Sutton and District Training Limited

Sutton and District Training Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Montserrat Pérez-Parent, His Majesty’s Inspector

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Inspection dates: 27 and 28 November 2024

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Type of provider: Independent learning provider

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Address:

Lawn View Grove Park Carshalton High Street Carshalton London SM5 3BB Monitoring visit: Sutton and District Training Limited, 27 and 28 November 2024

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Context and focus of visit

Sutton and District Training Limited was inspected in October 2023. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Leaders took the decision to stop offering apprenticeships at the end of the 2023/2024 academic year. At the time of the monitoring visit, staff were continuing to train and support 29 apprentices. Leaders no longer work with any subcontractors.

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Significant progress

After the previous inspection, leaders swiftly developed a more comprehensive training programme for staff. Leaders introduced a three-month induction period, during which they support newly recruited staff very effectively to develop the skills and knowledge they need for their roles. Leaders tailor this training to build on employees’ existing knowledge and experience of working with learners with SEND.

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Significant progress

Leaders and managers train staff very well to improve weaker areas of their practice, identified through frequent observations of their teaching. In the last year, leaders have significantly increased the range of specialist SEND training for all staff. This includes mandatory SEND training for all new staff, training in supporting young people with Down’s syndrome and speech and language strategies.

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Significant progress

Tutors are qualified and experienced in their vocational areas. Newly recruited staff have sound knowledge of the subjects they teach. Tutors make effective use of teaching techniques such as interactive quizzes, discussions, demonstrations, and verbal guidance. Tutors give learners constructive feedback on how they can improve their work. For example, creative media tutors guide learners through how to make their 3D moving characters more realistic. Tutors use useful strategies, such as repetition of topics, to help learners understand and remember what they have been taught and gradually build their knowledge and skills.

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Significant progress

Learning support assistants provide learners with SEND with effective support, including by providing clear instructions, helping them to remain on task and reminding them of the positive behaviours they need to show in class. Monitoring visit: Sutton and District Training Limited, 27 and 28 November 2024

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Significant progress

Following the previous inspection, leaders worked quickly and effectively to improve the information they gather and use about what learners know and can do at the start of their study programmes. Leaders redesigned the format, length, and purpose of the transition days that they hold for learners during the summer term to help learners familiarise themselves with staff, the learning environment and those who will be their classmates. They now use these days more effectively to gather detailed information about learners’ skills and gaps in knowledge.

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Significant progress

Staff carefully assess whether learners have the skills and knowledge they need for the subject they want to study. For example, staff gather information on learners’ ability to hold scissors and their understanding of technical terms, such as sectioning, for those who want to study hairdressing. Staff also gather information from parents and carers, and, where appropriate, previous schools and agencies such as youth justice. This helps to ensure that learners study the subjects and levels that suit their knowledge, skills, and ambitions.

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Significant progress

Tutors use the comprehensive information they gather about learners to plan their curriculums effectively. They adapt the length of time they dedicate to each topic, decide how to best group learners in class, and identify the support they will need. Since making these changes, a higher proportion of learners now stay on their course.

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Significant progress

Tutors and learning support assistants use teaching methods that help to meet the diverse support needs of learners. For example, they know which learners benefit from information being broken down into bite-sized chunks, those who need short- term targets or those who need to take frequent breaks. As a result, learners receive highly effective support that keeps them on track with their studies.

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Reasonable progress

Tutors now have a thorough understanding of learners’ existing knowledge of English and mathematics before they start their courses. Tutors use the results of assessments to plan their curriculum and tailor course content to fill the gaps in learners’ knowledge from the start of term. Consequently, learners make better progress than in previous years. Monitoring visit: Sutton and District Training Limited, 27 and 28 November 2024 Leaders and managers have increased the awareness among staff, learners, and their parents of the importance of achieving qualifications in English and mathematics to learners’ next steps. In vocational lessons, tutors use activities to reinforce what learners have studied in their English and mathematics lessons. For example, plumbing learners use what they have learned about length, width and volumes when measuring, cutting, deburring, and fitting together plastic pipes. This

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Reasonable progress

helps them remember and apply these mathematical concepts.

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Reasonable progress

Although the proportion of learners who achieve functional skills English and mathematics qualifications has increased over the last three years, it is still too low. The proportion of learners who achieve GCSE qualifications in English and mathematics is too low. This reflects learners’ poor attendance at lessons and exams in these subjects. Leaders have identified the issues that lead to low achievement, particularly at their Brighton centre, and have taken suitable action to improve attendance. However, it is too early to see the impact of these actions.

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Significant progress

Leaders and managers have made significant changes to make sure that learners who have EHC plans study an individualised curriculum. Staff produce detailed provision maps that outline learners’ EHC plan outcomes and how they will work to achieve them. For example, learners who need to develop their independence take part in weekly cooking, shopping, and travel training sessions. Consequently, learners study a curriculum that is very well suited to their needs and includes a variety of planned opportunities for them to work towards achieving their individual EHC plan outcomes.

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Significant progress

Since the previous inspection, leaders, managers, and tutors have adjusted the structure and content of the courses they offer. Tutors now include learners’ main EHC plan outcomes when they plan the curriculum. In lessons, tutors break down EHC plan outcomes well into small steps for learners. This helps learners to know what they need to do to make progress in, for example, areas such as communication. Consequently, learners are aware of the progress they make in developing their knowledge and skills and are motivated to keep improving.

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Significant progress

Learners take part in meaningful work experience. Their placements either relate to the vocation they study or their future career interests. These include placements in pet shops, tattoo shops, cafés, and hairdressers. Careers staff prepare learners well for their placements with workshops on interview preparation and CV writing. Through their placements, learners practice work-related skills and behaviours, which increases their readiness for work. Monitoring visit: Sutton and District Training Limited, 27 and 28 November 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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Significant 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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Significant 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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