London Academy for Applied Technology Ltd

Further education and skills inspection report

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Inspection of London Academy for Applied Technology Ltd

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Apprenticeships Inadequate Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

London Academy for Applied Technology (LAAT) is an independent learning provider in Tower Hamlets, on the edge of the City of London. LAAT began training apprentices in March 2022. The provider teaches apprentices across England.

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Information about this provider

At the time of the inspection, there were 119 apprentices studying apprenticeships. Of these, 57 were studying level 2 commis chef, 35 were studying level 2 production chef, 9 were studying level 3 hospitality team member, 8 were studying level 3 chef de partie, 8 apprentices were studying level 3 early years educator and fewer than 5 were studying level 5 lead practitioners in adult care.

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Information about this provider

A new apprenticeship director and a new quality manager were recently appointed. 25 to 27 March 2025

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

Too few apprentices achieve their apprenticeship in the time expected. A high proportion of apprentices have waited several months to be entered for their final assessments. Only recently, newly recruited leaders have arranged for apprentices to take their examinations to achieve the qualifications in English and mathematics they need to complete their final assessments.

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

Most apprentices find their training helpful in improving their knowledge and skills. For example, commis chef apprentices enjoy learning about how to make different types of dough and make sure that they prepare and cook chicken safely. However, too few apprentices on the chef de partie apprenticeship can apply the advanced cooking and preparation methods they learn in training when they are at work.

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

Apprentices feel safe when in training and at work. They have a high regard for their helpful trainers who teach them in the workplace, either in small groups or one to one. Apprentices feel comfortable to talk to trainers about any concerns. During Ramadan, trainers provide useful advice to apprentices about how to manage their sleep and balance their work while fasting.

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

Apprentices have a thorough understanding of British values. Apprentices know the importance of treating people fairly. They follow the legislation about food safety and allergens that apply to their job roles. Apprentices understand the need to attend and be on time at work.

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better?

Too few apprentices achieve their apprenticeship in the time planned. Too few apprentices have completed their final assessment or progressed to their next steps. Of the apprentices who have completed their final assessment, too few gain a distinction grade.

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better?

Leaders have not had effective oversight of the quality of training apprentices receive. They have recently made suitable governance arrangements to help them identify and rectify some of the shortfalls in the quality of training. However, their actions have been too slow and have not had enough positive impact on the quality of apprentices’ training.

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better?

Trainers do not appropriately consider information about what apprentices already know and can do when planning training. Consequently, apprentices are not on an appropriate apprenticeship for their level of prior expertise to gain new knowledge and skills.

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better?

Trainers do not make sure that employers contribute sufficiently to reviews of apprentices’ progress. Trainers and employers do not discuss the improvements apprentices need to make at work, or what skills they need to practise in the 25 to 27 March 2025

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workplace. Trainers’ focus is limited to supporting apprentices in completing assignments.

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Trainers structure the curriculum sensibly. On hospitality apprenticeships, they teach apprentices the professional behaviours expected in front of house roles before more complex information about running the business. In early years, apprentices are taught safeguarding first to ensure that they are workplace ready. They then learn about treating everyone equitably, so that they swiftly develop the behaviours they need when working with children and parents. Trainers teach apprentices useful practical skills. For example, they teach commis chef apprentices to handle and use knives safely and how to prepare cuts of meat for a broad range of dishes.

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Most apprentices make slow progress towards completing their apprenticeship. Apprentices near the end of their chef apprenticeship have very limited evidence in their portfolio to show the advanced preparation and cooking techniques they should have developed. Commis chef apprentices at the end of the course are not clear about what they will need to cook during their final assessments. However, trainers hold useful practice discussions and mock tests for the few apprentices studying early years. Consequently, these apprentices become more confident about their final assessments.

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In too many instances, trainers do not give apprentices high-quality feedback. Trainers make limited comments on which assignment criteria apprentices meet and do not guide them on how to improve their work further. In addition, trainers do not correct errors in apprentices’ written English. The quality of written work for many apprentices is not of an appropriate standard.

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Most apprentices achieve their English and mathematics qualifications although not always in the time expected. Many apprentices need to gain these qualifications as they have not studied in England before. Trainers help apprentices fill the gaps in their knowledge of these subjects and teach English and mathematics effectively.

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Staff identify effectively where apprentices have an additional learning need at the start of the apprenticeship. They put in place appropriate support for the small proportion of apprentices who need it. For example, providing coloured overlays and helping apprentices to develop strategies to help with their reading as well as making additional visits to the workplace to help apprentices who have dyslexia.

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Leaders provide a limited range of additional enrichment activities for apprentices. A small proportion of chef apprentices have been able to take part in an overseas trip to Dubai, which has enabled them to benefit from new social, cultural and cooking experiences. These apprentices value the opportunity they have had and fondly talk about this experience.

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Trainers give apprentices appropriate careers advice and guidance through useful discussions and online resources. However, staff do not advise apprentices on other courses that would enhance their skills. 25 to 27 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Enable apprentices to achieve their apprenticeship in the time planned.  Suitably involve employers in the reviews of apprentices’ progress, so that they help apprentices practise the skills they have learned during training when at work.  Enrol apprentices on an appropriate apprenticeship for their level of prior expertise and the scope of their current job role.  Guide apprentices to complete their written work to a high standard. 25 to 27 March 2025

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Provider details

Address Aldgate Beaufort House 15 St. Botolph Street London EC3A 7BB

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Provider details

Principal, CEO or equivalent Dr Jatin Tekriwal

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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 N/A 25 to 27 March 2025

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Information about this inspection

The inspection team was assisted by the apprenticeship 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

Rebecca Jennings, lead inspector His Majesty’s Inspector Sarah Benson-Smith Ofsted Inspector Emma King Ofsted Inspector Maureen Gilmartin Ofsted Inspector 25 to 27 March 2025

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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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