. All staff and volunteers in contact with

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Satisfactory: Grade 3

the E2E learners have had a criminal record bureau check, however, formal records of these checks are not up-to-date. With regard to the Every Child Matters theme on staying safe, learners feel safe and secure in the training centre and staff place a strong emphasis on learners’ heath and safety.

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Satisfactory: Grade 3

22. Equality of opportunity is satisfactory. The London Skills Academy has appropriate equality of opportunity policies and procedures in place. Staff and learner understanding of equality of opportunity are satisfactory. Learners receive clear information about their rights and responsibilities and the organisation dress and behaviour codes at the start of their programme. Staff provide appropriate support to learners to meet any specific needs they may have. Access to all parts of the building is not possible for people with restricted mobility, however, arrangements can be made to accommodate learners on the ground floor.

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Satisfactory: Grade 3

23. The self-assessment process is managed well and involves senior managers, teaching staff and learners. The most recent self-assessment report, written just before the inspection for 2007/08, is detailed and identifies some of the strengths and areas for improvement identified during the inspection. However it is not sufficiently critical and the grades given by inspectors are lower than those identified in the self-assessment report.

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 The friendly and helpful attitude of staff

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 The range of activities for their personal development Annex

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Learners’ achievements

Outcomes on Entry to Employment programmes managed by the provider between 2005/06 and 2007/08:

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Learners’ achievements

Note: 2007/08 data is ‘part year’ only and is representative of the three months or greater of the LSC contract year.

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Learners’ achievements

* Progression is measured in terms learners’ movement to further education, education and employment, during or at

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Learners’ achievements

the end of their training period. Year Number of leavers in the year Achieved objectives rate* Progression rate**

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