J and K Training Ltd

J and K Training Limited Monitoring visit report

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Name of lead inspector: Cath Jackson, Her Majesty’s Inspector

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Inspection dates: 17 and 18 November 2021

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Type of provider: Independent learning provider

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Address: 71 Cockton Hill Road Bishop Auckland DL14 6HS Monitoring visit: J and K Training Limited, 17 and 18 November 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. 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

J and K Training Limited was established in June 2008 and is based in Bishop Auckland, County Durham. In August 2019, the company was funded by the Tees Valley Combined Authority to provide courses leading towards functional skills qualifications in English and mathematics, and from September 2020, to run courses leading to digital skills qualifications. At the time of the monitoring visit, 59 adult learners were on programme. Of these, 17 were working towards qualifications in functional skills English from entry level to level 2, 19 were working towards functional skills qualifications in mathematics from entry level to level 2, and 23 were working towards digital skills qualifications from entry level to level 1.

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Reasonable progress

Leaders provide courses in English, mathematics and digital skills that effectively meet the needs of the adult learners with whom they work. Learners improve their skills and achieve recognised qualifications that support them to take positive next steps towards employment, further education or training.

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Reasonable progress

Leaders have recruited experienced and well-qualified English, mathematics and digital skills tutors who are well versed in teaching adults. Managers assure the quality of teaching to ensure that tutors impart their knowledge and skills well and plan the curriculum logically. For example, tutors sequence the digital skills curriculum so that learners know how to use the internet safely before learning how to make financial transactions online.

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Reasonable progress

Leaders are considerate of the workload and well-being of staff. They place limits on tutor caseloads and ensure that staff have adequate time for administration. This ensures that staff have the time they need to teach and support their learners, many of whom are vulnerable. Monitoring visit: J and K Training Limited, 17 and 18 November 2021 Managers track learners’ next steps following their programmes to assure themselves that the learning that they provide is achieving its purpose. Many learners taking programmes in English, mathematics and digital skills progress to positive destinations, including employment, further education and volunteering.

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Reasonable progress

Stakeholders, including Jobcentre Plus and local mental health organisations, value effective communication from leaders and staff, such as timely updates on learners’ progress and aspirations. Stakeholders explain that many of the adults who they refer to the provider grow in confidence and develop social skills alongside their learning.

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Reasonable progress

The members of the advisory body responsible for governance understand the strengths and weaknesses of the provision and use this to provide challenge and support, and to hold leaders and managers to account. Advisers provide challenge and support in matters of safeguarding and financial management, and they contribute to enhancing arrangements for managing staff performance.

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Reasonable progress

Tutors accurately identify learners’ prior experience, knowledge and qualifications at the start of programmes to ensure that learners are on the right course and level for their needs. Tutors use this information to sequence learning so that learners can build on what they already know to develop new knowledge and skills that prepare them for employment or further learning. For example, learners wishing to progress to university to study nursing work towards the level 2 qualifications in English and mathematics that they need to meet entry requirements.

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Reasonable progress

Learners benefit from studying English and mathematics courses that meet their individual needs. Tutors accurately identify learners’ starting points, which enables them to focus on key areas of improvement while consolidating learners’ existing skills.

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Reasonable progress

Tutors provide helpful and developmental feedback to learners studying English and mathematics. They ensure that learners understand what they have done well and what they need to do to improve. As a result, most learners make good progress. Although tutors record what learners can do on the digital skills course, too often they do not identify what learners need to develop further. This slows the progress of a small number of learners because they are unsure of how to improve.

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Reasonable progress

Learners receive effective initial advice and guidance to ensure that they are on the right course to meet their needs and aspirations. Learners studying digital skills receive helpful advice from tutors at the start of their programmes about the practical application of digital skills in their everyday lives, such as writing CVs, sending emails and ordering goods online. Learners benefit from continued careers guidance during visits from the Monitoring visit: J and K Training Limited, 17 and 18 November 2021 national careers service that help them consider their career options, including employment, training, volunteering and further study.

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Reasonable progress

Leaders have developed a culture of safeguarding and protection within the training organisation. Leaders and tutors have procedures for reporting and dealing with safeguarding incidents and act on cases in a timely and appropriate manner.

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Reasonable progress

Leaders have in place a designated safeguarding officer and deputy, both of whom have carried out relevant training to perform these roles. All staff receive safeguarding and ‘Prevent’ duty training. Leaders have in place suitable processes to ensure safe recruitment of staff.

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Reasonable progress

Leaders use effective links with external agencies, including the regional ‘Prevent’ coordinator, through which they receive regular updates about local risks. This ensures that leaders and staff understand the nature of these risks.

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Reasonable progress

Adult learners feel safe, know how to keep themselves safe, and have a suitable understanding of the broader risks associated with radicalisation and extremism. They know who to contact with any concerns. However, too many learners are insufficiently aware of local threats that may impact on their communities, such as county lines. Monitoring visit: J and K Training Limited, 17 and 18 November 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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