New London Educational Trust

New London Educational Trust Interim visit report

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Type of provider: Independent learning provider

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Address:

Sceptre House 75–81 Staines Road Hounslow TW3 3HW Interim visit: New London Educational Trust, 14 to 15 October 2020

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Context and focus of visit

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic. As part of our phased return to routine inspections, we are carrying out ‘ interim visits ’ to further education and skills providers. Interim visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners and apprentices in this period, including learners with high needs and those with special educational needs and/or disabilities.

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Context and focus of visit

We intend to return to routine inspection in January 2021 but will keep the exact timing under review.

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Context and focus of visit

The focus of these visits is on the themes set out below and the findings are based on discussions with leaders, managers, staff and learners.

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Information about the provider

New London Educational Trust is an independent learning provider based in Hounslow, West London. Learners and apprentices mainly live in London, Worcestershire and South Yorkshire.

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Information about the provider

At the time of the interim visit, 210 apprentices were on framework and standards- based qualifications at level 2 to level 5. The majority of apprentices study the level 3 junior content producer apprenticeship. The remaining apprentices study a range of apprenticeships, including in health and social care, lean manufacturing, team leading, information technology and telecoms, and early years.

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Information about the provider

There were 197 adult learners on loans funded qualifications. Most of these learners study the diploma in business and management at level 3.

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stakeholders and adapts to changed circumstances?

Leaders explained that when centres shut in March, they moved their courses to online teaching quickly. Because of this, leaders believe that most learners and apprentices continue their education with little disruption. They recognise that not all learners like, or have the skills, to learn online. For these learners, tutors make one- to-one appointments to help them with their studies at centres that remain open.

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stakeholders and adapts to changed circumstances?

In a few cases, when apprentices were furloughed, managers worked with employers to agree the skills and knowledge apprentices could learn while at home. As a result, managers say that apprentices continued to study the functional skills English and mathematics, and the knowledge-based aspects of their course. Interim visit: New London Educational Trust, 14 to 15 October 2020 The biggest barrier for learners and apprentices to learning online is access to computers at home during the day. This is particularly so for learners with childcare responsibilities when school classes close. Managers say that tutors change their working hours so that they can teach learners in the evening, when learners have computers available to them.

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stakeholders and adapts to changed circumstances?

Managers review the curriculum plan as a result of feedback from learners. They say that new courses, such as the level 5 diploma in health and social care, prove to be popular and help with employment prospects.

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stakeholders and adapts to changed circumstances?

Assessors ensure that learners and apprentices receive feedback on their progress every week. They hold monthly sessions to review learners’ and apprentices’ learning goals and identify gaps in skills and knowledge. Managers report that those who fall behind get extra support.

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stakeholders and adapts to changed circumstances?

Managers talk about the difficulty in assessing apprentices’ skills in care homes, when access was restricted in order to protect residents. They say they find different ways to carry this out. For example, assessors train care home team leaders to observe apprentices in the workplace so that they can evaluate their performance.

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the reasonable needs of learners?

Leaders and managers assess tutors’ skills through joining online lessons. They look at how tutors make lessons interactive and relevant in a digital learning environment. Leaders and managers acknowledge that some practical skills are more effectively taught face-to-face, such as customer service skills. In the longer term, managers aim to plan courses so that learners and apprentices learn skills and knowledge both online and at a training centre.

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the reasonable needs of learners?

Tutors receive training from managers on how to teach online using a variety of software and videoconferencing resources. Tutors believe learners and apprentices benefit from the wider range of teaching skills they use. For example, tutors know how to prepare online interactive quizzes that learners and apprentices participate in. Tutors say that since lessons have been online, learners’ and apprentices’ attendance has been higher.

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the reasonable needs of learners?

Tutors use different ways to assess learners’ and apprentices’ skills and knowledge when teaching online. Information technology tutors use videoconferencing to watch learners complete practical tasks such as building parts of a computer. Tutors in care support apprentices via a video call while they practise their speaking and listening skills.

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the reasonable needs of learners?

Tutors say that learners and apprentices are on track to achieve their learning goals. Tutors look at learners’ and apprentices’ written course work and journals to identify gaps in skills and knowledge. Learners receive feedback from tutors, which they say Interim visit: New London Educational Trust, 14 to 15 October 2020 helps them improve their writing skills. For example, learners understand how to structure a written assignment.

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the reasonable needs of learners?

Learners and apprentices receive careers advice and guidance from staff on the phone and by video call. They gain job-related skills through attending short accredited courses. These include topics such as health and safety in the workplace, customer service and safeguarding.

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potential risks, including from online sources?

Tutors explain to learners and apprentices, early in the course, the principles of keeping safe online. They say that learners and apprentices know, for example, how to recognise malicious software and suspicious emails asking for bank details.

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potential risks, including from online sources?

The designated safeguarding lead recognises that learners’ mental health and well- being are at risk. Safeguarding staff visit online lessons to talk about the support learners and apprentices can get if they feel unwell. Learners and apprentices receive emails and texts from staff explaining the latest COVID-19 guidelines. Staff tell them about the importance of such things as wearing face coverings on public transport.

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potential risks, including from online sources?

Leaders keep up to date with current safeguarding issues through newsletters from the local ‘Prevent’ network. Leaders identify the potential threats of extremist groups operating online. They train staff on how to recognise the signs if learners are at risk from these groups.

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potential risks, including from online sources?

Learners say they feel supported and know who to go to if they have a concern. Interim visit: New London Educational Trust, 14 to 15 October 2020 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.

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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

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