Presidency London College Limited

Further education and skills inspection report

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Inspection of Presidency London College Limited

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Apprenticeships Inadequate Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Presidency London College Limited (PLC) is an independent learning provider based in west London. PLC has held a contract to teach apprenticeships to levy and non- levy employers since January 2018.

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Information about this provider

Currently, 137 apprentices study a range of standards-based and framework qualifications at levels 3, 4 and 5. PLC specialises in running the level 3 dental nurse apprenticeship. At the time of the inspection, 50 apprentices were following this qualification. In addition, 30 apprentices study level 3 digital marketer, 15 study level 3 early years educator, and 14 study level 3 electrical installation and maintenance. A small number of apprentices study qualifications in leadership and management, including four on level 4 dental practice manager, four on level 3 team leader supervisor, and three on level 5 operations or departmental manager.

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Information about this provider

A few apprentices were completing framework qualifications, including nine on the level 3 IT and telecoms professionals. 14–16 July 2021

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What is it like to be a learner with this provider?

The experience of apprentices is markedly different depending on the programme they are on. Dental nursing and early years educator apprentices enjoy their training and have a positive experience with their employers. By contrast, most apprentices on electrical installation, digital marketer and leadership and management programmes have a poor experience, both of their training and their job circumstances.

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What is it like to be a learner with this provider?

Dental nursing apprentices develop effectively the knowledge, skills and behaviours that help them improve at work. However, too many apprentices on digital marketer and leadership and management courses do not receive frequent enough lessons from teachers. This means that in a few instances, apprentices are left to teach themselves the theories of digital marketing.

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What is it like to be a learner with this provider?

Apprentices do not receive good enough guidance to find appropriate employment before they start digital marketer courses, and not all are in suitable jobs for the apprenticeship. A high proportion of digital marketer apprentices leave the course early.

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What is it like to be a learner with this provider?

Apprentices do not receive enough information from tutors about what they need to do for their final assessment. Apprentices on leadership and management qualifications, for example, do not know how many assignments they need to submit and by when. Consequently, they do not know how much progress they are making on the programme.

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What is it like to be a learner with this provider?

The majority of apprentices value the support they receive from the friendly and helpful teachers. They know who to go to when they have questions about their work or when they need further help. Apprentices benefit from learning in an environment where staff treat them respectfully and where they feel safe.

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better?

Leaders and managers do not plan the curriculum sufficiently well across all apprenticeship programmes. For example, in electrical installation, teachers do not adapt effectively enough what they teach when apprentices misunderstand basic technical knowledge. As a result, apprentices consistently make mistakes when answering questions and cannot recall knowledge from previous lessons. On digital marketer apprenticeships, leaders and teachers have not planned the curriculum adequately. Teachers do not set out a clear structure for the programme. At times, apprentices do not receive any teaching for several weeks. Consequently, apprentices make little progress.

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better?

Leaders have for too long presided over a decline in the quality of education. For example, in too many instances, leaders have not acted quickly enough where weaknesses exist in the quality of teaching and learning. Recently appointed leaders have started to understand and tackle some of the significant issues that exist on 14–16 July 2021

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their programmes. However, these actions have not yet had a positive impact on the progress that most apprentices make.

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Leaders and managers do not have adequate oversight of how well apprentices attend, or of which apprentices are still on programmes. As a result, leaders do not identify swiftly enough those apprentices who attend lessons infrequently, or those who fall behind or have left.

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In dental nursing, tutors plan the curriculum well. Apprentices learn the basic skills first, such as health and safety in the workplace. They then progress to more complex topics in dental anatomy and physiology. Apprentices develop good knowledge and skills that they apply appropriately at work. For example, apprentices understand the steps they need to take to methodically sterilise treatment rooms before new patients arrive.

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During training sessions, teachers of electrical installation and digital marketer courses fail accurately to check apprentices’ learning before moving on to new topics. Apprentices have little opportunity to fully understand new concepts or practise new skills in lessons. On these courses, a high proportion of apprentices do not complete their studies.

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Leaders do not check adequately whether apprentices need extra help to achieve, for example for those who require additional learning support. In a few cases, apprentices who need help with spoken English, for example, do not receive it.

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On most apprenticeships, tutors do not promote activities that broaden apprentices’ experiences and interests sufficiently well. Teachers do not plan adequately to teach concepts such as mutual respect and tolerance of others’ opinions in lessons. As a result, a large majority of apprentices have a superficial understanding of these topics. On dental nursing courses, apprentices develop a good understanding of the impact of diet, alcohol, and drugs on dental and personal health. Apprentices use this knowledge well to inform patients about the importance of maintaining a healthy lifestyle.

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Other than on dental nursing courses, apprentices receive little effective careers advice and guidance. Apprentices do not know what they can do next when they complete their apprenticeship.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that there is a suitably trained team of staff responsible for keeping apprentices safe. Leaders recently introduced thorough procedures for logging and monitoring safeguarding concerns as they arise. They work closely with a range of support services, such as homelessness charities, to help apprentices when they need it. 14–16 July 2021

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Apprentices in dental nursing feel confident to report to their tutor any incidents of bullying and harassment. They trust managers to take prompt action to resolve these issues.

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Apprentices do not develop a good enough understanding of the dangers of extremism and radicalisation. Consequently, apprentices cannot discuss with sufficient confidence how these topics relate to their work or their everyday lives.

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What does the provider need to do to improve?

 Leaders urgently need to improve the quality of education. Leaders should train teachers so that they know how to plan and teach a well-ordered curriculum effectively, check apprentices’ knowledge and understanding of topics before introducing new content, and challenge and rectify inappropriate behaviours in lessons.  Leaders should implement procedures to accurately identify apprentices’ additional learning needs, so that apprentices benefit from appropriate support.  Leaders should ensure that apprentices attend all their lessons so that they are able to develop their knowledge, skills, and behaviours to a high standard.  Leaders should ensure that all apprentices are prepared well for life in modern Britain, including knowing more of the dangers of radicalisation and extremism.  Leaders should develop the careers advice and guidance support available to apprentices so that they are fully aware of their next steps on completion of their

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What does the provider need to do to improve?

apprenticeship.  Leaders should improve the range and quality of the management information they have so that they can accurately check apprentices’ attendance at lessons, know which apprentices are still in learning, and have a better oversight of the quality of education. 14–16 July 2021

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Provider details

Address 591–593 Harrow Road London W10 4RA

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection Not previously inspected 14–16 July 2021

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Information about this inspection

The inspection team was assisted by the Ms Diana Holden as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Sue Hasty, lead inspector Her Majesty’s Inspector Gayle Saundry Her Majesty’s Inspector Lynda Brown Her Majesty’s Inspector Louise Preston Ofsted Inspector 14–16 July 2021

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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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