JFC Training College 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 Overall effectiveness at previous inspection Requires improvement

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Information about this provider

JFC Training College Limited (JFC) is an independent learning provider based in the London Borough of Greenwich. The college provides vocational training to adult learners from across London and other parts of the country.

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Information about this provider

JFC has one main site in Woolwich, where face-to-face teaching and training activities take place. Leaders offer a blended learning model of remote and in- person teaching for learners who predominantly work in the personal training, early years and adult care sectors.

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Information about this provider

At the time of inspection, there were 36 learners studying courses funded through advanced learner loans. Of these, 16 were studying the level 3 practitioner in personal training diploma, 11 were studying the level 3 diploma for the early years workforce, six were studying the level 3 diploma in adult care, and the rest were studying the level 3 diploma in supporting teaching and learning in schools.

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Information about this provider

The provider does not work with any subcontractors. 9 to 11 April 2024

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

Learners learn from caring and supportive tutors who create productive study environments. Tutors train learners thoroughly to understand fully the job roles they are preparing to move into. Learners are motivated to achieve their qualifications. They attend well and make good progress during their studies.

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

During each course, leaders arrange for employers and employment agencies to attend lessons and present the job opportunities available through their organisations. As a result, learners know what steps they need to take to reach their intended careers.

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

Learners apply their new knowledge and skills confidently in the workplace. For example, learners studying supporting teaching and learning use the different theories they have learned about stages of play and verbal development to make informed judgements on children’s progress.

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

Leaders and managers have created a range of short online courses that extend the knowledge and interests of learners beyond their qualifications. They teach topics such as sustainability, working with children with special educational needs and/or disabilities, and safeguarding adults and young people. All learners have access to the on-site gym. Personal training learners teach learners studying other subjects how to remain healthy. Learners benefit from gaining a breadth of knowledge to help them in their daily lives.

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

Staff do not tolerate bullying and promote skilfully the need to work with other learners and clients positively. The small number of female learners feel comfortable studying in classes where most learners are male. Tutors teach learners to conduct themselves professionally and safely when learning and working with online platforms. Learners feel safe when they study at the centre and online.

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better?

Since the previous monitoring visit, leaders have worked diligently to improve the quality of teaching, learning and assessment. They now only offer courses in sectors where they have expertise, and where there are specific demands in the labour market. Leaders concentrate on teaching learners to become highly skilled professionals, who are prepared for their next steps, beyond the completion of qualifications.

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better?

Tutors teach helpful fundamental concepts early on, such as the structure of the heart and the respiratory and digestive systems, to personal training learners. Tutors then teach how these systems work in conjunction for the body to function effectively. Later in the course, learners confidently use this knowledge to design personalised exercise and nutrition plans for clients. 9 to 11 April 2024

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At the start of the course, leaders check that learners have the English skills they need to understand and complete their work. Staff teach learners academic writing skills such as referencing, producing bibliographies and the importance of not plagiarising the work of others. As a result, learners write original and complex work. However, tutors do not routinely correct errors in spelling and grammar that learners make in written work. A few learners repeat the same mistakes over time.

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Tutors teach useful information technology sessions to help learners prepare for their next steps. Learners learn how to create, save and email documents. These skills are particularly useful for learners who have not been in education for many years.

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Suitably qualified and experienced tutors use clear presentations and diagrams to present new concepts to learners. When studying nutrition, tutors teach personal training learners the difference between monosaturated, polyunsaturated and unsaturated fats effectively. Tutors frequently question learners to check their understanding and correct any misconceptions. They produce useful model answers so that learners know the standard of work that is expected.

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Managers and tutors set suitable assignments to support learners to gradually build on their knowledge and confidence. For example, early years learners first complete short answer questions before submitting extended pieces of writing. They then discuss which aspects of their knowledge they need to apply in different professional scenarios. Tutors plan assessments to take place at appropriate times to allow learners time to practise further any skills they are not yet proficient in. Tutors review learners’ progress frequently to help them stay on track and meet their deadlines. Where needed, tutors provide extra help. As a result, learners make expected progress in their studies.

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Tutors do not consistently set learners targets that are sufficiently challenging. In a few cases, targets are generic and focus on the completion of tasks rather than gaining deeper knowledge. As a result, a few learners are not aware of the additional knowledge and skills they could gain from completing their work.

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Most learners achieve their qualifications. After completing their courses, just over half of learners remain in or go into employment. A few learners gain promotions with their current employers or change careers successfully into self-employment.

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Managers offer learners useful and impartial careers information, advice and guidance. Tutors outline the range of options available to learners, including employment, self-employment and higher-level courses. As a result, learners know the careers options available to them and make well-informed choices.

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Leaders have set up basic governance arrangements, through which they receive sensible advice about their strategy. Leaders compile suitable information for external scrutiny about learners’ attendance, progress and achievement to enable appropriate challenge and support. However, board members do not have the right 9 to 11 April 2024

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expertise to provide leaders with rigorous challenge about their quality assurance activities and quality of teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Give learners feedback on their written work that helps them improve their English skills.  Improve the quality of the targets that staff set learners so they focus on deepening their knowledge rather than completing tasks.  Improve quality assurance and governance arrangements to give leaders appropriate challenge on their understanding of the quality of the provision. 9 to 11 April 2024

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Provider details

Address 12–14 Wellington Street Woolwich London SE18 6PE

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Provider details

Principal, CEO or equivalent Olufunmi Oladimeji

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 2 to 4 November 2021

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Provider details

Main subcontractors None 9 to 11 April 2024

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Information about this inspection

The inspection team was assisted by the centre 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

Rebecca Jennings, lead inspector His Majesty’s Inspector Maureen Gilmartin Ofsted Inspector Andrea McMahon His Majesty’s Inspector 9 to 11 April 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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