The Skills Centre London Limited

The Skills Centre London Limited Monitoring visit report

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Name of lead inspector: Jon Bowman, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: The Skills Centre London 1 Crown Court London EC2V 6JP Monitoring visit: The Skills Centre London, 18–19 August 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

The Skills Centre is a training and apprenticeship provider offering a variety of apprenticeships and a pre-employment programme for the construction sector. The centre began training apprenticeships under its own contract in March 2020. The Skills Centre was previously a subcontractor for local colleges. Training for apprentices is delivered at two employer-based sites in London. The pre-employment programme is funded by the West Midlands Combined Authority’s adult education budget. The training is based in Walsall.

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Context and focus of visit

At the time of the monitoring visit there were 37 apprentices in training. They were on standards-based apprenticeships at level 2. Twenty-five were studying formwork, seven groundwork and a small number studying property maintenance and highway and maintenance. Fifteen level 3 occupational work supervision apprentices had completed their framework-apprenticeship, and most were awaiting certification. Eight adult learners had just completed their pre-employment training.

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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 taken well-considered actions so that they can manage and deliver the training effectively. They have increased their capacity to deliver the training. For example, they have established new management posts and governance arrangements and brought in outside expertise to provide additional scrutiny of the provision. As a result, managers and governors with good expertise are in place to support the development of the provision. Monitoring visit: The Skills Centre London, 18–19 August 2021 Leaders and managers have a clear rationale for the training they offer. They aim to meet skills shortages in the construction industry and to help apprentices develop the foundation skills they need for a successful career in the industry. All training is planned well in response to the skills that employers need.

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Reasonable progress

Leaders and mangers work very well with employers to develop the provision. Centres are based at large construction sites. With the help of employers, training centres and resources replicate the environment that apprentices work in. For example, apprentices use manufacturer tie rod fixings to secure wall structures when forming buildings with concrete.

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Reasonable progress

Managers have put in place a suitable range of activities to assure themselves of the quality of provision and to identify where improvements are needed. These include support for tutors, many of whom are new to teaching, to gain a teaching qualification. However, some of these arrangements are new and are not yet leading to improvements.

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Reasonable progress

A recently established board of trustees provides a suitable framework for governance oversight of the programmes. Board members bring significant education, training and industry expertise to the board. They are aware of the strengths and weaknesses of the provision because managers provide them with useful management information. They, like all managers and staff, are passionate about developing high-quality training. However, the board is recently established and it is too early to judge its impact on the quality of education that apprentices receive.

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Reasonable progress

Tutors teach topics in a logical sequence, so that over time most apprentices develop significant new knowledge, skills and behaviours. Tutors revisit topics to ensure that apprentices remember what they have learned. Apprentices learn the basics first, including safe practice, before they develop the hand-skills and technical knowledge they need. For example, level 2 formwork apprentices learn to check power tools before erecting formwork shuttering for a lift shaft. Property maintenance apprentices new to their training quickly develop the skills and knowledge to safely construct plasterboard walls.

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Reasonable progress

Tutors ensure that apprentices develop the skills and knowledge they need to be competent workers on site. Apprentices benefit from frequent feedback during practical sessions on what they need to do to improve. This helps them retain what they learn and develop well their practical skills. Monitoring visit: The Skills Centre London, 18–19 August 2021 Apprentices develop well their behaviours for work. They become highly motivated to achieve and become valued members of their team. They take pride in their work and what they achieve.

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Reasonable progress

Apprentices receive a comprehensive range of additional support. Tutors and managers have established a supportive environment where apprentices are comfortable to raise any issues affecting their learning. When they need additional help with their studies, apprentices highly value the one-to-one mentoring they receive. This ensures that they continue to make progress and remain in training.

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Reasonable progress

Tutors teach the fundamental principles of mathematics well. As a result, apprentices develop the mathematics skills and knowledge they need at work. For example, apprentices can correctly measure and set dimensions. They learn the 3-4-5 rule to ensure that corner walls are square. However, tutors do not help the apprentices develop their English skills well enough. For example, they do not consistently correct spelling and grammatical errors or provide feedback to apprentices on how to further improve their work. Consequently, apprentices continue to make the same errors in their written work.

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Reasonable progress

Leaders and managers work effectively with partners, including employers, to design a well-constructed four-week pre-employment course for adults who wish to get jobs in the construction industry. For example, they have included digital skills in the curriculum at the request of employers.

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Reasonable progress

Leaders and managers ensure that the course is sequenced well. Tutors provide good support to learners so that they acquire the knowledge, skills and behaviours they need for entry level jobs in the industry. Initially, training covers the knowledge which learners need to achieve their green construction skills certification scheme (CSCS) card and an introductory digital qualification. All learners achieve their CSCS card. By week four learners are confident and well-prepared for the final week on site, learning about the different job roles open to them such as traffic marshal.

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Reasonable progress

Learners enjoy their training which sets them in good stead for their first steps into the construction industry. Learners develop their self-confidence and learn the essential health and safety requirements of working on a construction site. They develop their digital skills well and become more confident in using tablets. They develop their behaviours for work well through increasingly good attendance and timekeeping. The training is showing early signs of success. A few learners successfully gain employment after their first interview. Others have realistic prospects of gaining work. Monitoring visit: The Skills Centre London, 18–19 August 2021

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Significant progress

Leaders and managers have developed a very effective safeguarding culture throughout the organisation. Tutors rigorously reinforce high standards of health and safety with apprentices. As a result, apprentices work to the highest standards of personal safety. They consistently use the correct personal protective equipment and adopt safe working practices. This ensures that they keep themselves and others safe when onsite.

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Significant progress

Staff responsible for leading on safeguarding are knowledgeable and experienced. They meet frequently to review safeguarding incidents. When they need to act to protect learners and apprentices’ welfare they do so very effectively. They liaise effectively with outside agencies to ensure that apprentices get the support and help they need.

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Significant progress

Learners and apprentices know who to turn to should they have a safeguarding concern. Through their reviews and while in training apprentices develop very well their understanding of how to recognise the signs of abuse and radicalisation. Monitoring visit: The Skills Centre London, 18–19 August 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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Significant progress

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Significant progress

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Significant progress

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Significant progress

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

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