Tech Lancaster Limited

Tech Lancaster Limited Monitoring visit report

p.1

Name of lead inspector: Suzanne Horner, His Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: 3-2-4 Storey House White Cross Business Park Lancaster LA1 4XQ Monitoring visit: Tech Lancaster Limited, 13 and 14 March 2024

p.1

Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. 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.

p.2

Context and focus of visit

Tech Lancaster is an independent learning provider based in Lancaster, Lancashire. They aim to develop new talent into electronics and technology companies locally, regionally and nationally.

p.2

Context and focus of visit

Tech Lancaster began to teach Skills Bootcamps in September 2020. They provide Skills Bootcamp training in the electronics sector. At the time of the visit, there were 87 adult learners in learning. All learners were completing a 12-week Skills Bootcamp in electronics. All learners are over 19 years of age.

p.2

Reasonable progress

Leaders and managers have a clear intent for their Skills Bootcamps. They have a strong focus to develop a pipeline of skilled staff to fill the skills gaps identified through an ageing workforce within the electronics sector.

p.2

Reasonable progress

Leaders and managers have developed and nurtured effective partnerships with employers in the industry. They have developed the Skills Bootcamp in consultation with these employers and have received guidance from an electronics innovation cluster group to inform the Bootcamp curriculum.

p.2

Reasonable progress

Leaders and managers have put in place a quality improvement plan. They use this to bring about improvements to the Skills Bootcamp. For example, they have taken effective action to improve the initial advice and guidance that learners receive before they commence the Skills Bootcamp. This has reduced the number of learners who leave the course early. Most learners now complete the course and achieve well.

p.2

Reasonable progress

Leaders and managers have provided access to high-quality workshop facilities for learners. Learners use industry-standard equipment and tools to develop their soldering skills. They apply their theoretical knowledge to practical situations confidently. This enables learners to develop the skills they need for work in the electronics sector. Monitoring visit: Tech Lancaster Limited, 13 and 14 March 2024 Most learners who complete the Skills Bootcamp advance to positive destinations within the electronics sector. They move to employment, self-employment, university or gain promotion. Leaders use this information well to evaluate the effectiveness of the Skills Bootcamp.

p.2

Reasonable progress

Leaders and managers have been too slow to implement their observation of the teaching and learning process. They have not yet observed the Skills Bootcamp provision formally or identified the strengths and weaknesses of the teaching, learning and assessment that learners receive.

p.3

Reasonable progress

Leaders and managers do not have enough oversight of learners’ progress. They do not have a clear understanding of the progress that learners are making on their course. This restricts their ability to swiftly intervene to help them to catch up. Despite this, all learners who complete the Skills Bootcamp achieve their qualifications.

p.3

Reasonable progress

There are no formal governance arrangements in place. Leaders and managers do not benefit from any challenge or scrutiny to improve the quality of education that learners receive.

p.3

Reasonable progress

Leaders plan the curriculum in a logical order. Learners firstly learn the fundamentals of electronics before progressing on to building a simple analogue circuit. They then move on to digital electronics and use an open-source electronics platform to create circuits for bells and buzzers. The curriculum then increases in complexity and learners are introduced to programming languages to understand conditional logic.

p.3

Reasonable progress

Learners are developing new knowledge and skills because of their course. They learn how to position resistors and capacitors onto circuit boards before progressing to build a circuit. Learners talk positively about their experiences and are passionate about the new skills they learn.

p.3

Reasonable progress

Learners gain useful oral feedback on their practical work. They are clear on what they need to do to improve and their work gets better over time. For example, learners make more effective joints when soldering resistors onto circuit boards.

p.3

Reasonable progress

In online sessions, most tutors break down complex tasks into smaller, more manageable activities effectively. Tutors demonstrate where to place light- dependant resistors on the breadboard before moving on to the correct placement of the diodes. This results in learners developing their skills swiftly. Monitoring visit: Tech Lancaster Limited, 13 and 14 March 2024 Leaders identify what learners already know and can do at the beginning of their course. However, tutors do not use this information effectively in order to plan their learners’ learning effectively. Despite this, all learners who sit external examinations at the end of their course to gain certificates in soldering and rework from the Institute for Interconnecting and Packaging Electronic Circuits pass.

p.3

Reasonable progress

Tutors do not always use assessment effectively in order to identify gaps in learners’ knowledge. Tutors do not check in online sessions that all learners understand what they have been taught. However, where learners identify that they do not understand, tutors provide individual support and extra sessions.

p.4

Reasonable progress

Learners develop their mathematical skills throughout their course. They use formulas effectively when considering the duty cycle. English skills are not embedded in the course. Although learners use appropriate technical language, they do not get sufficient opportunity to develop their written skills.

p.4

Reasonable progress

The designated safeguarding lead is appropriately trained. They accurately and effectively record, report and deal with the safeguarding and well-being concerns of learners when they arise. They make prompt referrals to external agencies, such as the DWP, parole officers and the police.

p.4

Reasonable progress

Learners feel safe. They know who they can talk to if they have any concerns. However, most learners do not recall discussions at the start of the course around the risks associated with radicalisation and extremism in the places where they live and work.

p.4

Reasonable progress

Learners gain an understanding of safe working practices in the electronics industry throughout their course. They are aware of having to use anti-static wrist straps to prevent components from being damaged. Monitoring visit: Tech Lancaster Limited, 13 and 14 March 2024 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 looked after children, safeguarding and child protection.

p.4

Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Reasonable progress

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5