Cecos Computing International Ltd

CECOS Computing International Limited Monitoring visit report

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Name of lead inspector: Saher Nijabat, Her Majesty's Inspector

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Type of provider: Independent learning provider

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Address:

1 st Floor, St. Georges Chambers Edmonton Green London N9 0TS Monitoring visit: CECOS Computing International Limited, 16-17 June 2021

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after by the Education and Skills Funding Agency. 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

CECOS Computing International Limited (CECOS) is an independent training provider based in Edmonton Green, London. Since 1998, CECOS has taught higher education programmes as a direct provider and taught further education programmes as a sub- contractor. In August 2020, CECOS secured its own contract to teach education and training programmes to adults.

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Context and focus of visit

At the monitoring visit, there were 72 learners on 124 learning aims, studying short courses and diplomas from entry level to level 3. Most of the learners were on courses in English and mathematics.

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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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Reasonable progress

Leaders and managers have a shared ambition for learners to develop the knowledge, skills, and behaviours they need to progress in their personal lives and employment. Leaders work closely with the local authority and design a curriculum aimed at disadvantaged adults, including migrants and workers in low-paid jobs. They have successfully adapted their curriculum offer to teach courses in health and social care and information technology, alongside mathematics and English. Consequently, leaders successfully meet the increase in demand due to COVID-19 for skilled workers in these sectors.

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Reasonable progress

Tutors and assessors are suitably experienced and possess up-to-date occupational skills and knowledge in the areas they teach and assess. They take part in suitable training and development activities to improve their teaching knowledge and practice. Consequently, they skilfully teach learners and provide them with Monitoring visit: CECOS Computing International Limited, 16-17 June 2021 appropriate advice from their own experience about relevant careers and higher education.

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Reasonable progress

Leaders and managers carry out appropriate checks to monitor the quality of teaching, learning and assessment. These quality assurance activities include observations of teaching sessions and checking of learners’ marked work. In addition, leaders provide constructive feedback to staff ,which helps them to improve their practice. Tutor find senior leaders and managers very supportive.

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Reasonable progress

Leaders have put in place appropriate systems to analyse their performance. For example, they regularly collect and review learner and employer feedback. During the caseload review conferences, tutors and assessors report on and review learners’ progress with their managers. As a result, governors and senior leaders accurately recognise their organisation’s strengths and areas for improvements.

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Reasonable progress

Staff do not consistently set clear and measurable targets against the learners' career, jobs, and higher education goals. Although they discuss learners' readiness for their next steps during progress reviews, they do not track the achievement of learners in achieving those individual goals.

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Reasonable progress

Tutors use a range of information such as diagnostic assessments and tests of learners’ knowledge and experience to construct a curriculum that builds on individual learners’ capabilities. Tutors sequence the curriculum logically so that learners develop their skills and knowledge over time. For example, in mathematics, learners learn the basics of addition, subtraction, multiplication and division before applying this knowledge to more complex topics, such as calculating areas.

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Reasonable progress

Learners enjoy attending their online classes. Tutors provide effective one-to-one support when learners need extra help. Tutors help learners improve areas that they are weaker at by revisiting these topics. Tutors and assessors frequently test and assess what learners have learned to help them retain their knowledge.

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Reasonable progress

As a result of the courses learners take, they develop their basic skills and knowledge in English and mathematics. They widen their vocabulary and gain confidence in speaking English in their daily lives. For example, they are able to ask for products they cannot find in shops, where previously they would not. In addition, employers identify positive changes in the behaviour of learners at work, including better time management and the production of more clearly written reports. Monitoring visit: CECOS Computing International Limited, 16-17 June 2021 Staff keep learners engaged, motivated and on track in their studies through the frequent checking and marking of their completed work. In addition, tutors give helpful feedback to learners on the submitted work, which enables them to improve their work. For example, they advise learners to include examples when explaining what they have learned, and make sure they use subject-specific technical terms to build their vocabulary. As a result,

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Reasonable progress

most learners are successful in achieving their qualifications.

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Reasonable progress

Learners receive appropriate information, advice and guidance on their next steps. For example, those with university aspirations understand the level of qualifications needed to attain a university place. However, too few progress to positive destinations.

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Reasonable progress

Senior leaders have appointed appropriately trained staff to gain accurate oversight of safeguarding across different sites. Staff take suitable actions when learners raise concerns. They arrange for learners to come into college to have face-to-face support if needed. In addition, learners can access well-being support via phone on weekdays and weekends.

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Reasonable progress

Learners know who to go to should they have any concerns about their safety and well- being. As well as receiving information on safeguarding and the ‘Prevent’ duty at induction, learners get current information and advice on COVID-19 related issues through the provider’s social media.

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Reasonable progress

In a few courses, tutors embed safeguarding and ‘Prevent’ well. For example, when teaching information technology security modules, tutors discuss risks of cyber terrorism, digital safety and hacking. However, most staff miss opportunities to develop learners’ understanding fully. Monitoring visit: CECOS Computing International Limited, 16-17 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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