Oasis Care And Training Agency (Octa)

Further education and skills inspection report

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Inspection of Oasis Care And Training Agency (Octa)

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Overall effectiveness Requires improvement

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

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Information about this provider

Oasis Care and Training Agency (OCTA) is a training provider based in south London, providing domiciliary care and support services across 17 London local authorities. In 2018, OCTA gained a contract for apprenticeships and adult learning programmes. Prior to that, it was a subcontractor for apprenticeships and adult learning. OCTA subcontracts its cyber security and civil service sector-based work academy programmes to Dynamic Client Solutions (DCS) Limited.

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Information about this provider

At the time of the inspection, there were 17 apprentices studying business, early years and care apprenticeship standards at levels 2 and 3. There were fewer than five apprentices studying the level 5 leader in adult care apprenticeship standard. There were 51 adult care learners, 21 of whom were studying a level 2 diploma in adult care. The remaining 30 learners were studying a level 3 diploma in adult care. Twelve of the care learners and apprentices were studying level 2 functional skills qualifications in both English and mathematics. 13 to 15 June 2023

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

Learners and apprentices have positive attitudes to their studies. For example, adult learners enjoy learning about client care, including how to manually handle clients safely in the domiciliary care settings in which they are employed. Their interest in their work makes learners motivated to succeed.

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

Learners and apprentices know that staff care about them and value their academic achievements. For example, staff hold an annual end-of-course celebration ceremony for all learners and apprentices. This encourages learners and apprentices to take pride in their work and their achievements.

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

Learners and apprentices demonstrate positive professional behaviours in their studies. They are consistently polite and courteous. For example, in classes and at work, business apprentices show respect for each other and their line managers. In lessons, they work well together and respect the views of others from a diverse range of backgrounds.

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

Tutors teach learners and apprentices well. For example, care tutors are patient, give clear explanations and provide examples of the concepts they teach to help learners to remember more. Apprenticeship tutors link clearly the knowledge they teach in lessons with apprentices’ tasks at work. As a result, learners and apprentices learn more and can do more over time.

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

Learners and apprentices improve their confidence through their studies. For example, care learners become more confident in applying person-centred care with clients. Business administration apprentices become more confident when speaking to different stakeholders on the phone. Consequently, both learners and apprentices take on more responsibilities at work.

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better?

Leaders and managers have a clear rationale for the programmes they offer. They focus on providing programmes that enable individuals to gain recognised qualifications to work in the adult care sector and improve their career prospects. Leaders recently expanded their curriculum to offer a business administration apprenticeship to address skills needs in their own organisation and the wider business sector.

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better?

Managers plan the curriculum of each programme logically. For example, tutors teach level 2 care learners about client confidentiality and health and safety at the beginning of their programme so that they have the basic knowledge of client care they need to do their jobs safely. Apprenticeship tutors first teach business administration apprentices about communication with business stakeholders. This helps apprentices to communicate with different client groups and build positive relationships in their workplaces. 13 to 15 June 2023

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Tutors are well qualified and have relevant industry experience. Care tutors, for instance, hold both subject-specific care and assessor qualifications. Most tutors hold teaching qualifications. Consequently, learners and apprentices benefit from being taught by tutors who have up-to-date knowledge about current industry practices.

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Staff do not always recruit apprentices appropriately. For example, a few business administration apprentices aspire to work in the information technology or care sectors rather than in business. As a result, not all apprentices are on the right programme to achieve their ambitions.

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Staff do not assess well enough the English language knowledge that care learners have at the start of their programmes. As a result, most level 2 learners have spoken and written language skills that are below the level needed for the course, and most find it difficult to learn the knowledge they need to succeed.

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Tutors use effective teaching strategies to help learners remember what they learn. For example, mathematics tutors use practical examples of spending money to explain concepts such as addition and subtraction. Care tutors observe learners applying theory to practice when they work with their clients in adult care settings. They give learners feedback to help them to improve their client care techniques. As a result, learners and apprentices understand and can use the concepts tutors teach them while at work.

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Tutors encourage learners and apprentices to use technical language correctly. For example, they teach cyber security learners to use words such as malware, phishing and password attacks accurately to describe security breaches. As a result, learners and apprentices develop confidence in using the technical language of the industry they are working in or preparing for.

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Tutors do not provide consistently effective feedback on learners’ written work. While business tutors provide appropriate feedback that helps apprentices to make improvements, care tutors do not routinely help learners to understand the steps they need to take to develop their knowledge, nor do they give feedback on learners’ spelling, grammar or punctuation errors. This limits learners’ ability to improve their use of written English.

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Leaders have experienced considerable staff recruitment challenges. At the time of the inspection, business apprentices had three different tutors. Consequently, their education has been disrupted, and their progress has been slow.

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Leaders and managers do not provide learners and apprentices with effective careers advice and guidance. A few tutors offer learners and apprentices general information about the opportunities open to them once they complete their courses. However, leaders and managers have not ensured that learners and apprentices receive sufficient information or benefit from a range of experiences to help them make well-informed choices about their next steps. 13 to 15 June 2023

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Leaders and managers have not put in place a well-developed personal development curriculum. While learners and apprentices develop their understanding of how to keep mentally and physically healthy, they do not benefit from a wider programme that allows them to explore their skills and interests beyond their main qualification.

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Leaders and managers have put in place a range of useful quality assurance systems to improve the quality of their education and training. For example, managers give staff support to develop their teaching skills through lesson observations. However, many of these systems are relatively new, and it is too early to assess the impact of these on the quality of education that learners and apprentices receive.

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Leaders and governors have effective oversight of their provision and that of their subcontractor. Governors have suitable experience and understand well the organisation’s strengths and areas for improvement. They challenge leaders to improve the quality of education across all programmes, and leaders take suitable steps to do so.

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Tutors ensure that learners and apprentices understand how to protect themselves against the risks associated with radicalisation and extremism. Consequently, learners and apprentices know how to protect themselves against potential harm.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead and their deputy are suitably qualified and experienced to carry out their roles. All staff undergo mandatory safeguarding training, which is refreshed annually. Leaders keep staff updated through training events on topics such as harmful sexual behaviour and honour-based violence. Staff know how to report any concerns.

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Safeguarding

Staff responsible for recruitment adhere to safe recruitment practices and complete suitable checks when appointing new staff.

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Safeguarding

Learners and apprentices feel safe in class and in online lessons. Tutors explain clearly the expectations for safe online study and ensure learners and apprentices know who to contact if they have any concerns.

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What does the provider need to do to improve?

 Leaders must establish learners’ knowledge of the English language accurately to make sure they are recruited to the right programme.  Leaders must make sure that they provide learners and apprentices with a suitable personal development curriculum that includes careers advice and guidance so that they are able to make informed decisions about their next steps. 13 to 15 June 2023

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 Tutors must make sure that they provide learners with feedback that helps them to develop their curriculum knowledge and to improve their use of written English. 13 to 15 June 2023

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Provider details

Address 24-32 Murdock Street, Peckham London SE15 1LW

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Provider details

Principal, CEO or equivalent Mohamed Yusuf

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Dynamic Client Solutions (DCS) Limited 13 to 15 June 2023

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Information about this inspection

The inspection team was assisted by the commercial training director, 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

Andrea McMahon, lead inspector His Majesty’s Inspector David Baber Ofsted Inspector Haifa Abdul Amir Ofsted Inspector Philida Schellekens Ofsted Inspector 13 to 15 June 2023

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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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