Green Inc (EU) Limited

Name of lead inspector: Tracey Zimmerman, HMI

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Address:

1 Milton Road Swindon Wiltshire SN1 5JE Interim visit: Green Labyrinth, 18 – 19 November 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 in this period, including those 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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Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 lockdown restrictions, we made this visit remotely to reduce pressure on the provider.

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Information about the provider

Green Labyrinth is an independent learning provider acquired by NPTC Group of Colleges in 2018. It is based in the centre of Swindon. At the time of the visit, 68 young learners between 16 to 19 years of age (up to 24 for learners with education, health and care plans), with social and personal barriers to learning, were studying level 1 or 2 courses. These courses re-engage the learners with education and prepare them for employment, further education or training. Twenty-five learners in receipt of high needs funding study on programmes designed to support them to gain employment.

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Information about the provider

Thirty-eight apprentices, most of whom are based in the local area, are studying a range of apprenticeships at levels 2 to 5 in business, management and digital marketing.

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Information about the provider

Most of Green Labyrinth’s 105 adult learners attend courses in beauty and holistic therapies or sports massage, and have loans from the government to study.

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stakeholders and adapts to changed circumstances?

Leaders explained that they were well advanced in implementing an online learning strategy before the pandemic started. They have established a virtual learning environment to meet the needs of learners and the local community. Leaders have worked with stakeholders, such as the local enterprise partnership, to align their courses Interim visit: Green Labyrinth, 18 – 19 November 2020 to the priorities for economic development. These include advanced manufacturing, digital and information technologies. Employers commented that the change to online learning allowed for flexibly timed learning within the working day, which benefitted their employees and the business.

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stakeholders and adapts to changed circumstances?

Leaders risk assessed each learner on a study programme so they could provide targeted support for academic and/or pastoral concerns. They provided additional individualised support for learners with education, health and care plans. They secured funding to provide laptops for learners who are looked after by the local authority.

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stakeholders and adapts to changed circumstances?

Leaders recognised that most young people on study programmes did not enjoy online or remote learning. They prefer a structured, face-to-face, classroom-based environment, not least because of the opportunities for social interaction. Even so, leaders told us, almost all of these learners engaged with the provider, including online or remote learning during lockdown. The attendance and progress made by anxious learners were higher online than in classroom-based provision.

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stakeholders and adapts to changed circumstances?

Leaders are conscious that learners studying beauty therapy are less familiar with information technology and required more support to use the online learning systems effectively. For these learners, staff focused on providing knowledge-based learning online. They developed a range of sector-specific health and safety practices and guidance for learners. Staff encouraged the learners to develop their practical skills at home using practise heads and hands.

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stakeholders and adapts to changed circumstances?

Leaders recognise that their development of online and other forms of remote learning has the capacity to improve further. Nevertheless, they feel that they and their learners are now better prepared to cope with any further changes and challenges caused by the pandemic.

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the reasonable needs of learners?

Teachers said they responded quickly to the pandemic by moving to teaching learners online. Leaders provided teachers with basic training in the use of technology. Their aim is to integrate online and classroom-based learning programmes more effectively. Leaders plan a comprehensive training programme to develop teachers’ confidence further in designing and teaching courses online.

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the reasonable needs of learners?

Leaders and managers found that the mental health and well-being of learners suffered during lockdown, particularly those on study programmes. Leaders appointed learning mentors to provide them with a dedicated counselling and support service. They have extended the induction period for new learners, so staff can better assess their needs and starting points, including in English and mathematics. Staff comment that they have built strong relationships with their learners during this period. Interim visit: Green Labyrinth, 18 – 19 November 2020 Managers report that they have used the assessment of learners starting points more effectively during the pandemic to identify gaps in each learner’s knowledge and plan sessions to meet their needs.

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the reasonable needs of learners?

Learners could explain how their online learning links to practical sessions and/or their working environment. Adult learners are encouraged to complete their theory learning at home, which is then discussed during their weekly practical sessions.

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the reasonable needs of learners?

Learners can talk about the progress they have made in developing their skills while learning online. Digital marketing apprentices speak about their increased knowledge of coding and analytics, and how these are used to market products using social media.

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the reasonable needs of learners?

All younger learners have access to individual career planning sessions. Adults and apprentices discuss career choices with their teachers and assessors, but leaders are considering providing more formal career planning options.

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the reasonable needs of learners?

Managers are using quality assurance methods they used prior to lockdown and adapting them to meet the requirements of training online. These include reviewing learners’ online portfolios, holding meetings with teachers to check learners’ progress and observing online sessions.

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potential risks, including from online sources?

Leaders keep staff informed about safety and safeguarding matters through frequent briefings. Learners and staff understand what they need to do to keep themselves and others safe.

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potential risks, including from online sources?

Learners are taught about e-safety and how to stay safe online. This includes topics such as recognising safe websites, avoiding scams and knowing how to protect their identity. Teachers regularly discuss safeguarding and ‘Prevent’ topics with study programme learners to cement their understanding. However, leaders recognise that although adult and apprenticeship learners discuss these topics at induction, they would benefit from further review.

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potential risks, including from online sources?

Senior leaders have increased staffing in the safeguarding team to expand their support for the most vulnerable learners. The team explained that they have effective communication with external agencies and this gives them access to up-to-date information. The designated safeguarding lead has regular training to help maintain a good understanding of the current safeguarding issues affecting young people and adults. Interim visit: Green Labyrinth, 18 – 19 November 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

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potential risks, including from online sources?

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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