JFC Training College Ltd

JFC Training College Limited Interim visit report

p.1

Name of lead inspector: Mike Finn, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

JFC Training College Ltd 12–14 Wellington Street Woolwich London SE18 6PE Interim visit: JFC Training College Limited, 17 to 18 November 2020

p.1

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.

p.2

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.

p.2

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.

p.2

Information about the provider

JFC Training College Limited (JFC) is an independent learning provider based in the London Borough of Greenwich. The college provides vocational training to adult learners, who attend from across London. Most learners are employed and take qualifications to support them to progress in their chosen career. There are currently 35 learners studying level 3 qualifications in health and social care, early years education, and fitness instructing with personal training.

p.2

stakeholders and adapts to changed circumstances?

Managers informed inspectors that teachers now teach using a mix of online and classroom learning, having moved online during national COVID-19 restrictions. Managers have left it up to teachers to select their own software to teach learners online. They took this decision because they wanted to move to online learning quickly, without disrupting learners’ learning. Managers recognise that they need to encourage all teachers to use a single software programme. They can then provide more specific training and support.

p.2

stakeholders and adapts to changed circumstances?

Managers have purchased new computers and upgraded hardware across the college. As a result, all learners have access to devices in order to learn. They are also able to book private study rooms to work at the college if they prefer not to learn remotely from home.

p.2

stakeholders and adapts to changed circumstances?

Managers have purchased online portfolios for all learners. They did this so that teachers could continue to set work and provide feedback remotely during the pandemic. Managers feel that this has improved their oversight of learners’ progress Interim visit: JFC Training College Limited, 17 to 18 November 2020 by using online tracking. Consequently, they are able to speak with teachers about learners who are not making enough progress.

p.2

stakeholders and adapts to changed circumstances?

Managers feel that communication has improved since moving to online platforms. As a result, staff meet more frequently with leaders. Learners also feel that they can more easily contact teachers online if they have questions about their work.

p.3

stakeholders and adapts to changed circumstances?

Learners enjoy learning online. Managers plan to continue to use a mix of classroom and online teaching in the future. Teachers report that learners’ attendance has been better than before COVID-19 because adult learners are able to fit learning around their home lives.

p.3

the reasonable needs of learners?

Teachers have had to swiftly learn new skills to teach online, such as how to teach lessons using video technology. They have also had to learn how to give feedback on learners’ work electronically.

p.3

the reasonable needs of learners?

Managers have set up training to enable teachers to learn from one another. These have focused on improving teachers’ understanding of how specific learning platforms work. Managers report that they have not yet given training about effective online teaching strategies. Managers informally visit online lessons to offer teachers individual assistance.

p.3

the reasonable needs of learners?

Teachers report that one of the major challenges has been teaching practical sessions during COVID-19 restrictions. In personal training, learners who had started their course prior to the pandemic have been able to have some time in a gym, but those who have recently started are not able to participate in practical work. As a result, teachers have increased the focus on theory lessons that will prepare learners once they can return to working in gyms.

p.3

the reasonable needs of learners?

Learners who require additional support receive online individual guidance as they did before the pandemic.

p.3

the reasonable needs of learners?

In areas such as childcare, restrictions have meant that teachers have not always been able to carry out workplace assessments.

p.3

the reasonable needs of learners?

Teachers continue to provide online careers advice and guidance at the beginning of the course to ensure that learners are on the correct programme.

p.3

the reasonable needs of learners?

Teachers report that although they have been on a steep learning curve, there have been many positives from the move to online learning. For example, teachers informed inspectors that learners now hand their work in more quickly, and that it is often of a better standard. Interim visit: JFC Training College Limited, 17 to 18 November 2020

p.3

potential risks, including from online sources?

Teachers are aware of the risks associated with social isolation during restrictions. In response, they set up moderated instant messaging groups, so that learners feel part of a community and have people with whom to communicate.

p.4

potential risks, including from online sources?

Most learners know about the risks associated with online learning. For example, they know about the risks of sharing personal or confidential information online.

p.4

potential risks, including from online sources?

Teachers instruct learners to be aware of safety when attending online lessons. Learners can only join lessons through secure website links. Teachers also remind learners to be careful when using their camera in lessons, so that only they are visible on screen.

p.4

potential risks, including from online sources?

Learners informed inspectors that they receive information about how to stay safe when attending lessons at the college. They appreciate smaller class sizes, as they now feel safe attending.

p.4

potential risks, including from online sources?

Teachers hold frequent online discussions with learners whom they have identified as being vulnerable to check on their welfare. Interim visit: JFC Training College Limited, 17 to 18 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 children’s services, and inspects services for children looked after, safeguarding and child protection.

p.4

potential risks, including from online sources?

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.

p.5

potential risks, including from online sources?

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

potential risks, including from online sources?

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

p.5

potential risks, including from online sources?

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

p.5