JLMS Management 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 Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

JLMS Management Limited, trading as ‘College. But Different,’ is an independent learning provider, based in Eastleigh, Hampshire. Inspectors completed a new provider monitoring visit in 2023, at which time they judged leaders to have made significant progress in meeting the requirements of successful apprenticeship provision and reasonable progress in the other two themes. Leaders provide apprenticeships in the early years sector. At the time of the inspection there were approximately 70 apprentices studying across nine different apprenticeship standards. There were 29 apprentices studying the level 3 early years educator and 20 studying level 5 early years practitioner. The remainder were on level 5 operations or departmental manager, level 4 sports coach, level 3 business, teaching and coaching, and level 2 playworker. Ten apprentices were under the age of 19 years old. Staff provide training remotely and at apprentices’ workplaces.

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Information about this provider

The provider does not work with any subcontractors. 13 to 15 March 2024

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

Most apprentices have positive attitudes to learning, and appreciate the excellent support they receive from tutors. Apprentices become progressively self-reflective about their work. Apprentices develop resilience and are confident in their roles as a result of their training.

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

Most apprentices develop useful knowledge, skills and behaviours because of the teaching they receive from expert tutors. Early years apprentices become more skilful during parent handovers by succinctly articulating how children are developing in their care. As a result, apprentices develop professional behaviours and build trust with parents, and a few take on increased levels of responsibility while still learning.

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

Apprentices develop their understanding of life in modern Britain well throughout their studies. Apprentices develop a practical understanding of equality and diversity, individual liberties and rule of law. For example, early years apprentices introduced a school council in their pre-school setting where children express their preferences and choose activities which interest them. As a result, apprentices understand their responsibilities in society thoughtfully and strive to incorporate these principles intentionally in their workplaces.

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

Apprentices do not learn about physical health and how to lead a healthy lifestyle. As a result, too many apprentices are unable to articulate what being healthy is and what it means to them.

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

Apprentices receive useful careers information and advice. For example, staff share informative guidance about career planning and share experience and examples of the varied career options available in the sector. As a result, apprentices know what opportunities are available and what they need to do to achieve them.

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

Apprentices feel safe. They know how to recognise the signs of radicalisation. Apprentices know how to report any concern they may have, and are confident these concerns will be resolved quickly and appropriately.

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better?

Leaders work closely with stakeholders to provide a range of useful courses in the early years sector where there is a national skills shortage. For example, leaders offer level 2 and level 3 programmes to train inexperienced staff in the sector and leaders developed the level 5 management programmes to retain and upskill existing staff who wish to develop their careers. As a result, employers have access to much-needed programmes which help them attract and retain talented staff.

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better?

Leaders work carefully with employers to plan and sequence their curriculums well. For example, leaders have developed a flexible series of masterclasses for the early years curriculums which give employers opportunities to organise on-the job- 13 to 15 March 2024

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practical activities which follow on from recent off-the-job learning helpfully. As a result, apprentices practise new skills in a useful and timely manner.

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Leaders and tutors are ambitious for all apprentices, including the small number who require additional support. Staff support apprentices with additional needs well, such as adapting assessment methods and providing extra sessions. As a result, most apprentices with additional needs are well supported and make good progress compared to their peers.

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Expert tutors present and communicate useful information clearly. They use effective strategies to develop apprentices’ understanding of key concepts. For example, tutors, who are all experienced childcare practitioners, relate new topics to the workplace and revisit topics regularly. They introduce well-planned discussions to encourage apprentices to share their experience on topics such as how play helps children develop physically, cognitively and emotionally. As a result, most apprentices participate actively in meaningful lessons, build on previous learning and apply new industry-relevant skills confidently in the workplace.

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Most tutors use assessment appropriately to plan learning and help apprentices know what they need to do to improve further. For example, staff use rehearsals to prepare apprentices thoroughly to take their final tests. They give apprentices helpful feedback which they use to improve their work. As a result, apprentices build on their learning and those close to the end of their studies feel well prepared to be successful. A small number of sports apprentices are ready to take their final tests early and are aiming for the highest grades.

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Leaders ensure that the curriculum thoroughly meets the principles and requirements of an apprenticeship. Leaders recruit apprentices appropriately. Staff work well with employers to agree clear training plans suitable for apprentices’ roles. Employers participate in timely, helpful progress reviews. Consequently, staff and employers are clear about the progress apprentices make and know how to support them effectively when they need additional help.

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Leaders have not ensured that all apprentices who need help with English and mathematics receive appropriate, timely training in these subjects. While leaders have recently taken actions to resolve this, a small number of apprentices do not complete this essential part of their programmes on time. As a result, these apprentices progress too slowly.

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Leaders provide high-quality staff training and prioritise staff welfare. For example, they support tutors to gain teaching qualifications if they do not have them and they employ a teaching expert to train and support all teaching staff. Staff find leaders and managers very approachable. As a result, tutors become increasingly confident and competent practitioners. Staff feel valued and are proud to work at this provider.

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Experienced and well-qualified governors share their expertise in safeguarding, business and apprenticeships to help and challenge leaders effectively. For example, governors worked with leaders to create a robust quality improvement cycle which 13 to 15 March 2024

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ensures staff develop their teaching skills and can support apprentices appropriately. Governors ensure leaders meet statutory requirements successfully.

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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 apprentices who need to pass mathematics and English examinations receive high-quality training so they can complete their programmes in a timely manner and achieve well.  Ensure apprentices learn how to keep themselves healthy and know how to maintain an active lifestyle. 13 to 15 March 2024

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Provider details

Address 46 Leigh Road Eastleigh Hampshire SO50 9DT

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Provider details

Principal, CEO or equivalent James Welsh

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 13 to 15 March 2024

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Information about this inspection

The inspection team was assisted by 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

Ann Potterton, lead inspector Ofsted Inspector Hilary Yuille Ofsted Inspector Ben Sheridan Ofsted Inspector Baz Wren Ofsted Inspector 13 to 15 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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