London School of Management Education

London School of Management Education 508 – 511 Cranbrook Road, Gants Hill, IG2 6EY

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Overall effectiveness Inadequate

The quality of education and training Inadequate

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Overall effectiveness Inadequate

Overall effectiveness at previous inspection N/A

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What is it like to be a trainee at this ITE provider?

Trainees are not prepared sufficiently for the realities or practicalities of teaching in further education and skills (FES). They are not taught enough about the sector or the contemporary issues that impact on teachers and learners within it. Furthermore, far too many trainees do not benefit from suitable or ample opportunities to practise their teaching in a FES setting. As a result, trainees struggle to apply the theories they are taught about in class to teaching post-16 learners or apprentices, despite tutors encouraging them to do so.

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What is it like to be a trainee at this ITE provider?

Leaders and staff care about the well-being and workload of their trainees. They provide high levels of support, particularly for trainees who experience personal difficulties. Programme teams provide personalised pastoral support through tutorials, and consider carefully the volume of assignments that trainees need to complete. Trainees value highly the care and support they receive from their tutors and mentors.

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What is it like to be a trainee at this ITE provider?

Leaders do not plan a curriculum that ensures trainees have an appropriate understanding of a teacher’s responsibilities for safeguarding their learners. Leaders and staff rely on trainees sharing their own experiences and carrying out their own research into legislation. Consequently, trainees do not have a secure understanding of safeguarding and develop misconceptions about what it entails.

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Information about this ITE provider

◼ At the time of the inspection, there were 70 trainees enrolled on FES ITE programmes at London School of Management Education. ◼ All trainees study the Diploma in Education and Training (DET) awarded by Pearson. ◼ All trainees are pre-service and study the DET programme on a one-year, full-time basis. ◼ Trainees complete their placements in a range of settings, including higher education institutions, tutoring services and business organisations. A small number of trainees have placements with FES providers.

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Information about this inspection

◼ The inspection team consisted of two His Majesty’s Inspectors and one Ofsted Inspector. ◼ Inspectors met with the managing director, principal, vice principal, programme leader, academic adviser, administrative officer, and chair of the board. They also spoke with tutors and mentors at the provider. ◼ Inspectors carried out focused reviews in the areas of business management, health and social care management, and political science/law/psychology. ◼ Inspectors spoke to trainees who were attending classes during the inspection. They also spoke to trainees from previous cohorts. ◼ Inspectors were not able to visit placement settings external to the provider as part of the inspection. They made calls to individual mentors and met with mentors who are supporting trainees completing placements at the provider. ◼ Inspectors visited trainees who were practising teaching on placement at the provider.

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better?

Leaders do not plan an ambitious curriculum for trainees. The curriculum content is too narrow and does not reflect pertinent research, current thinking on evidence-based teaching or developments in the FES sector. Leaders do believe research to be important and invest in physical texts and online databases of journals for trainees to access. Tutors share research carried out by other learners and encourage trainees to research topics that they are taught about in class. However, the provider does not use research about teaching in the FES sector to inform the ITE curriculum for trainees.

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better?

The provider does not prepare trainees well enough to teach a specific subject. Tutors signpost trainees to subject-specific legislation and provide opportunities in class for trainees to research and share information about their subject. Most mentors provide effective and structured coaching for trainees, and they advise trainees that they need to learn more about their subject. However, trainees are not supported to learn about the richness of their subject or the foundations of teaching it well so that their own learners can make progress over time.

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better?

Although leaders provide mentors with information about the modules that trainees on the DET programme will study, they do not ensure that trainees benefit from a well-integrated programme of centre- and placement-based learning. Trainees are not set targets or given deliberate activities to complete on placement or as a result of feedback on their teaching. Too often, teaching observations are isolated events that rarely identify improvements in teaching over time.

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better?

Leaders and staff do not prepare trainees well enough to support learners with special educational needs or disabilities (SEND). Tutors encourage trainees to carry out independent research to find out about this part of the curriculum. However, this research does not routinely cover key information such as the SEND code of practice. Consequently, trainees have only a basic awareness of common learning difficulties and they do not understand well enough appropriate adaptations they can make to their teaching, beyond the design of slides and printing on coloured paper.

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better?

Leaders recruit staff who are suitably qualified to teach the programme. Teaching staff have level 7 qualifications, teaching qualifications and, in some instances, experience of teaching in a FES setting. However, across the provider, there is not enough experience of teaching in the FES sector to inform the curriculum for trainees or to exemplify sufficiently what trainees are taught.

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better?

Leaders review frequently the operation of the DET programme and implement suitable plans to bring about improvements. For example, they introduced additional training for mentors on constructive feedback and they have recruited an employment officer to help to secure more placements in the FES sector. However, leaders do not evaluate the content of the curriculum to ensure that it prepares trainees well enough to teach in the FES sector.

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(Information for the provider and appropriate authority)

◼ Leaders do not ensure that trainees benefit from a curriculum that will prepare them well to teach in the FES sector. The provider must engage further with the FES sector to identify the knowledge, skills and professional behaviours that trainees will need. It also needs to use these links with FES providers to create opportunities for leaders and staff to learn more about the sector. ◼ Too few trainees have placements in FES settings. The provider needs to work quickly with trainees and providers from across the FES sector to create opportunities for trainees to practise their teaching in sufficient volume in a suitable environment. ◼ Leaders do not provide trainees with a broad or ambitious curriculum that is informed well enough by pertinent and up-to-date research. The provider should review and update the content of the curriculum to reflect better the current research on teaching in the FES sector and the issues facing those who teach in the sector.

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(Information for the provider and appropriate authority)

◼ Trainees do not know enough about safeguarding or the responsibilities associated with it. The provider must urgently improve what trainees are taught about safeguarding and check that trainees understand what they need to do in order to help their own learners to be safe. For example, trainees should learn about risks their learners might be subject to, how to identify signs of abuse, and what to do if they discover an at-risk learner. ◼ Leaders do not plan a well-integrated programme of centre- and placement-based learning for trainees. The provider should consider the way in which the different elements of the programme fit together so that trainees can improve their teaching over time. This is to provide trainees with a well-structured curriculum that enables them to apply what they learn about to their own teaching and receive feedback on the effectiveness of this. ◼ Trainees do not develop a secure knowledge of how to support learners with SEND.

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(Information for the provider and appropriate authority)

The provider needs to extend and deepen what trainees are taught about the range of needs they might encounter when teaching in a FES provider setting and how trainees can work with others to provide support for learners with SEND. This is to ensure that trainees develop the knowledge and skills they need to adapt their teaching. ◼ Leaders do not ensure that trainees learn enough about how to teach their subject. The provider should review what trainees are taught about the richness of their subject and how to teach it well. Trainees need to understand how to plan, teach and assess their chosen subject in addition to updating their knowledge of the subject itself.

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ITE provider details

This inspection was carried out in accordance with the initial teacher education inspection framework and handbook , which sets out the statutory basis and framework for initial teacher education (ITE) inspections in England from September 2020.

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ITE provider details

Date of previous inspection Not previously inspected

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Inspection team

Andrea Shepherd, Lead inspector His Majesty’s Inspector Sue Hasty Ofsted Inspector Rebecca Perry His Majesty’s Inspector

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Annex: Placement settings

Inspectors did not visit any additional placement settings as part of this inspection. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Annex: Placement settings

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. 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 . 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-

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Annex: Placement settings

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Annex: Placement settings

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Annex: Placement settings

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

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