London School of Science and Technology (LSST)

London School of Science and Technology (LSST) Monitoring visit report

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Name of lead inspector: Daniel Beale, Ofsted Inspector

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Type of provider: Independent learning provider

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Address:

London School of Science and Technology Memo House London W3 0XA Monitoring visit: London School of Science and Technology (LSST), 5 and 6 February 2025

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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

London School of Science and Technology is an independent learning provider based in the London Borough of Ealing. It provides Skills Bootcamps to train and upskill learners in management and finance. At the time of the monitoring visit, there were 67 adult learners completing their Skills Bootcamp with 19 still in the training phase.

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Significant Progress

Leaders have a strong rationale for their Skills Bootcamp provision. They work very effectively with stakeholders to ensure training meets both learners’ and employers’ needs. For example, they work closely with the Greater London Authority to understand the local skills gaps in the financial and professional services sector to design purposeful curriculums. Leaders are aware that migrants in the local area are underrepresented in this sector, so they ensure these learners develop the necessary knowledge, skills and behaviours to enhance their future employment opportunities.

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Significant Progress

Leaders enrich their curriculums with bespoke employability sessions very well. They invite specialist organisations, such as banks and the National Careers Service, to provide valuable interview practice for learners. This helps learners to approach future interviews with a good level of confidence. As a result, learners develop a strong awareness of professional work environments, and the expectations employers have.

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Significant Progress

Employers value greatly the skills and behaviours learners acquire during their training, which ensures they are ready to have a positive impact swiftly in the workplace. For example, leaders at a local hotel group appreciate the confidence and resilience learners acquire, which enables them to develop very competent customer service skills. Monitoring visit: London School of Science and Technology (LSST), 5 and 6 February 2025 Leaders and managers monitor the quality of education learners receive effectively. For example, they evaluate teachers’ skills and provide them with valuable feedback. Staff appreciate this feedback, which they use well to develop their practice.

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Significant Progress

Leaders ensure that learners have high-quality, professional resources, which inspire and help them to enjoy their training greatly. For example, learners are proud to study at the provider and value the nurturing classroom environments. As a result, learners build valuable relationships quickly with their peers, and develop their communications skills very successfully.

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Significant progress

Experienced and well qualified staff use their up-to-date sector knowledge to provide high-quality training for learners. Tutors explain key techniques carefully, such as the use of spreadsheets to practise effective bookkeeping. Staff ask questions skilfully to check learners’ understanding. Learners develop good new skills quickly and can articulate with confidence how to apply these to the workplace.

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Significant progress

Staff assess learners’ starting points accurately. Learners complete thorough assessments of their English and mathematics competencies, which staff use thoughtfully to provide tailored support to meet individual learner needs.

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Significant progress

Tutors work very effectively with employer engagement executives to monitor learners’ progress and provide helpful feedback to learners. They carry out frequent assessments of learners’ understanding and intervene promptly if they fall behind. Through scheduled review meetings, they help learners know what they are doing well and what they need to do to improve. Tutors set aspirational targets for learners and work closely with employer engagement executives to ensure they support learners well to meet these targets. For example, learners value greatly the continuous support they receive to develop their work readiness, which helps them to feel positive about their future employment prospects.

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Significant progress

Tutors plan learning effectively to ensure learners develop their English, mathematics and digital skills successfully. For example, they provide additional guidance to learners on how to use software confidently, and help learners very successfully with their use of spoken English. Consequently, learners are overwhelmingly positive about the substantial new knowledge and skills they develop and recognise the value they can add to the workplace.

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Significant progress

Employer engagement executives enhance learners’ employability skills very well. They provide frequent and bespoke sessions, which help individual learners develop Monitoring visit: London School of Science and Technology (LSST), 5 and 6 February 2025 the essential skills employers are looking for. For example, they learn how to write good CVs and how to create a strong network of professionals within their sector.

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Reasonable progress

Leaders have created a positive safeguarding culture. The designated safeguarding lead and safeguarding team complete comprehensive training to make sure they have the skills and experience to carry out their roles effectively.

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Reasonable progress

Leaders provide learners with useful training on safeguarding. For example, learners complete helpful training on the dangers of radicalisation and extremism and learn about local risks, which they recall well. Staff record safeguarding concerns clearly and involve external agencies when required. Leaders make sure that staff they recruit are safe to work with their learners.

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Reasonable progress

While leaders and tutors identify vulnerable adults at the start of their training, they recognise that they do not have clear systems in place to monitor these learners carefully during their training. Monitoring visit: London School of Science and Technology (LSST), 5 and 6 February 2025 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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Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Reasonable progress

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Reasonable progress

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Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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