Shreeji Training Ltd

Shreeji Training Limited Monitoring visit report

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Name of lead inspector: Steve Lambert, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Ceme Main Building Ceme Campus Marsh Way Rainham RM13 8EU Monitoring visit: Shreeji Training Limited, 25–26 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 Education and Skills Funding Agency. 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

Shreeji Training Limited is a training provider based in Rainham, east London. The provider offers training primarily to adults in English, mathematics and English for speakers of other languages (ESOL). It has received funding directly from the Education and Skills Funding Agency through the adult education and apprenticeship budget since 2017, and it is this provision that is in scope for the monitoring visit. In 2018/19 the provider has 184 learners funded through this route. At the time of the inspection there was one apprentice on a level 3 business administration apprenticeship standard.

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Reasonable progress

Leaders and managers have established a positive, supportive culture where learners’ personal circumstances are at the centre of leaders’ curriculum planning.

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Reasonable progress

Staff are careful to recruit unemployed learners who will benefit from new knowledge and skills and access to further learning and employment through achieving qualifications in English and mathematics. Leaders provide programmes in community venues, such as libraries, which learners can attend during the day or evening. Learners make rapid progress in gaining new skills in English and mathematics. Most learners stay to the end of their course and a majority achieve qualifications. A majority of learners move on into further study when they complete their course.

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Reasonable progress

Leaders and managers have established effective partnerships with local community centres and libraries. These partnerships have led to more learners being referred to the provider to improve their English and mathematical skills.

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Reasonable progress

Leaders and managers are careful to recruit teachers from the communities that the provider recruits from. This helps leaders and managers to understand the barriers that learners have in accessing learning. As a result, teachers provide effective support to learners. Monitoring visit: Shreeji Training Limited, 25–26 July 2019 Leaders’ and managers’ quality assurance arrangements are not yet effective. They do not evaluate well enough the quality of training and do not provide effective support to staff so that they can improve their teaching. Leaders have a broadly accurate picture of their strengths and are candid in their evaluation of areas for improvement. Leaders and managers do not set targets by which they can judge the improvements they have made. As a result, they are unable to assess the progress they have made in improving the quality of the provision.

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Reasonable progress

Leaders and managers have recently implemented a process to gain independent scrutiny of their provision. However, this is still in its infancy and it is too early to assess the impact on the quality of teaching, learning and assessment.

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Reasonable progress

At the start of the programmes, staff provide good guidance to learners to ensure that they enrol on courses that will meet their aspirations. They assess accurately learners’ prior English and mathematics skills.

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Reasonable progress

Teachers on English and mathematics courses have good subject knowledge. Staff use their experience well to help learners to develop their skills quickly. For example, learners in mathematics have developed confidence in their use of fractions and percentages. As a result, learners are more confident in using these skills at work and in their everyday lives.

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Reasonable progress

In ESOL, learners make good progress in the development of their reading skills and in their confidence to speak English. Because of this, learners feel more confident in going about their daily lives, for example making and attending medical appointments. Learners enjoy their learning and learn valuable skills. Learners’ attendance at ESOL lessons is too low.

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Reasonable progress

Learners produce work that is of an appropriate standard for the course on which they are enrolled. Teachers’ feedback on learners’ work provides learners with sufficient information on what they need to do to improve.

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Reasonable progress

Leaders and managers provide sufficient support to the small number of learners who have additional learning needs. Teachers’ support for students, particularly those with dyslexia, is effective. As a result, learners are able to access the specific support necessary for them to make the progress of which they are capable. Monitoring visit: Shreeji Training Limited, 25–26 July 2019

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Reasonable progress

Leaders and managers have implemented a realistic plan to carefully expand their apprenticeship provision in areas related to healthcare.

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Reasonable progress

Leaders and managers have recruited staff with the appropriate experience and qualifications in the subject areas being offered. Apprentices benefit from trainers’/assessors’ knowledge in order to develop new knowledge and skills.

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Reasonable progress

Leaders and managers use information gained on apprentices’ prior skills well to ensure that apprentices are on the correct apprenticeship. Because of this, apprentices learn new skills which they can use in the workplace.

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Reasonable progress

Leaders and managers have a good overview of the knowledge developed and the progress that apprentices make. However, leaders’ and managers’ tracking of apprentices’ behaviours requires further refinement in order to accurately track this aspect of the apprenticeship.

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Reasonable progress

Leaders, managers and staff have created an environment which is welcoming and where learners and apprentices feel supported.

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Reasonable progress

They have appropriate policies and procedures in place, including procedures to ensure the safe recruitment of staff. The policies and procedures outline in detail the risks learners and apprentices may face and the actions staff should take. Staff are trained in safeguarding and the ‘Prevent’ duty. The designated safeguarding lead has completed training to the appropriate level to be effective in their role.

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Reasonable progress

Staff have a good understanding of the risks that learners and apprentices face based on where they live and learn. Because of this, staff have developed their knowledge of knife crime and county-lines. Learners receive appropriate safeguarding information, including how to stay safe online. They know how to keep themselves safe and report concerns. Learners have sufficient understanding of the risks posed by extremism and radicalisation. Monitoring visit: Shreeji Training Limited, 25–26 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 . 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

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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

regulates and inspects to 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

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Reasonable progress

the Information Policy Team, 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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