Gecko Programmes Limited

Gecko Programmes Limited Monitoring visit report

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Name of lead inspector: Richard Deane, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Technology Centre Glaisher Drive Wolverhampton Science Park Wolverhampton WV10 9RU Monitoring visit: Gecko Programmes Limited, 16–17 July 2019

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after by the ESFA. This monitoring visit was undertaken as part of those arrangements and as outlined in the Further education and skills inspection Handbook, especially the sections entitled ‘Monitoring visits to providers that are newly directly funded to deliver adult learning provision’ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Gecko Programmes is a private training company that started trading in 2009. Its main aim is to provide training for adults seeking to gain full-time employment. Most learners study at either level 1 or 2. One third of learners study subjects such as employability skills that lead to forklift-truck driving and security courses. One third study English for speakers of other languages (ESOL) courses, with the remainder studying sports coaching. Courses range from five days to 12 weeks in duration.

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Reasonable progress

Leaders have a clear strategy to ensure that adult learners receive the training and support needed to move into further learning or employment. They work closely with the local enterprise partnership (LEP), mayoral combined authority and Jobcentre Plus (JCP) to identify exactly the skills and knowledge required by employers and learners. For example, they help learners to develop their employability skills, such as time management, working with others, personal presentation and body language.

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Reasonable progress

Leaders have designed distinct programmes in areas such as ESOL, security, employability and sports coaching to provide learners with the specific knowledge and skills for them to move into further learning or employment. For example, a significant proportion of the budget is used to help learners who speak English as an additional language to improve their speaking and listening skills to help them access further training.

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Reasonable progress

Leaders have recently recruited suitable staff with relevant teaching qualifications to support their planned growth with the LEP combined authority. They have also ensured that their teaching venues are well equipped, with access to information technology and other essential learning tools and resources. Monitoring visit: Gecko Programmes Limited, 16–17 July 2019 Managers review and use effectively the information about the destinations of learners to plan the future curriculum. Where provision falls below expectations, leaders act swiftly to improve or remove provision. For example, leaders have withdrawn one programme as a result of too few of its learners moving into employment.

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Reasonable progress

Leaders have developed a comprehensive lesson observation strategy to ensure that all teaching staff and staff providing information, advice and guidance deliver effective teaching sessions. However, they have not developed sufficiently well their quality assurance arrangements to ensure that learners make at least the progress of which they are capable.

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Reasonable progress

Most learners receive effective training to help them develop the skills and knowledge necessary for them to move into further learning or employment.

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Reasonable progress

Learners on sports coaching courses develop their confidence, knowledge and skills well. Teachers plan their theory and practical sessions to ensure the gradual development of learners’ ability to deliver coaching sessions confidently. Teachers identify high-quality work placements, so that learners practise these essential skills and can work independently in a range of settings, including schools and sports clubs.

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Reasonable progress

Teachers on ESOL courses support learners to become more confident and independent within their communities. For example, they help them to develop their speaking and listening skills, so that they can visit their doctor independently. As a result, learners are more able to support themselves in activities where they live and work.

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Reasonable progress

All learners complete an initial assessment in English and mathematics to identify their starting points. Managers use this information effectively to place most students on an appropriate course. However, in a few cases, managers do not place all learners accurately. These learners found courses too easy because of their prior knowledge and experience.

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Reasonable progress

Teachers do not develop learners’ English and mathematical skills well enough. Where written feedback is given, teachers do not provide sufficient comments to help learners know how to improve their spelling, grammar and punctuation skills. For example, they fail to identify errors with capital letters, full stops and commas. As a result, learners continue to make the same mistakes. Monitoring visit: Gecko Programmes Limited, 16–17 July 2019 Teachers on sports coaching courses monitor learners’ progress consistently and help them to catch up if they fall behind. These learners receive effective feedback to help them improve their knowledge and skills. However, in ESOL and employability skills courses, too few teachers record accurately learners’ progress or provide them with sufficiently helpful feedback for them to improve well enough.

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Reasonable progress

All staff and learners have received training on how to keep themselves safe. Consequently, although they work and learn in locations deemed to be high risk, they feel safe and work safely. They know whom to contact or refer to should they have any concerns.

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Reasonable progress

Managers ensure that they follow safe recruitment practices on all staff to assure their suitability when working with learners. Managers ensure that all staff have the appropriate qualifications for the subjects that they teach.

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Reasonable progress

The designated safeguarding officer (DSO) has had the appropriate training to carry out the role effectively. The DSO ensures that all policies and procedures are up to date, reviews routinely safeguarding practice and strengthens arrangements where necessary. For example, leaders have changed teaching locations to ensure that learners are safe.

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Reasonable progress

Most learners have a basic understanding of how to keep themselves safe from the threat of radicalisation or extremism. Monitoring visit: Gecko Programmes Limited, 16–17 July 2019 the 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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Reasonable progress

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

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Reasonable progress

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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Reasonable progress

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection. 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 . 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,

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Reasonable progress

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Reasonable progress

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Reasonable progress

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