Jancett Childcare & Jace Training Limited

Further education and skills inspection report

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Inspection of Jancett Childcare & Jace Training Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

Jancett Childcare & Jace Training Limited is an independent learning provider operating under the name Jace Training. Its main office is in the London Borough of Sutton. Jace Training teaches courses for 16- to 18-year-olds, adults and apprentices.

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Information about this provider

Courses for young learners are taught in person and offered directly by Jace Training or one of its three subcontractors across five different locations in Surrey and Kent. At the time of inspection, there were around 230 16- to 18-year-olds in learning, the majority studying levels 2 and 3 sport courses. There were around 20 young learners on level 1 childcare and fewer than 10 on employability and media production courses. Courses for adults form a small part of the provision, with around 35 adults studying mainly the level 3 childcare course taught online.

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Information about this provider

At the time of inspection, there were 230 apprentices. More than half study level 3 surveying technician, around 80 are on levels 2 and 3 childcare and fewer than 10 apprentices are on business administrator and teaching assistant apprenticeships. 9 to 12 December 2024

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

Learners and apprentices receive a warm welcome from staff whether they learn online or in person at one of the several training centres. Staff provide learners and apprentices with the support they need to overcome any barriers they face to learning and succeed on their course. Staff care about learners’ and apprentices’ welfare and well-being. Learners and apprentices feel safe wherever they learn and know who to contact if they have any concerns.

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

Learners and apprentices benefit from learning in calm and purposeful environments. They engage enthusiastically with their tutors and their peers in discussions and class activities. Learners are polite and courteous and treat each other respectfully. In lessons, learners listen to each other and wait for their turn to speak. In communal spaces, learners take an interest in each other’s lives and make new friends. They enjoy their learning and are highly motivated and keen to make progress in their studies.

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

Learners and apprentices receive effective advice and guidance that helps them to decide their next steps once they complete their course or apprenticeship. Young learners benefit from career days with external speakers from various sectors. This helps them understand their options, such as taking up an apprenticeship or going to university. A high proportion of learners and apprentices progress on to further education or employment.

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

As learners and apprentices progress through their course, they develop new knowledge and skills effectively and grow in confidence. For example, through coaching others, young sports learners develop the ability to speak to their peers in public with authority. As they learn new knowledge and skills, surveying apprentices grow in confidence quickly, take on new tasks at their employers and work with increasing independence.

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

Young learners, many of whom face significant barriers to learning, receive very effective support from staff. Staff provide free breakfasts, and young learners receive extensive ongoing one-to-one support outside classes. Staff act as mentors and are good role models. Young learners feel cared for and part of a community.

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

Adult learners benefit from vocational courses where they gain the qualifications and skills, such as in childcare, they need to achieve their career goals. During their training, adult learners develop the personal, social and employability skills that prepare them well for their future job roles.

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better?

Leaders, managers and tutors have high expectations for young learners. They plan an ambitious curriculum so learners develop their academic knowledge in addition to their personal and social skills. Staff recognise the challenges that learners face. Many sports learners come from diverse backgrounds and often begin their 9 to 12 December 2024

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programmes with negative experiences of education. Staff carefully plan ways to mitigate these challenges and offer learners a new chance to succeed.

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Leaders and managers design well-structured curriculums. Sports learners study the theoretical principles of coaching before they put what they know into practice on the football pitch. Managers adapt the curriculum effectively in response to the needs of learners. In the surveying technician apprenticeship, managers introduced mathematics early in the course so that apprentices achieved their qualifications in this subject in good time to achieve their overall apprenticeship. Learners and apprentices develop their knowledge and skills incrementally over time.

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Tutors use a range of teaching strategies effectively. They use presentations, discussions, clear explanations and demonstrations well to teach various concepts. For example, year 1 sports learners gain a good knowledge of how to complete a strength, weaknesses, opportunities and threats (SWOT) analysis through group presentations and know how a SWOT analysis can be applied to job interviews.

