Get Skills Employment and Training Ltd (trading as Get Set UK)

Get Skills Employment and Training Ltd Monitoring visit report

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Name of lead inspector: Sue Hasty, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Quadrant House 250 Kennington Lane London SE11 5RD Monitoring visit: Get Skills Employment and Training Ltd, 24 and 25 August 2022

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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

Get Skills Employment and Training Ltd (Get Set) teaches traineeships to adults and young people across two main sites in south-east and west London. At the time of the visit, there were 16 learners aged 16 to 18, and 24 learners aged 19 and over on traineeship programmes. All learners study traineeships over three months.

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Insufficient progress

Leaders have not planned an effective curriculum for traineeships. They do not ensure that all learners have suitable work experience placements as part of their programme of learning. A high proportion of learners do not receive enough teaching. As a result, most learners do not improve their skills, knowledge and behaviours during the traineeship. A very high proportion do not progress successfully into employment, onto an apprenticeship or into further learning.

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Insufficient progress

Leaders have been slow to identify and act on the weaknesses that exist on the programme. They rightly recognise that work experience has not been in place for all trainees. However, leaders and board members do not have an in-depth appreciation of all the areas for improvement in the quality of training.

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Insufficient progress

Leaders have taken the decision to review the traineeship programme thoroughly. They plan to put in place new experienced leaders and managers of traineeships with a focus on improving the quality of provision. Leaders are revising the curriculum so that it better meets the needs of employers in the childcare, construction and digital sectors.

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Insufficient progress

Managers work closely with a range of partner organisations, such as Jobcentre Plus and employment advisory services. A few learners benefit from ongoing support to find employment after completing their traineeship. Monitoring visit: Get Skills Employment and Training Ltd, 24 and 25 August 2022 Leaders have appointed board members who have appropriate knowledge and experience of skills training. Leaders do not provide board members with the information they need to challenge leaders to improve the quality of training learners receive.

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Insufficient progress

Leaders and managers do not ensure that the content and order of topics taught on traineeships meet the needs of learners. For example, leaders have not planned effectively what subjects they teach and how they teach learners knowledge of mathematics. Learners do not receive enough teaching on English and mathematics courses. Consequently, learners who need to improve their knowledge of these subjects make little or no progress. Too few learners achieve qualifications in English and mathematics.

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Insufficient progress

Leaders do not plan clearly how they teach and improve adult learners’ digital skills.

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Insufficient progress

Leaders do not identify rigorously learners’ starting points or set clear targets for improving learners’ knowledge and skills. Learners do not receive timely reviews of their progress. As a result, the majority of learners make slow progress.

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Insufficient progress

Leaders do not set learners high expectations for attending lessons. While staff keep in touch with learners through weekly phone calls, too many learners fail to attend lessons. Of the few learners that attend lessons, the majority do not arrive on time.

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Reasonable progress

Leaders have put in place effective safeguarding and ‘Prevent’ duty policies. These policies provide staff with practical information about a wide range of safeguarding concerns, such as criminal exploitation and sexual violence.

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Reasonable progress

The designated safeguarding lead (DSL), and the two deputies, are suitably trained for their roles, including in safe recruitment practices. Staff carry out the necessary pre-employment checks on new employees, such as identity checks.

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Reasonable progress

Staff benefit from safeguarding training at induction, which they refresh annually. They get helpful information from partner organisations on current safeguarding matters, such as the harms associated with incels. Monitoring visit: Get Skills Employment and Training Ltd, 24 and 25 August 2022 The DSL has developed useful links with external agencies through the multi-agency network meetings they attend. They draw on the expertise of social workers if they need advice or need to make a safeguarding referral.

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Reasonable progress

Leaders have not identified the specific risks associated with extremism and radicalisation in the localities in which they run traineeships.

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Insufficient progress

Leaders have not planned a traineeship curriculum that meets the specific needs of young people. It does not challenge learners with level 2 qualifications. For example, teachers repeat content that learners already know, such as how to write job applications. Most learners do not benefit from work experience that helps them decide which jobs they would like to do. Of the few learners that have work experience placements, most gain confidence as a result. Too many learners fail to move into employment or training after the course has finished.

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Insufficient progress

Leaders assess effectively learners’ starting points in English and mathematics. They do not sufficiently evaluate learners’ prior occupational skills or subject knowledge.

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Insufficient progress

Teachers and staff create a safe and welcoming environment for learners. They check the welfare of learners through weekly catch-up calls.

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Insufficient progress

Teachers hold useful discussions with learners on concepts such as democracy, and attitudes to life and work. However, they do not relate this to learners’ own experiences and interests. As a result, learners do not develop a deep understanding of these topics. Monitoring visit: Get Skills Employment and Training Ltd, 24 and 25 August 2022 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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