LD Training Services Limited

LD Training Services Limited Report following a monitoring visit to a ‘requires improvement’ provider

p.1

Name of lead inspector: Jane Hughes Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Kajaine House 57–67 High Street Edgware HA8 7DD Monitoring visit: LD Training Services Limited, 31 October 2019

p.1

Context and focus of visit

LD Training Services Limited (LDT) was inspected in November 2018. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

p.2

Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in addressing the main areas for improvement identified at the previous inspection.

p.2

Context and focus of visit

LDT is an independent training provider based in Edgware, Middlesex. LDT offers adult learning programmes in mathematics, English, health and social care, childcare, business, team leading, and food and beverage services. Programmes are offered in London, Birmingham, Manchester and Nottingham. It also has apprenticeships in fenestration, business administration, early years and health and social care. At the time of the monitoring visit, LDT had 134 adult learners and 50 apprentices.

p.2

Significant progress

Leaders and managers have made rapid improvements to the design and implementation of the English and mathematics curriculums. They have put in place a clear strategy to ensure that the learner’s ability in these areas is identified accurately before enrolling on courses. Learners complete a thorough assessment of their prior knowledge and skills in English and mathematics to ensure that they are taught at an appropriate level.

p.2

Significant progress

The vast majority of learners on English and mathematics courses study at a higher level than their starting points. Staff have a clear rationale for those learners who do not. For example, those learners who have particularly low skills in a specific topic, such as multiplication, learn how to do this first before moving on to more complex tasks and the next level of study.

p.2

Significant progress

The vast majority of learners achieve their qualifications in English and mathematics and gain new knowledge. In their progress reviews, staff identify gaps in learners’ knowledge, such as calculating time, teach them how to do this and set clear milestones and tasks to help learners improve. The curriculum enables many learners to progress to the next level of study. Monitoring visit: LD Training Services Limited, 31 October 2019

p.2

Significant progress

Leaders and managers have put in place effective strategies to help tutors and assessors improve the English skills of learners who speak English as an additional language. Tutors and assessors have attended a variety of training activities to support them to become confident in teaching a curriculum that builds on learners’ foundation knowledge. Learners have access to extra English drop-in sessions.

p.3

Significant progress

Tutors teaching business courses and early years courses support learners well to develop their writing skills and to help them prepare for their next steps. For example, they teach learners to produce written work that is carefully structured and planned. In business, tutors direct learners to use the correct referencing system. Learners frequently critique drafts of work and have weekly one-to-one reviews with tutors to discuss the development of their English skills within the context of their course.

p.3

Significant progress

In business studies, tutors use successful ways to develop their learners’ English skills. For example, they direct learners to watch films about business to broaden their understanding of business language. Learners watch the news and read newspapers in lessons. They then discuss and write about the aspects of business reported.

p.3

Significant progress

Learners who speak English as an additional language attend the extra sessions available to improve their speaking and writing skills. This helps them to accurately pronounce different key words related to their course, such as ‘analyse’, ‘compare’ and ‘describe’. Learners then use these words in their written work in the correct context.

p.3

Significant progress

Since the previous inspection, in the vast majority of subjects, the proportion of learners who have achieved their course in the planned timed has improved and is now high.

p.3

Reasonable progress

Tutors and assessors have received appropriate support and training that have improved the quality of their feedback to learners. For example, they attend the standardisation meetings and one-to-one coaching sessions, and receive feedback on the observation of their teaching. Monitoring visit: LD Training Services Limited, 31 October 2019 In progress reviews, tutors give learners clear feedback on what progress they have made. Learners understand well what they have learned and where they have gaps in their knowledge and skills. On vocational courses, tutors’ feedback on written work helps leaners understand how they can achieve higher grades in their assignments.

p.3

Reasonable progress

Tutors and assessors give learners positive and supportive feedback about their work. They support learners to develop their knowledge and skills further and build on what they already know. For example, in business studies, tutors’ feedback directs learners not just to identify specific resources an organisation may use, but also to explain how these resources are utilised by organisations, deepening learners’ understanding.

p.4

Reasonable progress

In a minority of subjects, such as functional skills mathematics, tutors’ feedback to learners does not help learners focus on their individual areas for improvement. Occasionally, tutors do not identify when learners have used incorrect terms, such as American spelling. Monitoring visit: LD Training Services Limited, 31 October 2019 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.

p.4

Reasonable progress

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 .

p.5

Reasonable progress

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 .

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5