London Academy for Applied Technology Ltd

London Academy for Applied Technology Ltd

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

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Type of provider: Independent learning provider

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Address:

Beaufort House 15 St Botolph Street London EC3A 7BB Monitoring visit: London Academy for Applied Technology, 4 and 5 October 2023

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded 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

London Academy for Applied Technology (LAAT) is an independent learning provider based in Tower Hamlets, on the edge of the City of London. LAAT began training apprentices in March 2022.

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Context and focus of visit

At the time of the visit, there were 42 apprentices in training on standards-based apprenticeships. Of these, 16 were studying level 2 commis chef, 13 were studying level 3 early years educator, and seven were studying level 2 hospitality team member. Other standards with small numbers of apprentices include level 2 production chef, level 2 early years practitioner, level 5 leader in adult care, and level 3 senior healthcare support worker.

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Reasonable progress

Leaders have put in place a curriculum for apprenticeships for which the company has existing expertise and experience through teaching privately funded qualifications in, for example, health and social care and early years. Leaders developed the hospitality curriculum in response to the needs of employers to make sure that their employees have the expertise to work as skilled professionals in the sector.

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Reasonable progress

Leaders and managers ensure that the principles and requirements of an apprenticeship are met. For example, apprentices receive their entitlement to off- the-job training, employers are involved in reviewing apprentices’ progress, and commitment statements are in place. Leaders and managers make sure that employers understand their responsibilities towards apprentices and offer appropriate support for them at work.

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Reasonable progress

Since the launch of the apprenticeships, leaders have had to manage the turnover of staff. This has hindered the pace of development. For example, leaders have been Monitoring visit: London Academy for Applied Technology, 4 and 5 October 2023 slow to implement effective quality assurance. Leaders and managers now have sufficient staff with managerial and vocational expertise to support current apprentices. New leaders, managers and staff are committed to making improvements to the quality of education that apprentices receive.

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Reasonable progress

The director has established a board of governors to oversee and provide scrutiny of the provision. The board usefully includes external members with further education and apprenticeship experience. However, the board is new, and it is too soon to judge the impact it is making on the quality of education that apprentices receive.

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Reasonable progress

Leaders and managers have begun to identify and act on areas needing improvement. However, senior leaders do not consider a wide enough range of data and information on the quality of education that apprentices receive to provide effective enough oversight. As such, they identify some but not all of the areas that require improvement. They do not evaluate the apprenticeships comprehensively enough and therefore do not have a sound basis to systematically tackle weaknesses in the provision.

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Reasonable progress

Most tutors plan and sequence the curriculum effectively so that apprentices develop new knowledge, skills and behaviours. For example, commis chef apprentices learn about each food group and where the foods come from before learning about the different cuts of meat and preparing and cooking these.

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Reasonable progress

Tutors use a range of suitable assessments to check apprentices’ understanding. For example, tutors complete knowledge tests that allow apprentices to demonstrate their understanding of different theoretical techniques. Tutors make good use of written assignments so that apprentices consolidate what they have learned. However, apprentices do not always receive feedback on their work in a timely manner. As a result, they are not able to make improvements to their work before they submit their next assignment.

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Reasonable progress

Tutors provide effective support to apprentices. Apprentices benefit from learning in small groups and through one-to-one sessions with their tutor. Tutors explain new content in a way that helps apprentices develop new knowledge. Apprentices enjoy their training. They value the frequent contact they have with their tutor. Tutors are quick to respond to apprentices’ requests for help outside of scheduled sessions.

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Reasonable progress

Employers value the contribution that apprentices make at work as they increasingly apply the new knowledge, skills and behaviours they learn in their jobs. For example, commis chef apprentices are able to contribute new dishes to their restaurant’s menu. Level 2 early years apprentices quickly grow in confidence and become Monitoring visit: London Academy for Applied Technology, 4 and 5 October 2023 proactive in playing with children using age-appropriate resources. However, not all apprentices’ off-the-job training is well planned. While employers understand what apprentices are learning, in a few cases they do not ensure that there are sufficient opportunities for apprentices to apply their new learning at work.

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Reasonable progress

Leaders and managers ensure that apprentices are taught the English and mathematics skills they need through online learning. Functional skills tutors provide additional one-to-one support for some apprentices who need extra help. However, not all apprentices are in timely receipt of this support, and this inhibits the progress that they make.

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Reasonable progress

Leaders have a suitably trained and experienced designated safeguarding lead (DSL) to support apprentices. The DSL has put in place appropriate safeguarding policies that give staff the guidance they need to identify and respond to any safeguarding concerns. However, these policies are, as yet, untested. Leaders and managers make sure that new staff they recruit are suitable to work with apprentices and know how to safeguard apprentices.

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Reasonable progress

Apprentices feel safe in training and when at work. They know who to turn to at LAAT if they have any concerns. Leaders and managers ensure that apprentices have access to good resources to help them stay safe, such as information on forced marriage, radicalisation, and extremism. While apprentices remember covering these topics, they cannot recall in any detail what they have learned. Monitoring visit: London Academy for Applied Technology, 4 and 5 October 2023 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

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Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

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Reasonable progress

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

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