Employment Education Training Group Ltd

Further education and skills inspection report

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Inspection of Employment Education Training Group Ltd

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Adult learning programmes Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Employment Education Training Group Limited (EET) is an independent training provider based in Hackney. EET gained a contract to offer adult training in 2018. EET provides training for adults who need to develop their skills to gain employment and improve their English.

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Information about this provider

At the time of the inspection, there were 36 learners at EET. Of these, 17 were studying the diploma in adult care at level 3 and 9 were studying English for speakers of other languages (ESOL) at entry level 2. Ten learners had just started studying the certificate in digital and IT skills at level 2. Learners studying digital and ESOL courses attend lessons in person. Health and social care learners follow a hybrid model of online teaching for the theory aspects of their course and in-person classes for the practical elements. 24 to 26 April 2024

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

Learners like the open and tolerant environment that teachers create, in which they feel relaxed and welcomed. They participate in classes enthusiastically, especially those who attend classes in person.

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

The training helps learners focus on their long-term goals. ESOL learners are motivated by the prospect of future employment once they have improved their use of English. However, adult care learners have insufficient experience of care roles that are relevant to the level of their training, to reflect on and put into practice what they learn.

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

Learners do not consistently benefit from effective advice and guidance on their next steps. Digital learners get support to write up-to-date CVs and cover letters while developing their technical skills. In ESOL and adult care, the advice and guidance are less well developed and, to date, a small proportion of learners have gone on to employment or further learning.

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

Learners attend classes that run at times that best suit their needs. Tutors consider sympathetically the circumstances of their learners, and any barriers they may have to studying. For example, ESOL courses are taught during school term times so that learners with school-age children can meet their childcare responsibilities.

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

Learners attend well and are keen to learn. Tutors set frequent homework and learners are diligent about completing it. Learners focus well on tasks teachers set them in lessons, although those who learn online find this a slightly greater challenge.

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better?

Senior leaders have introduced new courses to meet local and regional skills shortages and the needs of the community. They are suitably self-critical of the progress they have made in setting these courses up. They make good use of their governors, who provide effective support and challenge. Governors are proactive in their role and thoroughly understand the strengths and weaknesses of the provision. Consequently, they and senior leaders know where they need to make improvements. They take action to improve the provision. At the same time, they recognise that there is more to do so that learners across all courses are taught a well-designed curriculum and make good progress.

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better?

In ESOL and adult care, leaders have not fully developed their curriculum planning. They have made sure that learners gain the foundation knowledge for their subjects. In ESOL, leaders have combined this course with a qualification in living and working in the United Kingdom. In doing so, they focus too much on the themes and content of this subsidiary qualification, and not enough on how they will teach the English components. In adult care, learners do not have work placements and so cannot relate what they learn to their experience at work. In adult care, staff have used 24 to 26 April 2024

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feedback from employers when selecting topics to teach. For example, to meet an employer’s needs, they have added units that cover checking for vital signs, obtaining blood samples and undertaking physiological measurements. However, learners do not gain any insights from employers through the taught content. As a result, their understanding of care in different settings is not broad enough.

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Before learners enrol on a course, staff check their prior knowledge, skills and experience. Staff use this well to place learners on suitable courses. Staff use the individual learning plans effectively to review the progress learners make in achieving their goals. In ESOL, learners’ reflections testify to the increased confidence they gain to speak English in a range of settings. ESOL learners develop good reading skills and read aloud confidently and competently. Learners do not receive sufficient feedback or correction on their written work.

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Staff do not consider learners’ prior knowledge sufficiently to adapt what they teach to meet learners’ individual needs. In ESOL, staff make sure that students read and write about a variety of topics, mostly related to themes of living in Britain. While learners gain useful knowledge about the customs and culture in Britain, as well as improving their confidence in conversing in English, they are asked to read and write sentences that contain vocabulary that is too complex for the level at which they study. On a few occasions, learners read and write about topics that are obscure and not linked closely enough to their main goal of being able to communicate effectively in order to gain employment.

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Tutors provide learners with clear explanations of the topics that they teach and use good resources to do so. For example, they use well-chosen videos to explain or reinforce information, such as different question forms for ESOL learners. However, at times, tutors do not check fully enough that learners understand the topics taught.

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Leaders and managers make sure that tutors have access to suitable training and professional development activities. Tutors appreciate the opportunity to develop their skills through, for example, taking teaching qualifications. They feel that leaders and managers are considerate of their workload and well-being.

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Leaders and managers have recently launched a relevant personal development curriculum for learners. This includes access for learners to a range of online resources on topics, such as healthy relationships, healthy eating, careers and well- being. Leaders and managers provide tutors with resources to teach learners about the dangers of radicalisation and extremism. However, these developments are new and, as a result, have not had sufficient impact on learners.

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Safeguarding

The arrangements for safeguarding are effective. 24 to 26 April 2024

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What does the provider need to do to improve?

 Use assessments of what learners know and can do at the start of their courses to teach content that builds on learners’ prior knowledge and skills.  Plan the adult care curriculum to include opportunities for learners to consolidate and practise their skills in a work setting.  Plan and teach the ESOL curriculum effectively so that learners develop their English skills at the appropriate level of learning.  Make sure that learners follow a personal development curriculum that includes effective careers advice and guidance. 24 to 26 April 2024

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Provider details

Principal, CEO or equivalent Jamie Manicom

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors - 24 to 26 April 2024

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Information about this inspection

The inspection team was assisted by the teaching and learning 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

Jon Bowman, lead inspector His Majesty’s Inspector Rieks Drijver His Majesty’s Inspector Christina Christou Ofsted Inspector 24 to 26 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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