The Skills Centre London Limited

Further education and skills inspection report

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Inspection of The Skills Centre London Limited

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Inspection dates: 26 to 29 September 2023

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Overall effectiveness Good

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

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Information about this provider

The Skills Centre London (TSC) is an independent training provider offering a variety of apprenticeships, Skills Bootcamps and a pre-employment programme for the construction sector. At the time of the inspection, 76 apprentices, including eight female apprentices, were studying standards-based apprenticeships in formworker, steel fixer and groundworker at level 2. More than half of the apprentices were working towards English and mathematics qualifications. Eight apprentices were aged under 19 years. Training for apprentices takes place at TSC’s centres and employers’ sites across London, Birmingham, Northampton and Liverpool.

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Information about this provider

TSC started to offer Skills Bootcamps via the Greater London Authority in November 2022. At the time of the inspection, there were 10 learners on the Skills Bootcamp course in rain screen cladding at the Build East site in London. In addition, there were 16 adult learners on a construction pre-employment programme (Gateway) funded by the West Midlands Combined Authority’s adult education budget. This course is taught at the Birmingham skills centre. 26 to 29 September 2023

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

Adult learners and apprentices highly value learning in inclusive and supportive environments. They enjoy being part of a diverse community, which is free from bullying and harrassment. Female apprentices and learners feel respected and well treated by their male peers. They learn and work with confidence together. They feel safe and know whom to contact if they have concerns.

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

Leaders have successfully created a strong culture of safety and well-being. They provide rigorous health and safety training to learners and apprentices specific to the industry needs and their job roles. As a result, learners and apprentices have a sound understanding of the safety-critical nature of the industry in which they work. They work responsibly in potentially hazardous environments. They take great care to use tools and equipment correctly and wear suitable personal protective equipment.

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

Learners and apprentices have access to an effective personal development curriculum. Tutors provide good training and information to apprentices on topics such as mutual respect and tolerance. Apprentices demonstrate good levels of respect for their peers and the wider community when they work on sites in areas of high diversity. However, adult learners on the construction gateway programme do not have clear enough understanding of how fundamental British values impact on their lives and work.

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

Learners and apprentices have high attendance at training, and the vast majority are on time to their lessons. Apprentices benefit from the opportunities to volunteer and work in places such as schools and community spaces and on conservation projects such as tree planting and habitat creation schemes. As a result, they develop a greater awareness of how their work affects local communities, wildlife and archaeology. They have a good understanding of why it is important to use sustainable building materials.

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

Leaders ensure that learners and apprentices have a thorough understanding of the different careers within the construction sector. Adult learners on the construction pre-employment programme attend helpful one-to-one sessions with national careers service staff and with their TSC job coach. They have frequent talks from industry guest speakers on different career opportunities within the sector. However, apprentices do not routinely receive broad and impartial careers advice and guidance. Consequently, they are not aware of how to access other careers and further and/or higher education opportunities outside their sector.

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better?

Leaders have successfully developed programmes that meet regional and national needs in the construction and built environment sector. They have accurately identified labour market demands for specific construction skills and designed their curriculum well to meet these. For example, they have included training on asbestos 26 to 29 September 2023

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awareness and working at height in the adult gateway course. Leaders recognise that these skills are needed in most infrastructure developments across the country.

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Leaders make sure that tutors plan and teach highly effective adult curriculums. Leaders work exceptionally well with local authorities and employers to make sure that tutors teach learners the appropriate skills they need to succeed in the construction industry. For example, Skills Bootcamp learners benefit from employer talks on the design, installation, regulations and materials used when on site. Gateway learners frequently receive short health and safety talks from manufacturers that provide modern and emerging technology to the construction industry. As a result, adult learners develop highly relevant skills that are in high demand.

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Leaders and tutors sequence the curriculums in a logical order. Tutors teach learners and apprentices key concepts in depth before moving on to complex topics. For example, tutors on the construction pre-employment programme cover underpinning knowledge of different building materials and how they are sourced and disposed of. They then move on to teaching about sustainability in the construction industry, exploring different types of building structures and their impact on their energy efficiency levels. As a result, adult learners swiftly develop a deeper understanding of different topics.

