East Essex Vocational Training Limited

Further education and skills inspection report

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Inspection of East Essex Vocational Training Limited

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Overall effectiveness Good

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

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Information about this provider

East Essex Vocational Training Limited (EEVT) is an independent learning provider based in the London Borough of Hackney, in east London. Leaders at EEVT specialise in offering apprenticeships for the digital and business sectors. At the time of the inspection, there were five apprentices studying a level 3 business administration apprenticeship and fewer than five studying a level 3 digital marketer apprenticeship. The vast majority of apprentices are adults.

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Information about this provider

EEVT does not work with any subcontractors. EEVT is a subcontractor for four other providers. This provision was not in scope for this inspection. 23 to 25 January 2024

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

Apprentices have positive attitudes to their training. They are committed to achieving their goals and are keen to develop new work-related knowledge, skills and behaviours. Through their training, apprentices gain confidence and take on more responsibilities at work. For example, digital marketing apprentices learn about changing trends and software updates that enable them to manage their clients effectively.

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

Apprentices study in purposeful online learning lessons. They attend regularly and respond well to the clear expectations for online behaviour that teaching and learning mentors (TLMs) set. Apprentices join their lessons ready to learn and contribute well using the chat facility.

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

Apprentices appreciate the high levels of ongoing support that staff give them. For example, in digital marketing, TLMs provide apprentices with additional resources and time, as well as targeted guidance, to help them with their coursework and examinations.

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

Apprentices feel safe in lessons. They know that staff care about their health and well-being. They are aware of the importance of taking regular breaks from screens, travelling safely and maintaining healthy sleep hygiene habits. Apprentices know whom to contact if they have any issues or concerns.

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better?

Following the monitoring visit in 2022, leaders and managers paused their recruitment to focus on developing the quality of their training. They appointed a dedicated teaching and learning manager, reduced the number of apprenticeships they offered and improved their monitoring systems. Leaders and managers now have a clearer strategy for their organisation’s growth and offer apprenticeships for skills shortage sectors such as digital skills and business.

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better?

Managers plan and sequence the curriculum effectively. For example, business administration TLMs first teach apprentices about working in teams and adapting their communication style to build positive relationships. They then teach them more challenging content, including managing conflict in the workplace and working with external stakeholders. Apprentices develop essential knowledge, skills and behaviours over time. They pass their qualifications, the vast majority at their first attempt, and secure promotion at work.

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better?

TLMs are suitably qualified and have relevant industry experience. They use their knowledge and expertise well to teach apprentices effectively using a variety of teaching strategies. For example, they use a range of good-quality resources, explanations and case studies to help apprentices understand key concepts. TLMs correct apprentices’ misconceptions and fill gaps in their learning. Apprentices benefit from the careful thought that TLMs put into planning their teaching. 23 to 25 January 2024

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TLMs and employers link on- and off-the-job training well. For example, in response to employers’ requests, digital marketing TLMs teach apprentices about web analytics services, search engine optimisation and email marketing. At work, apprentices then use these skills to respond to their clients’ requests with confidence. Employers value the new knowledge and skills that apprentices develop.

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TLMs do not consistently plan and deliver their training to take account of apprentices’ individual needs. For example, in business administration lessons, TLMs do not use what they know about apprentices’ starting points to adjust their questions to challenge apprentices. Apprentices with some prior knowledge of the subject do not consolidate and extend what they know.

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TLMs do not routinely provide apprentices with guidance to help them develop their English and mathematics skills. For example, they do not consistently check and correct spelling, punctuation or grammar errors in apprentices’ work. This means that apprentices do not have opportunities to learn from their errors and improve their writing skills. TLMs do not consider carefully enough the elements of mathematics that relate to apprentices’ job roles. For example, business administration TLMs do not teach apprentices about relevant business formulas or calculations.

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TLMs help apprentices to develop their personal skills well. For example, in progress reviews, they routinely discuss issues that may affect apprentices, such as cyber security, county lines and online safety. This helps apprentices to become more socially aware and personally responsible.

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Apprentices do not routinely benefit from planned careers education, advice and guidance. While TLMs tell apprentices about job roles available in their sectors, apprentices do not always know about the range of further training or employment opportunities available to them once they complete their qualifications.

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Leaders and governors work well together to improve the provision. Governors provide rigorous external scrutiny and hold leaders to account for their decision- making. Leaders provide governors with regular updates on quality improvements and useful data on apprentices’ progress. As a result, governors have good oversight of the quality of the training that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that TLMs correct spelling, punctuation and grammar errors in apprentices’ written work and integrate opportunities to help apprentices develop relevant workplace mathematics skills. 23 to 25 January 2024

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 Make sure that TLMs use what they know about apprentices’ starting points to adjust their teaching strategies so that apprentices are sufficiently challenged. 23 to 25 January 2024

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Provider details

Principal, CEO or equivalent Jamie Manicom

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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 N/A 23 to 25 January 2024

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Information about this inspection

The inspection team was assisted by the teaching and learning manager, 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 Kanwaljit Dhillon Ofsted Inspector 23 to 25 January 2024

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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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