London Vesta College Limited

Further education and skills inspection report

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Inspection of London Vesta College Limited

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Inspection dates: 30 July to 1 August 2025

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Overall effectiveness Good

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

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Information about this provider

London Vesta College Limited is a small training provider based in Whitechapel, East London. It delivers level 3 and 4 apprenticeships and Skills Bootcamps to those seeking careers in digital and information communication technology (ICT) professions.

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Information about this provider

At the time of the inspection, there were fewer than five apprentices in learning. There have been 15 adult learners on Skills Bootcamps who have completed their studies within the last 6 months. 30 July to 1 August 2025

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

Learners and apprentices enjoy their learning and demonstrate positive attitudes. While most learners attend their lessons well, their punctuality is too variable. Staff provide good support to help learners and apprentices get back on track if they miss any teaching.

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

Learners and apprentices value the good-quality teaching and support they receive from tutors, who are digital technology experts. They enjoy the practical tasks that tutors set for them in lessons. Tasks are based on realistic scenarios that they apply in the workplace, such as writing code to automate the deployment of operating systems.

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

Learners and apprentices make good progress. They develop substantial new knowledge, skills and behaviours. Apprentices apply their learning well in the workplace. Staff prepare learners and apprentices well for their formal assessments and nearly all achieve merit or distinction grades.

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

Learners and apprentices learn in calm online learning environments and feel safe. Staff share helpful information on how to report any concerns they may have. They frequently discuss how to stay safe when learning online and working in remote digital environments. Most learners and apprentices have sound knowledge of the risks associated with radicalisation and extremism.

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better?

Leaders have developed a well-considered curriculum for Skills Bootcamps and apprenticeship. The curriculums focus on the development of digital and ICT skills for adult learners and apprentices, where there are recognised skills gaps. For example, they teach adult learners without digital technology backgrounds, or who have limited digital skills, up-to-date industry standard skills that they need to work in entry level support roles for information technology systems and digital marketing.

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better?

Tutors teach each curriculum in a logical sequence. This allows learners and apprentices to acquire new knowledge and skills quickly that they can then apply in practice. For example, learners on cyber security Skills Bootcamps first learn about different security systems. They then apply this knowledge in practical sessions to set up security requirements specific to different technology environments. They gain secure knowledge and develop a good range of skills.

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better?

Tutors use a range of effective teaching methods to enable learners and apprentices to develop their knowledge and skills. They introduce different topics through effective presentations and explain new concepts in a clear way supported by the use of work-based examples. They further reinforce this by setting good practical tasks so learners and apprentices can apply the theory in different contexts. For example, tutors teach learners how to create different types of digital marketing 30 July to 1 August 2025

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content. Learners then complete practical tasks creating content, such as digital adverts, video, podcasts, and written content.

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Leaders provide good opportunities for learners and apprentices to study additional formally recognised industry accredited qualifications. These include analytics, ICT systems and principles, cloud platform components and system diagnostics. However, leaders do not provide a sufficient range of opportunities for learners and apprentices to explore their wider interests and talents.

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Staff provide detailed careers information, advice and guidance that helps learners and apprentices well for their next steps and helps them progress in their careers in the digital and ICT industry. Most learners and apprentices move on to positive next steps. For example, Skills Bootcamp learners move to an apprenticeship and/or employment after the course. Most apprentices move into more senior roles on completion of their apprenticeship.

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Leaders know the small number of learners and apprentices well and have a good understanding of the provision. In progress reviews, staff set apprentices targets that relate to the knowledge, skills and behaviours they need to develop. However, they do not record well enough the progress apprentices make in meeting those targets, and do not give helpful enough information on how apprentices can further improve their work.

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Board members have a suitable range of skills and expertise, including in the digital sector and in further education and skills. They use their skills and expertise well to hold leaders to account for their decisions. Leaders provide a range of insightful information to board members, which enables them to have good oversight about the quality of the provision. They provide effective guidance and support to leaders in areas, such as strategic planning.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Record the progress apprentices make in meeting their targets and give them the information they need to improve their work.

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What does the provider need to do to improve?

 Provide a range of opportunities for learners and apprentices to develop their talents and interests beyond the curriculum. 30 July to 1 August 2025

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Provider details

Address Montefiore Centre Hanbury Street London E1 5HZ

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Provider details

Principal, CEO or equivalent Dr Nathan Vela

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 26 to 28 February 2020

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Provider details

Main subcontractors None 30 July to 1 August 2025

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Information about this inspection

The inspection team was assisted by the director for education, 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

Joanna Walters, lead inspector His Majesty’s Inspector Saher Nijabat His Majesty’s Inspector Rebecca Jennings His Majesty’s Inspector 30 July to 1 August 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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