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Adult learners greatly benefit from high-quality teaching, learning and support. They quickly develop new skills and knowledge and confidently recall the content of their courses. This is because, in lessons, tutors consistently use effective techniques such as recapping and questioning. As a result, learners explain successfully what they know about the installation of cladding and the relevant regulations associated with this. Almost all adult learners achieve their qualifications, and a high proportion progress to paid employment.

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Leaders and tutors give learners on Skills Bootcamps exceptional support to prepare and secure a job interview. For example, tutors conduct mock interviews to help learners practise answering various questions. They teach essential knowledge, and skills learners need to work with rain screen cladding to successfully pass their Construction Skills Certification Scheme. Tutors also teach a broad range of additional qualifications, such as first aid, fire safety awareness and fire warden training, to prepare learners for a variety of essential roles on construction sites. At the time of the inspection, all learners on Skills Bootcamps had secured a job interview soon after they completed their course.

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Tutors are well qualified and are industry experts. They use their industry experience effectively in practical sessions to relate theory to practice. For example, in the formworker apprenticeship, tutors explain skilfully how to read and use complex drawings. They give apprentices clear instructions on how to prepare shuttering for concrete pouring. As a result, apprentices develop a secure knowledge and understanding of what they learn in their training. 26 to 29 September 2023

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In apprenticeship theory lessons, tutors do not consistently demonstrate best practices in teaching and assessment. For example, they too often accept answers from apprentices that are too generic. They do not always allow apprentices sufficient time to develop their responses well. Consequently, in these lessons, apprentices do not develop a clear enough and thorough understanding of topics.

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Tutors assess learners’ and apprentices’ practical skills and knowledge frequently throughout the duration of their programmes. They set consistently high expectations of apprentices and provide effective support and guidance from the start on how to gain a merit or distinction. Consequently, a high proportion of apprentices who complete their training achieve a distinction in their final assessments.

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Apprentices who need to complete English and mathematics qualifications do so promptly. Many work enthusiastically towards higher levels. Tutors use the information about what apprentices already know well to plan individualised programmes of learning. Apprentices frequently take mock tests and practise topics they struggle with. As a result, most apprentices pass their English and mathematics qualifications on the first attempt.

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Leaders make sure that learners and apprentices receive suitable training in the workplace. Experienced site workers and managers take the time to explain construction processes to learners and apprentices, which they find helpful. For example, steel fixer apprentices explore with their managers how to avoid and deal with a vertical shuttering burst when this occurs on site. Groundworker apprentices learn the value of preparing a site ready for structural building work to take place. Employers greatly value the contributions apprentices and learners make to their teams.

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Tutors do not consistently set apprentices developmental targets in their progress reviews. In a few cases, they do not review apprentices’ progress frequently enough with employers. Consequently, a minority of apprentices do not have timely support and opportunities to put their learning into practice in the workplace. Too many apprentices leave their training apprenticeships early and do not achieve their apprenticeship.

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Governors bring valuable expertise and in-depth knowledge of emerging trends and developments in the construction sector. They use this expertise effectively to challenge and support senior leaders to make improvements to, for example, increase the number of apprentices who complete their programmes. Leaders have recently taken suitable actions, such as introducing additional training before apprentices commit to their apprenticeships. However, it is too early to judge the impact of these actions at this stage.

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Safeguarding

The arrangements for safeguarding are effective. 26 to 29 September 2023

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What does the provider need to do to improve?

 Ensure that apprentices receive sufficiently broad and impartial careers advice and guidance so that they are aware of the different options available to them at the end of their apprenticeship.  Provide tutors with suitable training on how to use assessment and questioning effectively in theory lessons so that apprentices benefit from consistently high- quality teaching and develop a thorough understanding of topics.  Improve the frequency and quality of reviews of apprentices’ progress to make sure that apprentices receive timely support in the workplace and have suitable opportunities to put their learning into practice in a timely manner. 26 to 29 September 2023

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Provider details

Address The Skills Centre Head Office 1 Crown Court London EC2V 6JP

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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 Not applicable 26 to 29 September 2023

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Information about this inspection

The inspection team was assisted by the chief executive officer, 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

Saher Nijabat, lead inspector His Majesty’s Inspector David Baber Ofsted Inspector Martin Bennett Ofsted Inspector Paul Manning His Majesty’s Inspector 26 to 29 September 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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