London College Of Global Education Ltd.

London College of Global Education Ltd Monitoring visit report

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

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Type of provider: Independent learning provider

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Address: 4th Floor, Suite No 3 The Clock House East Street Barking London IG11 8EQ Monitoring visit: London College of Global Education, 3–4 June 2021

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency and/or the apprenticeship levy. 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’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

London College of Global Education Ltd offers apprenticeships predominantly in the occupational areas of healthcare, digital marketing and accounting. At the time of the visit there were 24 apprentices on level 2 to 5 standards. The college started doing private training courses in 2010, and received funding for apprentices in 2020. The first apprentices started in August 2020. All off-the-job teaching is done remotely.

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Context and focus of visit

The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

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Insufficient progress

Until recently, leaders have not identified the weaknesses of the provision. They have plans, at an early stage of implementation, to improve their overview of the quality of the training. However, these plans are not precise enough, nor are they having a beneficial impact on the experience of apprentices.

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Insufficient progress

Leaders do not have adequate oversight of the recruitment of apprentices into their programmes. Inspectors found examples of people on the list of apprentices who were not studying at the provider. Inspectors also found apprentices enrolled on programmes in subjects in which they already hold qualifications at a higher level than the apprenticeship. As a result, these apprentices do not learn substantial new knowledge.

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Insufficient progress

Leaders have ensured that tutors either have relevant industry experience, or qualifications in education, training or assessing. As a result, they have the expertise necessary to deliver training. However, leaders have not ensured that they provide staff with development opportunities to help them improve in their teaching or Monitoring visit: London College of Global Education, 3–4 June 2021 assessment roles. Apprentices told inspectors that high staff turnover also has a detrimental impact on their training.

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Insufficient progress

Leaders do not communicate effectively with employers. Too often, employers have not heard from leaders for several months, and few have a chance to be involved in the development of their apprentices’ learning programme. As a result, employers find it hard to support apprentices with their learning.

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Insufficient progress

Leaders and staff do not have sufficient oversight of apprentices’ attendance at training sessions or of the progress that apprentices make. In their reviews of apprentices’ progress, staff do not record accurately for each apprentice what they have learned, and what remains to be learned. For each reporting period, records of reviews are identical for apprentices within the same cohort, with no personalisation of information. Leaders, staff and employers do not have reliable information about apprentices’ progress.

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Insufficient progress

Staff have not ensured that apprentices know that they are on an apprenticeship programme. Apprentices have received insufficient advice and guidance about the components of their courses. As a result, apprentices do not fully understand the requirements of the apprenticeship programme and, in a few instances, they do not know the duration of their course.

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Insufficient progress

Tutors do not sequence the curriculum well enough or give sufficient consideration to what apprentices need to know to be effective in their roles, especially early in the apprenticeship. For example, in healthcare programmes tutors teach the key topics that are fundamental to apprentices’ jobs, such as safeguarding and infection control, too late in the course.

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Insufficient progress

Staff do not have a sufficient understanding of what apprentices know or can do at the start of the course. They do not adequately assess apprentices’ prior vocational knowledge, or their knowledge of, and ability to use, English and mathematics. As a result, tutors do not plan or teach training programmes tailored to each apprentices’ needs and job requirements. Apprentices do not sufficiently improve on their skills, knowledge or behaviours.

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Insufficient progress

Tutors do not use assessment effectively enough to check what apprentices have learned, or to give them feedback so that they can improve. Apprentices raised a variety of concerns with inspectors, including a lack of assessment at all, assessments for which they had not received feedback for a considerable time, and confusion over the requirements of assessments and of submission dates which were not clearly set. As a result, apprentices are unclear about the progress they are making, and what they can do to improve. Monitoring visit: London College of Global Education, 3–4 June 2021 Apprentices have frequent contact with their tutors, either through online lessons or progress reviews. They feel confident that they can contact their tutor by e-mail at any time. As a result, they feel supported by their tutors.

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Insufficient progress

Leaders do not follow their own process to ensure that staff they recruit are suitable to work with their apprentices. For example, they do not obtain references from previous employers or undertake disclosure and barring service checks before confirming employment. Consequently, they have not checked the suitability of their staff.

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Insufficient progress

The designated safeguarding lead has received appropriate training to support them in their safeguarding role. However, leaders do not record safeguarding training for staff.

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Insufficient progress

Leaders do not ensure that tutors teach apprentices about how to keep themselves safe. For example, in level 3 health programmes, apprentices only learn about their duty to safeguard others. As a result, too few learners can recall training about how to keep themselves safe.

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Insufficient progress

Leaders have not considered the risks of radicalisation or extremism to apprentices, or planned how to mitigate these. As a result, they are not meeting the requirements of the ‘Prevent’ duty.

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Insufficient progress

Learners feel safe when attending online learning sessions. Monitoring visit: London College of Global Education, 3–4 June 2021 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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Insufficient progress

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Insufficient progress

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Insufficient progress

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Insufficient progress

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

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