The JGA Group

Further education and skills inspection report

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Overall effectiveness Outstanding

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

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Information about this provider

The JGA Group is an independent learning provider which was founded in 1991. It provides apprenticeships, education programmes for young people and adult learning programmes in London and the south east of England.

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Information about this provider

At the time of the inspection, there were 474 apprentices across 17 standards from level 3 to level 7. Just under half study level 4 apprenticeships such as policy officer, public relations and communications, and marketing executive. Around 85 apprentices study level 7 apprenticeships in health and care intelligence specialist and systems thinking practitioner. There were around 70 apprentices on level 3 apprenticeships such as bid and proposal coordinator and business administrator, and around 60 apprentices on level 6 marketing manager and service designer apprenticeships. A high proportion of apprentices work in the civil service. Most apprentices are adults.

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Information about this provider

There were 164 adult learners on short courses, mostly in adult care and safety spectator. There were 92 adult learners on the film and television and spectator safety Skills Bootcamp.

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Information about this provider

There were 97 young learners on an employability study programme. The provider receives funding for fewer than five learners with an education, health and care plan, and many learners had special educational needs and/or disabilities (SEND). 15 to 18 July 2025

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

Learners and apprentices are highly motivated and ambitious, and enjoy their learning. This is because tutors and coaches have high expectations of them. Tutors and coaches constantly encourage their learners and apprentices to aim high and to believe they can achieve their goals and overcome their barriers to learning. Learners and apprentices feel safe in highly inclusive learning environments. They have excellent attendance to their sessions and at work.

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

Learners and apprentices who need extra help with their learning receive outstanding support. Young learners from disadvantaged backgrounds, including those who have experienced bereavement or have been refused education with other establishments, have access to counselling support to help them make positive and informed decisions. Young learners with complex needs benefit from effective specialist support such as speech and language therapists. Learners and apprentices with SEND achieve well and in line with their peers.

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

Apprentices gain substantial knowledge and skills because of the expert way their coaches work with their employers. Coaches plan and align apprentices’ on- and off- the-job training impressively and in collaboration with apprentices’ line managers. Apprentices complete relevant and demanding workplace projects. Level 4 policy officer apprentices use their knowledge about project management and business tools adeptly in their workplace. Level 3 content creator apprentices successfully apply their new skills in animation and scripting to make work videos that explain the technicalities of modern data transmission standards.

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

Adult learners, most of whom are unemployed, gain valuable technical skills to help them prepare for work. Their tutors teach them with kindness and patience. On the film and television Skills Bootcamp, learners know how to plan and budget for a film production, how to source the right sound and how to adhere to copyright regulations. Learners on adult care courses understand the importance of client confidentiality in the workplace and how to treat clients with dignity and respect. A high proportion of adult learners gain employment because of their training.

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

Learners and apprentices benefit from an extensive range of high-quality additional resources to broaden their skills and knowledge. These include a well-resourced online learning zone. Many learners and apprentices make use of resources to help with their mental health and well-being as well as tips and techniques to help them study. They view professional webinars by guest speakers and a range of careers information. As a result, they widen their knowledge and clearly understand the career opportunities available to them and how to progress to their next steps.

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better?

Leaders and managers have designed and implemented a highly relevant curriculum. They have a comprehensive understanding of the needs of employers, learners, apprentices and other stakeholders. They listen carefully to the views of 15 to 18 July 2025

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stakeholders and take swift and effective decisions to adapt the curriculum. For example, at the request of stakeholders, they quickly put in place an ambitious employability course in Kent for younger learners, many of whom had significant barriers to learning. The JGA Group is excellent at meeting the specific needs of large employers through niche apprenticeships. Employers are highly appreciative of this and very positive about the support that they receive from staff at the provider.

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Leaders plan the adult learning curriculum very well to meet the skills shortages in the creative industry and in the security and health and social care sectors. They successfully focus on widening participation for adults from underrepresented groups and those who are unemployed. The Skills Bootcamp courses equip learners with substantial knowledge to help them apply for and gain employment. Leaders expose learners to prestigious employers in the creative and security sectors. This gives learners excellent insights into the industry.