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Tutors assess learners’ knowledge and skills effectively through a wide range of assessment methods. They vary the assessments they use very well to suit the subject and learners. In functional skills English, tutors use probing questions very well to ensure that learners understand punctuation rules such as when to use capital letters. In sports, tutors make good use of mock interviews and provide feedback on areas such as posture, body language and eye contact.

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Staff do not always provide effective feedback to learners and apprentices on their work. Where they do, this helps learners to improve. For example, in level 1 childcare, tutors highlight when learners do not identify correct fire procedures in the health and safety assignment. Learners resubmit work that accurately describes the evacuation procedures to follow in case of a fire. However, sports tutors do not consistently correct English errors. In these instances, learners repeat similar mistakes in their written work.

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Staff accurately assess apprentices’ knowledge and skills at the start of their courses. On the level 4 business administrator apprenticeship, staff ensure applicants are in the right job roles and provide a choice of units to ensure their training is adapted to their needs and job roles. As a result, learners are recruited to the right apprenticeships to suit their needs and interests.

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Apprentices are taught online effectively by vocational experts who use a good variety of teaching strategies that make lessons interesting and enjoyable. Tutors skilfully link theoretical knowledge with industry practice. They use videos, break-out rooms, interactive whiteboards, online chat and group discussions well to make learning interesting and engaging.

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Learners and apprentices benefit from a curriculum that extends beyond their course or apprenticeship. They learn about important issues affecting their lives and have opportunities to develop their interests. Apprentices have access to a range of useful online resources to support their broader development on topics such as diversity 9 to 12 December 2024

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and inclusion, mindfulness, coaching and presentation skills. Young learners have access to and participate well in a range of enrichment activities that enable them to develop their talents and interests, such as board games, table tennis and football matches. Adult learners have opportunities to work with local charities to impact their communities positively. Learners take part in food bank collections during the Christmas period and volunteer in shelters for homeless people.

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Staff provide appropriate support for learners and apprentices with special educational needs and/or disabilities (SEND). Staff provide fidget toys to sports learners who find it hard to concentrate. Where appropriate, learners with SEND receive resources in advance of teaching a new topic. Apprenticeship tutors support those with autism effectively. As a result, learners and apprentices with SEND achieve their qualifications in line with their peers.

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Leaders recognise that one of the main reasons for the lower achievement of young people is that many do not achieve their functional skills mathematics and English qualifications. Leaders have introduced a range of actions to improve the outcomes in these subjects. For example, they have trained staff to embed mathematics and English in their vocational subjects. Learners now receive individual support, and recordings of lessons are available for learners to access if they miss lessons. These actions are beginning to have a positive impact on the proportion of young learners who pass their English and mathematics examinations.

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Board members provide effective oversight and scrutiny of the provision. Managers provide board members with useful performance information. Consequently, they are aware of the strengths and weaknesses of the provision. They provide effective support and challenge to managers.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Give learners and apprentices on all programmes and apprenticeships effective feedback on their work so they are clear on what they have done well and how their work can be further improved.  Continue to implement measures to improve achievement rates for young learners, especially on English and mathematics qualifications. 9 to 12 December 2024

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Provider details

Address Old Town Hall Woodcote Road Wallington Surrey SM6 0NB

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Provider details

Principal, CEO or equivalent Tracy-Ann Pritchard-Drummond

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 27 to 30 November 2018

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Provider details

Main subcontractors Carshalton Athletic Football Club Peer Productions Sports Connect 9 to 12 December 2024

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Information about this inspection

The inspection team was assisted by the Jace 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

Ramin Narimani, lead inspector His Majesty’s Inspector Errol Ince Ofsted Inspector Jon Bowman His Majesty’s Inspector Ian Goodwin Ofsted Inspector Paul Addis Ofsted Inspector Andrea McMahon His Majesty’s Inspector 9 to 12 December 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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