L.I.T.S. Limited

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Requires improvement Overall effectiveness at previous inspection Good

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Information about this provider

L.I.T.S. Limited is an independent training provider that was established in 1981. Its main site is in the London Borough of Bromley. At the time of the inspection, there were 123 apprentices on the level 3 lift and escalator electromechanic and 15 apprentices on the level 3 maintenance and operations engineering technician apprenticeships.

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Information about this provider

Around two thirds of apprentices are adults, the remainder are aged between 16 and 18. Five subcontractors teach the off-the-job training element of the apprenticeships. 20 to 22 May 2025

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

Apprentices develop new knowledge, skills and behaviours well while completing their apprenticeship. For example, those on the lift and escalator electromechanic standard have a thorough understanding of engineering principles, components of a lift system and how to follow servicing procedures safely. Apprentices also develop skills such as problem-solving and effective communication. Apprentices apply their learning at work competently and make positive contributions to their company.

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

Too many apprentices on the lift and escalator electromechanic standard do not complete their apprenticeship. Many leave their courses when they complete the national vocational qualification (NVQ) element of their apprenticeship and do not sit their final apprenticeship assessments. This contributes to the low achievement rates at the provider.

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

Apprentices demonstrate confidence, independence and professionalism in their jobs. They lead tasks under supervision, which helps them to build their self- assurance and to develop their decision-making skills. Apprentices learn to work in different and sometimes challenging environments. They understand the demands of their role and adapt to new environments well. They interact with team members, managers and members of the public professionally.

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

Apprentices are polite, respectful and motivated. Those who stay on their courses take clear ownership of their learning, reflect on their performance actively, and seek opportunities to develop their skills. They speak with confidence and pride about their learning journey and demonstrate maturity in their roles.

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

Apprentices feel safe when in training, know how to report a concern and trust staff will take suitable action if concerns are raised.

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better?

Leaders have faced challenges in ensuring that apprentices complete their apprenticeship once they have achieved the NVQ component. Until recently, too many employers were satisfied for their apprentices not to complete their end-point assessments, as these were not a part of their professional competency. Leaders have been instrumental in working with the awarding organisation, sector bodies, employers and relevant higher education institutions to bring about changes to the apprenticeship standard and increase the number of apprentices who complete their apprenticeship.

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better?

As the apprenticeships have evolved, leaders are very aware of the need to reform aspects of the curriculum, such as the quality and relevance of the off-the-job training. Leaders are very well-sighted on what needs to improve and have effective strategies in place. Leaders have worked closely and positively with their subcontractors and the relevant industry association to improve the content, training resources and quality of the off-the-job training. Leaders are adapting new methods 20 to 22 May 2025

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of teaching with more opportunities for apprentices to interact with their teachers and receive support. It is too early to see the impact of their work.

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Teachers who teach the off-the-job training for the lift and escalator electromechanic apprenticeship do not plan their sessions effectively. They do not ensure that apprentices have learned a topic before moving to the next. Teachers, who are experts in their fields, often teach too much content in a short space of time and apprentices do not have the opportunity to consolidate their knowledge.

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Assessors do not consistently provide apprentices with feedback that helps them to improve. On practical tasks, assessors make good use of verbal questioning and direct observation to assess apprentices’ understanding. Assessors provide helpful feedback about the skills that apprentices need to develop. However, assessors’ feedback on apprentices’ written work is often very limited and does not help apprentices to understand what they need to do to improve.

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Apprentices produce work at the standard expected for their level of study. They use the correct technical terminology and show a thorough understanding of how to identify a fault in a lift and the safety measures that need to be in place when they carry out fault-finding activities. Most apprentices who complete their qualifications move into employment.

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In a few instances, assessors do not prepare apprentices well for their final assessments. In these cases, while apprentices are aware of the various components of their final assessment, they do not have a good understanding of how to prepare for these tests or how to achieve a distinction grade.

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Leaders and managers provide effective support for apprentices with special educational needs and/or disabilities (SEND). These apprentices receive the support they need to help them to overcome their barriers to learning. For example, those with dyslexia have access to digital documents, which helps them to correct English errors in written work. Apprentices with SEND value the support they receive and make progress in line with their peers.

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Managers and assessors provide apprentices with useful information about the career and education choices available to them at the end of their courses. Assessors use their industry expertise to support apprentices with their career plans. Apprentices know that the skills that they have developed can help them to secure jobs in a wide range of construction and engineering industries. Apprentices on the lift and escalator electromechanic standard are aware that they can become a service engineer, a repair engineer, or can continue their studies towards a level 4 qualification and become a lift technician.

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Apprentices greatly value the support that they receive from assessors with their well-being. Assessors help apprentices to understand a wide range of topics, such as what constitutes sexual harassment, online safety, the dangers of radicalisation and extremist views, and knife crime. Assessors include these topics in their training and 20 to 22 May 2025

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apprentices complete related worksheets, which help apprentices to understand these topics better and how they relate to them.

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Leaders and managers have created inclusive, respectful and collaborative learning environments. Apprentices describe a positive working environment where teamwork and mutual respect are promoted. Staff and supervisors model the behaviours that they expect and create conditions that allow apprentices to grow in confidence and responsibility.

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Leaders and managers provide staff with a wide range of useful professional development opportunities. Assessors keep up to date with developments in the lift industry sector, attend training on how to support learners with SEND and become familiar with changes in the apprenticeship standards. These professional development activities make staff more effective in their job.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve achievement rates for the lift and escalator electromechanic apprenticeship.  Plan and teach the off-the-job element of the apprenticeships effectively.  Give apprentices developmental feedback on their written work so they are clear about what they have done well and how their work can be improved.  Provide apprentices with information about their final apprenticeship assessments so they are well prepared for these tests and know how to achieve distinction grade. 20 to 22 May 2025

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 21 to 23 October 2015

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Main subcontractors

Harlow College IPS International Lift and Escalator Industry Association University of Northampton Semester Learning and Development Ltd 20 to 22 May 2025

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Information about this inspection

The inspection team was assisted by the quality manager, 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 Penny Fawcus His Majesty’s Inspector Ian Goodwin Ofsted Inspector Mark Care His Majesty’s Inspector 20 to 22 May 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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