Global Skills Training Ltd

Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Andrea McMahon, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Old Acton Library 1st Floor High Street Acton London W3 6NA Monitoring visit: Global Skills Training, 8 and 9 May 2024

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Context and focus of visit

Global Skills Training Ltd was inspected in April 2023. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

At the time of the visit, the provider only offered apprenticeships. It has recently gained a contract to teach Skills Bootcamps.

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Reasonable progress

Most apprentices, particularly those on early years apprenticeships, complete off-the- job training that links sufficiently with their workplace activities. Trainers understand what apprentices do in their job roles. They use this information well to set apprentices relevant workplace activities to apply the new skills they learn on their training. For example, having learned about the developmental stages of children, early years apprentices plan activities to meet the physical, emotional and cognitive needs of the children they care for at each stage. In adult care, trainers make sure that apprentices have the opportunity to administer medication after they have completed this topic to consolidate their knowledge.

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Reasonable progress

Most apprentices reflect frequently on what they have learned during the training they complete with their employer. For example, early years apprentices benefit from learning about diversity, Makaton and on how to support key children with learning difficulties. However, as trainers and employers do not plan this training together, it does not routinely relate to the specific knowledge, skills and behaviours that apprentices need to learn for their qualifications.

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Reasonable progress

Managers have recently started to link specific tasks to the topics they teach to guide employers to assign apprentices to the most relevant work activities for each stage of their training. However, at the time of the visit, managers had not completed this across all standards or shared this with employers. As a result, some employers are not fully informed about how they may need to support their apprentices in the workplace. Monitoring visit: Global Skills Training, 8 and 9 May 2024

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Reasonable progress

Since the previous inspection, leaders and managers have taken action to help trainers set apprentices suitable and clear targets which cover their qualifications, personal development and the requirements of their employers. Trainers have attended professional development sessions that have helped them improve this area of their practice. They now set targets that are mostly precise and identify the knowledge, skills and behaviours which apprentices need to work on or improve.

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Reasonable progress

Apprentices benefit from frequent progress reviews that help them reflect on the progress they have made, and plan workplace activity to apply their skills at work. Trainers also use progress reviews well to prepare apprentices for their final assessments. For example, they provide clear explanations about examination conditions and rules, and give apprentices guidance on how to achieve a distinction. Trainers use questions effectively to check apprentices’ understanding during progress reviews. As a result, apprentices know what to expect in their final assessments and many who complete their apprenticeship achieve a distinction.

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Reasonable progress

Employers are sufficiently involved in the apprenticeship programme. They receive enough feedback on how well their apprentices make progress. They are aware of the targets set for apprentices. However, employers do not attend progress reviews as frequently as they should. While they often give trainers feedback on their apprentices’ performance at work, they do not routinely contribute enough to the reviews. Trainers are not aware of whether apprentices have met their previous work-related targets and so cannot follow up on these at reviews.

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Reasonable progress

Since the previous inspection, leaders and managers have enhanced their checks on the quality of feedback that apprentices receive. For example, they have trained more staff to check trainers’ marking and put in place dedicated one-to-one support for trainers who need it. Staff sample a broader range of apprentices’ written work than previously and identify areas of concern with regard to trainers’ marking quickly. During team meetings, trainers review a range of apprentices’ work, and discuss the strengths and areas for development. This helps them to standardise the quality of feedback.

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Reasonable progress

Trainers provide supportive and developmental feedback on apprentices’ written work that helps them improve. In a few instances, the feedback which trainers Monitoring visit: Global Skills Training, 8 and 9 May 2024 provide is very detailed. Trainers explain clearly what apprentices do well and areas that need further development by linking what they write to assessment criteria.

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Reasonable progress

Most trainers refer to the quality of apprentices’ use of spelling, punctuation and grammar and set them relevant improvement targets. As a result, apprentices know what they need to do and the steps they need to take to improve their written work. However, on a few occasions, trainers make language errors in their own writing. This limits the opportunities which apprentices have to learn from appropriate models of English.

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Reasonable progress

Since the previous inspection, leaders and managers have increased the opportunities which apprentices have to develop their personal skills. They provide apprentices with access to more resources and activities to help them expand their knowledge and understanding of the world. For example, they share updates on themes such as physical health, cyber security, and reducing stress, as well as national events such as Black History Month and International Women’s Day. Most apprentices are aware of these resources and those who access them find them useful.

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Reasonable progress

Through their training, apprentices develop personal skills that help them perform their job roles more confidently. For example, early years educator apprentices improve their communication skills. This helps them give feedback to parents and local authorities on the welfare of the children they care for. Apprentices develop skills that employers value.

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Reasonable progress

More recently, trainers have started to set apprentices targets around their personal development. For example, they set apprentices on leadership qualifications targets focused on improving their decision-making. Apprentices value the opportunities to develop their professional skills and career options.

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Reasonable progress

Trainers place a high emphasis on apprentices’ welfare. In progress reviews, they routinely discuss safeguarding and the ‘Prevent’ duty, and teach apprentices how to recognise the potential signs of radicalisation and extremism. Managers provide resources on topics such as cyber flashing, sexting and sexual harassment. Apprentices have an appropriate understanding of the issues that can affect their personal safety and know who they should report any concerns to.

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Reasonable progress

Leaders recognise that they need to develop their personal development offer further. For example, they offer limited opportunities for apprentices to access activities or resources that help them broaden their personal interests and talents. Monitoring visit: Global Skills Training, 8 and 9 May 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 children looked after, safeguarding and child protection.

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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