SCCU Ltd

Further education and skills inspection report

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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 Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

SCCU Ltd is an independent training provider based in Coventry. It offers a range of apprenticeships and courses for adults.

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Information about this provider

At the time of the inspection, SCCU Ltd had 1,660 adult learners and 388 apprentices in learning. The largest adult courses are level 2 certificate in digital marketing which has 336 learners. Level 2 certificate in counselling skills which has 246 learners. Level 2 certificate in understanding mental health first aid and mental health advocacy which has 214 learners. Level 3 certificate in the principles of special educational needs which has 129 learners. Level 2 certificate in principles of business administration which has 95 learners, and level 3 diploma for the children and young people’s workforce which has 73 learners.

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Information about this provider

There are 32 apprenticeship standards. The largest are the level 3 teaching assistant standard with 95 apprentices. Level 3 early years educator standard with 35 apprentices. Level 2 early years practitioner standard with 35 apprentices, and level 3 business administrator with 32 apprentices. The provider does not work with any subcontractors. 5 to 8 March 2024

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

Learners and apprentices display a positive attitude towards their studies. They are highly motivated to do well and consistently demonstrate commitment to their work. As a result, most learners and apprentices progress well in their studies.

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

Most learners and apprentices acquire the new knowledge, skills, and behaviours employers value. They gain character and confidence in their own abilities when carrying out their work roles. As a result, learners and apprentices are prepared well for a successful career in their chosen industry.

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

Learners and apprentices benefit from a positive culture, which is respectful and nurtures the principles of equality and diversity. Teachers highlight the importance of replicating these principles in the workplace. Level 3 teaching assistant apprentices learn strategies of how to communicate respectfully with parents who speak English as an additional language.

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

Learners and apprentices do not gain a secure understanding of what constitutes an unhealthy relationship. While they receive training covering warning signs, such as controlling behaviours and domestic abuse, they do not revisit this learning frequently enough. As a result, most learners and apprentices cannot recall these signs.

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

Learners and apprentices develop a secure understanding of the dangers and signs of radicalisation. However, staff do not make learners and apprentices sufficiently aware of risks that exist local to where they live or work.

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

Learners and apprentices feel safe. They know how to report concerns and trust staff will address their concerns swiftly and appropriately.

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better?

Leaders have an ambitious vision to provide high-quality and inclusive education. They have designed an accessible learning offer to help learners achieve their career goals. Adult courses allow learners who are in full-time employment the opportunity to access learning that can lead to promotions or a future career change. Learners access these courses online and complete learning around work and personal commitments.

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better?

Leaders have selected apprenticeship and adult curriculums that develop the knowledge, skills, and behaviours employers value. Apprentices studying on the level 3 teaching assistant apprenticeship gain a strong understanding of educational principles and practice, which they apply successfully in their support roles. As their experience grows, they take on wider responsibilities and make a valued contribution to the life of the school. 5 to 8 March 2024

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Teachers ensure that they teach topics to learners and apprentices in a logical order that allows them to build their knowledge over time. Topics increase in complexity as the course progresses. Adults studying on level 2 business administration start their course by learning basic administration service tasks and then move onto more complex topics such as communication and working relationships. As a result, learners and apprentices develop the knowledge and skills they need to be successful in their chosen careers.

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In most cases, learners and apprentices benefit from being taught by teachers who are well qualified and have extensive sector experience. However, a few level 2 business administration adult learners do not always benefit from this expertise. In these few cases, too often learners are taught topics to meet unit criteria. However, they do not get enough teaching to deepen their understanding of the subject.

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Teachers use a wide range of strategies to ensure most learners and apprentices improve their knowledge over time. These include teaching techniques such as scaffolding, demonstration and recap. As a result, learners and apprentices make swift progress throughout their studies.

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Teachers use assessment effectively to check learners and apprentices understanding and correct any misconceptions. Adult learners on the level 3 diploma children and young people’s workforce receive developmental feedback on their assignments. In monthly reviews coaches tell learners how to improve their work and set action plans. As a result, most learners and apprentices improve their work.

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Teachers and coaches coordinate on-and-off-the-job training well to ensure apprentices can practice their new skills in the workplace. Teachers use case studies to help level 3 learning and development practitioner apprentices to apply theoretical principles in practical contexts. Coaches and employers then work together to provide opportunities to practice this new learning at work. As a result, apprentices quickly develop new skills which benefit their workplace.

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Teachers closely monitor and track learners’ and apprentices’ progress to ensure that they are on target and provide help to those who may be at risk of falling behind to catch up. Consequently, most learners and apprentices make progress against their learning targets and complete their course in the planned time.

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Staff support learners and apprentices with additional learning needs to achieve well. Staff provide learners with an individualised support plan. Support plans identify the needs of the learner or apprentice and suggest ways for the teacher and support staff to adjust their teaching. For example, they might suggest extra time, dividing content into smaller pieces of information, and changes to resources and delivery. Consequently, learners and apprentices with additional learning needs are successful in their studies.

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Teachers support apprentices to develop and improve their English and mathematical skills. They carefully plan this learning and ensure apprentices have the right level of support to improve these essential skills. However, despite adult 5 to 8 March 2024

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learners on level 2 business administration undertaking an initial assessment for their English and mathematics skills, teachers do not use this information to support the further development of these skills.

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Teachers and coaches do not ensure a small minority of apprentices have a precise understanding of the target grade that they should be working towards in their end- point assessment. As a result, apprentices do not have a precise understanding as to whether their progress is in line with their potential.

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Teachers provide learners and apprentices with useful careers advice and guidance. This includes information on routes to higher level study and guidance on how to reach career aspirations. Learners and apprentices benefit from this guidance which helps them make well-informed choices about their next steps.

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Leaders are considerate of staff members’ workloads. As a result, tutors feel valued and supported well by leaders and say this contributes to an appropriate work/life balance.

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Governance is strong. The advisory board consists of qualified individuals who understand the further education and training sector. Members of the board challenge leaders on the progress and achievement of apprentices and learners. Governance also influences the strategic direction and vision of the provider.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure all adult learners benefit from teachers and coaches who can deepen their understanding of key concepts.  Ensure learners and apprentices gain a secure understanding of the signs of an unhealthy relationship.  Ensure all adult learners are effectively supported to improve their English and mathematical skills.  Ensure teachers use level 2 business administration adult learners measured starting points to inform teaching. 5 to 8 March 2024

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Address

7 Orchard Court, Binley Business Park Harry Weston Road Coventry CV3 2TQ

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Address

Principal, CEO or equivalent Scott Riddell

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Address

Provider type Independent training provider

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Address

Date of previous inspection 12 to 15 November 2019

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Address

Main subcontractors N/A 5 to 8 March 2024

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Information about this inspection

The inspection team was assisted by Katrina Greenshields the quality lead, 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

Joel Dalhouse, lead inspector His Majesty’s Inspector Steve Kelly His Majesty’s Inspector Victor Reid His Majesty’s Inspector Jaswant Mann Ofsted Inspector William Baidoe-Ansah Ofsted Inspector Carole Wilson-Frizzell Ofsted Inspector Susan Hadfield Ofsted Inspector 5 to 8 March 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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