Local Education and Development (LEAD)

Further education and skills inspection report

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Inspection of Local Education and Development (LEAD)

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Inspection dates: 16 to 19 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

Local Education and Development (LEAD) is an independent learning provider based in Walsall, in the West Midlands. LEAD has had a direct contract since November 2021 with the West Midlands Combined Authority to deliver Skills Bootcamps in digital skills. Learners work towards 16-week digital Bootcamps in data analysis or digital marketing, or a diploma in software development. LEAD also has a direct contract with the Department for Education to deliver digital Skills Bootcamps.

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Information about this provider

At the time of the inspection, 60 learners were in training. Of these, 37 were on a digital marketing Skills Bootcamp, of whom 14 were on a full-time programme and 23 were studying part time. In addition, 23 learners were studying a diploma in software development, of whom 14 were full time and nine were studying part time. 16 to 19 September 2024

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

Learners are highly committed to their learning and motivated to develop new skills. Most learners focus and participate actively in lessons. They share ideas and provide support for each other. Digital marketing learners are enthusiastic about their online businesses and confidently share their ideas. They are professional in their approach to business. Learners are polite and respectful and rightly proud of their achievements.

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

Learners on digital marketing courses have high attendance and are punctual to their lessons. When they are unable to attend, trainers provide them with one-to- one lessons to help them to stay on track with their studies. However, in a few cases, learners’ attendance on software development courses is too low. Trainers do not challenge learners sufficiently when they arrive late to lessons.

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

Most learners complete their courses and gain new knowledge and skills that they immediately use to benefit their customers and develop their own businesses. Learners skilfully use specialist software to set up websites and create their own professional online content. Those studying on level 4 digital marketing courses develop their knowledge on how to use social media, email marketing and how to promote their own products well. Learners speak positively about how the marketing skills they have learned have helped them to expand their reach to new and potential customers.

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

Learners develop confidence, resilience and character. Level 3 software developer learners reflect on their own work and provide detailed reports on what they have learned and what they need to do to improve. Learners use artificial intelligence for research and search engine optimisation to create content for their own websites.

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

Learners feel safe and know how to report concerns they may have. They work in a positive and respectful environment in which they feel valued. They have a sound knowledge of online security and the threat of scammers and understand the need to keep their personal online information secure.

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better?

Leaders frequently collaborate with key stakeholders in the digital industry to plan the development of their digital marketing Skills Bootcamps. Leaders have designed curriculums to fill shortages in digital skills across the West Midlands. Staff provide learners with the skills they need to meet the demands of the job market and help them to improve their own businesses and digital presence.

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better?

Trainers teach in a structured and meaningful way. They plan and sequence learning to introduce learners to essential theories, which enables learners to apply what they have learned quickly. Trainers ensure that learners first gain a strong foundation in digital marketing concepts and strategies before they move on to more complex topics such as email marketing. Consequently, learners build on their 16 to 19 September 2024

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learning over time and demonstrate their newly acquired knowledge in the workplace.

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Trainers identify gaps in learners’ knowledge at the start of their course to ensure that support plans are in place. Learners complete an assessment of what they know and can do. Trainers use this information effectively to individualise learning and, where required, provide learners with support that enables them to fill their specific skills gaps.

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Trainers use assessment effectively in the majority of cases. In lessons, they use recap and recall, small-group activities and targeted questioning to ensure that all learners have grasped new concepts before they move on. They use a broad range of assessments, including written questions in workbooks, formal presentations and simulated business pitches, to assess what learners know and remember at the end of their course. As a result, learners know more over time and secure new learning into their long-term memory. However, on part-time courses, in a few lessons the trainers do not give learners sufficient time to process information and demonstrate the skills they have learned. At times, learners miss key concepts, which prevents them from contributing further to class discussions.

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Trainers ensure that learners improve their English skills throughout their training. They plan for learners to develop their communication skills through class discussions and formal presentations. Learners improve their written skills by completing tasks in course workbooks and through practical work on websites. However, trainers do not yet routinely assess and plan the development of learners’ mathematical skills. Too many learners do not improve the mathematical skills they need to work in the digital sector.

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Trainers frequently provide verbal and written feedback to help learners understand what they must do to improve the quality of their work. They support learners through additional tutorial lessons to provide feedback and work through areas that learners find difficult. Learners feel well supported with challenging concepts and develop their practical skills well.

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Trainers plan opportunities for learners to build their CV, understand how to market themselves online and ready themselves for employment. They discuss with learners how their previous experience and new skills can lead to differing jobs and self- employment. As a result, learners are confident in knowing the roles they will have access to, once they complete their studies.

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Trainers provide learners on full-time courses with clear careers education, information, advice and guidance about setting up their own business. They use presentations from the National Careers Service to provide learners with information about how to register a new business and how to access financial support. The majority of full-time learners are clear about their career routes to self-employment or to access new opportunities for their businesses through digitisation and improving their online presence. However, part-time learners do not have the same access to careers guidance and are less clear how to become business owners. 16 to 19 September 2024

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Leaders have appropriate arrangements in place for governance. They have recruited governors with external expertise from further education and the digital sectors to support them in the management and oversight of their courses. Governors use their expertise to strengthen and shape the strategic direction at LEAD. They have a sound grasp of the key strengths and areas for improvement. Through regular meetings they challenge leaders on the quality of education and seek assurance that leaders’ quality processes are robust and lead to improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure all learners, including those studying on part-time courses, have access to careers education, information, advice and guidance.  Ensure that trainers consider learners’ starting points in subjects, including mathematics, to build on the skills learners need to succeed.  Improve the attendance and punctuality of learners on software development courses. 16 to 19 September 2024

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Provider details

Address Townend House Floor 5, Room 5b, Park Street Walsall West Midlands WS1 1NS

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Provider details

Principal, CEO or equivalent Telvinder Singh

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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 Not applicable 16 to 19 September 2024

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Information about this inspection

The inspection team was assisted by the managing director, 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

Steve Kelly, lead inspector His Majesty’s Inspector Rachel Clark His Majesty’s Inspector Maggie Fobister Ofsted Inspector Helen Morgan His Majesty’s Inspector 16 to 19 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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