LE Wagon UK Limited

Le Wagon UK Limited Monitoring visit report

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Name of lead inspector: Ramin Narimani, His Majesty’s Inspector

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Inspection dates: 30 and 31 October 2024

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Type of provider: Independent learning provider

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Address:

Unit 13 Shoreditch Stables (North), 138 Kingsland Road, London E2 8DY Monitoring visit: Le Wagon UK Limited, 30 and 31 October 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Le Wagon UK Limited is an independent learning provider with its main office in the London Borough of Hackney. The provider teaches Skills Bootcamps to adults in data analytics and web development. As the courses are taught online, learners attend their courses from different parts of the country. At the time of the monitoring visit, there were 70 learners on the level 4 data analytics, 40 learners on the level 5 web development and 17 learners on the data upskilling courses.

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Reasonable progress

Leaders and managers are aware of the needs of industry and the skills shortages in web development and data analysis. They have developed Skills Bootcamps to support the industry in recruiting highly skilled employees. They have selected online teaching to make courses accessible for those who are in employment and have other commitments, such as parental responsibilities. Leaders have ensured sufficient teaching time is allocated to courses, so that learners are able to develop the knowledge and skills needed for their chosen careers.

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Reasonable progress

Leaders have designed the content of Skills Bootcamps to be in line with the industry needs and employers’ views. For example, based on the feedback from employers, programme managers have increased the allocated time to learning the specific coding programs that employers use, and using artificial intelligence (AI) to develop websites is now included in the programme.

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Reasonable progress

Leaders and managers have a clear focus on the quality of teaching and monitor this effectively. For example, leaders know that while teachers have the relevant and appropriate subject knowledge and expertise, they do not always fully check learners’ understanding before moving on to a new topic. Leaders have put suitable professional development in place to support their teachers and to improve the quality of teaching. Monitoring visit: Le Wagon UK Limited, 30 and 31 October 2024 Leaders are aware of most strengths and areas for development of their curriculum and have put in place a positive culture of reflective practice to enhance the quality of their provision. For example, they have reviewed the reasons why the proportion of learners from the previous cohort who completed their training was not high enough. They have now revised the initial information and guidance given, to ensure learners are well prepared and have the required knowledge to join the course. As a

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Reasonable progress

result, most learners now stay on and complete their courses.

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Reasonable progress

Programme managers have developed Skills Bootcamp courses that are logically sequenced. On the web development course, staff teach learners to code, using language with a simple syntax and single, back-end application first. Once learners are competent in this language, they learn more complex coding language using a wider range of symbols, and with both front- and back-end applications. This is then followed by learning frameworks that enable communication between different parts of their codes. This helps learners to build substantial knowledge and skills over time. Learners with no previous knowledge of using programming languages are able confidently to write codes needed for their chosen project. Because of the new knowledge and skills they gain, learners feel more confident in achieving their targets, such as a change in career, for which they are aiming.

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Reasonable progress

Teachers use a range of assessment methods effectively to check learners’ understanding. They use the results of assessments, such as daily tasks and challenges, end-of-module written assessment and the final projects effectively to measure learners’ progress. Teachers know the progress that learners make well and provide additional support if needed.

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Reasonable progress

Leaders provide effective support to learners with special educational needs and/or disabilities (SEND). For example, learners with hearing and speech impairments are able to use an AI captioner to understand their teachers. Those who are unable to focus for long periods of time because of their learning difficulties are given frequent rest breaks and one-to-one support when needed. Leaders provide staff with useful training on how to support learners with SEND. Learners with SEND achieve well and in line with their peers.

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Reasonable progress

Learners produce work which is of high quality and in line with the standards required for the level of their studies. For example, those on the web development course create high-quality websites that relate well to the industry in which they intend to work, such as for catering firms or music festival organisers. The high quality of the work produced by learners increases their prospects of securing their chosen employment or next steps options. Monitoring visit: Le Wagon UK Limited, 30 and 31 October 2024

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Insufficient progress

Leaders have introduced effective processes for reporting a safeguarding concern and they have communicated these well to staff and learners. When a safeguarding concern is raised, leaders take actions swiftly and appropriately. Learners feel safe and trust that staff will take necessary actions if a concern is raised.

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Insufficient progress

Leaders have not fully complied with their obligations under the ‘Prevent’ duty. While there is a ‘Prevent’ risk assessment in place and permanent staff have completed relevant training, other staff in direct contact with learners, such as teaching staff on temporary contracts, have not completed any ‘Prevent’ training. Leaders have not included raising the awareness of risks associated with radicalisation and extremist views in the curriculum and therefore learners’ knowledge of these topics is very limited. Monitoring visit: Le Wagon UK Limited, 30 and 31 October 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

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Insufficient progress

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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Insufficient progress

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Insufficient progress

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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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