Cecos Computing International Ltd

Further education and skills inspection report

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Inspection of Cecos Computing International Ltd

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Inspection dates: 16 to 18 September 2024

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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 Not previously inspected

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Information about this provider

Cecos Computing International Limited (CECOS College) is an independent training provider based in Edmonton Green, London. In August 2020, CECOS College secured a contract to teach education and training programmes to adults. CECOS College has campuses in London, Birmingham and Bradford where they teach adult learners face to face. CECOS College also teaches learners in community centres as well as online.

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Information about this provider

At the time of inspection, there were 148 learners enrolled on courses. Sixty-seven learners were studying diplomas at level 2 or 3 in adult care. Forty-four were studying English or mathematics from entry level to level 2. The remaining learners were studying short courses and diplomas from entry level to level 3 in subjects including business and well-being. 16 to 18 September 2024

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

For many learners, taking part in their course with CECOS College is one of the few opportunities they have to interact with others outside of their household. Learners value the opportunity to make friends with their peers. They work well with each other and are keen to share their new knowledge and skills with their families. Many learners at CECOS College have not taken part in education for many years and enjoy the chance to discover their abilities and gain useful new knowledge. They become motivated to learn more and progress to higher levels of education or gain employment.

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

Staff offer training at times that meet the needs of different groups of learners, for example in the evenings and at weekends for learners who have work commitments during the day. In most courses, attendance is high. Learners value the small class sizes and training in community venues, where they feel comfortable. Learners feel safe and trust that staff will support them if they have any concerns.

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

Learners have clear aims for their next steps, including further studies, volunteering opportunities or securing a job. Staff successfully help learners to improve their life chances, for example, by teaching them the language skills they need to achieve their ambitions. The vast majority of learners achieve their qualifications and move on to higher-level qualifications or employment. However, staff do not focus enough on making sure that learners complete their courses in the expected time and so for some, this progress is delayed.

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

Tutors take the time to get to know learners well and set clear expectations about behaviour from the start of the course. They emphasise the importance of working with each other respectfully and understanding each other’s culture. This helps staff and learners to foster a friendly and supportive learning environment.

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better?

Leaders have developed a sound curriculum offer which meets the needs of their learners. They have a clear aim to engage learners, many of whom speak English as an additional language, in education or to help them progress further in their lives and careers.

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better?

Tutors teach well-structured curriculums that gradually build learners’ knowledge over time. In functional skills English, for example, tutors first teach learners about the properties of nouns, adjectives and verbs before teaching learners to apply this knowledge when forming sentences and using different tenses. Staff check thoroughly what learners already know and can do at the start of their course. As a result, tutors understand learners’ needs and this helps them to adapt their teaching effectively.

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better?

Suitably qualified tutors use their expertise well to introduce new topics and concepts clearly. They use a range of effective teaching methods skilfully to help 16 to 18 September 2024

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learners embed key concepts into their long-term memory. For example, in adult care, tutors use workplace examples to support explanations and case studies to demonstrate when to apply what they have learned. In digital skills, learners value that tutors give them ample opportunities to practise creating files and saving them securely. This repeated practice helps them to remember what they have been taught.

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In too many instances, tutors do not set clear deadlines for work or hold learners to account for not meeting these deadlines. Consequently, in a few subjects, particularly in adult care courses, learners do not achieve within the expected time.

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Most tutors frequently check learners’ knowledge and understanding through questioning and observation. For example, English tutors check what learners can correctly recall about conjunctions from earlier lessons and use what they learn to adapt their teaching of sentence structure. This helps learners to gradually write more complex sentences . Tutors use suitable methods, such as mock examinations, to check what learners have learned and correct any misunderstandings quickly. Tutors prepare learners well for their final assessments, and most pass their examinations on their first attempt.

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In most subjects, tutors provide helpful feedback to learners on their work. For example, tutors teaching the level 2 certificate in autism identify where learners’ answers are not fully developed and direct them to further information to help them improve. Across all programmes, tutors correct and follow up where learners do not use correct spelling or grammar. Consequently, learners improve their work, which is of expected depth and includes relevant technical language.

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Managers and tutors use appropriate strategies to identify and support learners who have special educational needs and/or disabilities (SEND). Staff discuss learners’ needs with them and, where appropriate, adapt their way of working. For example, tutors may set learners smaller pieces of work more frequently or hold additional one-to-one meetings. Learners with SEND achieve their qualifications as well as their peers.

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Staff provide learners with useful careers advice and guidance throughout their programme. They make learners aware of a broad range of different roles and ambitious careers opportunities available to them. Tutors help learners to search for jobs and create CVs. This helps learners to be well prepared to make applications for their next steps.

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Leaders and managers make suitable checks on the quality of teaching and share best practice among teaching staff to make improvements. Leaders and managers have a secure understanding of most of their main strengths and areas for improvement. For example, they have rightly recognised the need to make sure that learners achieve on time.

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Leaders have established appropriate governance arrangements. Board members with expertise in further education provide appropriate support and challenge to 16 to 18 September 2024

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leaders on quality, safeguarding and strategy. For example, they check that leaders update policies and training when new safeguarding guidance is published. This helps make sure leaders provide relevant information to staff and learners.

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Leaders and managers provide useful training for tutors to improve their teaching, for example on techniques to support learners who have dyslexia. As a result, tutors are well equipped with the skills to teach effectively. However, leaders do not ensure that tutors have sufficient opportunities to further develop and update their subject knowledge. As a result, in a few instances, tutors are not well enough informed to teach learners about up-to-date practices in the workplaces linked to their ambitions.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Increase the proportion of learners who achieve their qualifications in the expected time.  Provide suitable opportunities for staff across all subjects to develop their sector- specific knowledge and expertise. 16 to 18 September 2024

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Provider details

Address 1st Floor, St Georges Chambers 23 Edmonton Green Shopping Centre Edmonton London N9 0TS

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Provider details

Principal, CEO or equivalent Dr Mudassir Tanveer

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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 None 16 to 18 September 2024

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Information about this inspection

The inspection team was assisted by the director of further education, 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 Saher Nijabat His Majesty’s Inspector Pauline Hughes Ofsted Inspector Jack Bullock Ofsted Inspector 16 to 18 September 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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