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Leaders and staff plan very carefully the content of their curriculum. They consider the best ways to help learners and apprentices build their knowledge and skills in complexity and over time. For example, policy officer apprentices learn about the policy development cycle, concepts of input, outcomes and impact and the need for critical thinking early in their apprenticeship. They then use this knowledge as they learn about ethics and devolution and to plan their workplace projects.

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Tutors and coaches have substantial subject knowledge and experience. They use this expertly to teach and support learners and apprentices. They make learning interesting, interactive and highly relevant. They maintain learners’ and apprentices’ attention successfully. Tutors are adept at introducing new and complex topics and technical language. As a result, learners and apprentices secure and recall their knowledge accurately and with fluency.

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Tutors and coaches use the assessment of what learners and apprentices know and can do very well to ensure they teach challenging content. They use questioning skilfully to probe learners and apprentices to think deeper. They use the outcomes of assessment very well to set meaningful, clear and detailed targets in learners’ and apprentices’ action plans and progress reviews.

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Learners and apprentices produce work of a consistently high standard. They know how to present and structure their work to gain high marks and strive for distinctions in their final assessments. In practical sessions, for example, on the film and television Skills Bootcamp, learners produce outstanding production work in music and film, which they proudly show at festivals.

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A high proportion of learners and apprentices achieve their qualifications and final assessments. Achievement rates are high in a range of apprenticeships. Where achievement rates are lower, for example in the policy officer apprenticeship, this is because apprentices gain promotion during their training. A high proportion of apprentices gain a distinction in their final assessments. Adult learners achieve very well and younger learners succeed in achieving their main qualification. Most 15 to 18 July 2025

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learners and apprentices move into further education, employment or take on additional responsibilities at work.

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Tutors and coaches give learners and apprentices excellent support to develop their professional skills and behaviours. Apprentices develop their communication, leadership and presentation skills. They are confident to pitch their ideas to their employers. Tutors ensure younger learners benefit from work-related activity such as work experience to help them improve their confidence and resilience. Most learners and apprentices improve their digital skills, particularly in their use and understanding of artificial intelligence.

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Leaders, managers and staff successfully and explicitly promote fundamental British values to learners and apprentices. Learners and apprentices understand well the importance of these values and how they impact on their behaviour. For example, adult learners on the safety spectator course understand the importance of respect in relation to customers’ differences at football matches and why it is important to provide gender neutral toilets.

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Leaders offer staff a comprehensive range of professional development opportunities, including for those who work freelance. Staff access training through accredited courses, guest speakers, sector specific events and peer and one-to-one support when needed. Leaders and managers focus on the development of teaching skills which leads to high-quality teaching and learning.

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Leaders carefully consider the well-being and workload of their staff. Staff have access to a wide range of support through the staff portal. They appreciate this support and the autonomy that leaders give them to do their jobs. Staff share leaders’ high aspirations for learners and apprentices. They are proud to work at the JGA Group and of their learners’ and apprentices’ achievements.

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Leaders and managers are sufficiently self-critical and use their quality assurance activities well to understand the strengths and weaknesses of their provision. They have established an effective academic governing board to support and challenge them. External board members have extensive experience in further education. They work closely with leaders to ensure that learners and apprentices enjoy an outstanding experience.

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Safeguarding

The arrangements for safeguarding are effective. 15 to 18 July 2025

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Address

Unit 201 2nd Floor Metroline House 118-122 College Road Harrow Middlesex HA1 1BQ

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Address

Principal, CEO or equivalent Richard Goodwin

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Address

Provider type Independent learning provider

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Address

Date of previous inspection 7 to 10 December 2015

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Address

Main subcontractors n/a 15 to 18 July 2025

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Information about this inspection

The inspection team was assisted by the director of quality and performance, 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

Jane Hughes, lead inspector His Majesty’s Inspector Rebecca Jennings His Majesty’s Inspector Andrea McMahon His Majesty’s Inspector Julie Baxter Ofsted Inspector Akhil Amlani Ofsted Inspector Sam Hanmer Ofsted Inspector Paul Manning His Majesty’s Inspector 15 to 18 July 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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