Bock Consultancy & Personnel Development

Limited

Address: Unit 4, CR0 9UG Unique reference number (URN): 1237102

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders have created a welcoming, inclusive culture. Learners receive support to develop academically, professionally and personally so they can achieve their goals. The curriculum is planned to meet the needs of adult learners who balance work and family responsibilities. Online learning offers flexibility, allowing learners to plan study time around weekly commitments.

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Inclusion Expected standard

Learners’ needs are assessed carefully from the start and throughout the course. Leaders use interviews and assessments to identify support needs early in the training.

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Inclusion Expected standard

Leaders take effective steps to reduce barriers to learning. They agree on individual plans with learners such as providing assistive tools, for example speech-to-text software, and extra one-to-one sessions. Leaders review support regularly to ensure it is effective and make suitable adjustments when needed.

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Inclusion Expected standard

Leaders and assessors track the progress of learners closely. They use effective systems to monitor progress and to make adjustments to the support provided to help learners succeed. Consequently, most learners, including those who face barriers to learning, make at least expected progress.

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Inclusion Expected standard

Leaders ensure that teachers and assessors receive the training they need to identify, provide and adapt the support they provide to learners.

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Leadership and governance Expected standard

Since the previous inspection, leaders have faced significant challenges, including relocating premises and managing changes in funding that have impacted the courses offered. Throughout these challenges, leaders have shown resilience and continued to implement their vision to help learners make progress in their careers. They have prioritised the needs of learners and the stakeholders they serve.

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Leadership and governance Expected standard

Leaders and governors understand most of their strengths and areas for development. They use a range of quality assurance processes to monitor and improve learners’ experiences. For example, they visit lessons, analyse data and review feedback from stakeholders and learners to drive continuous improvement.

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Leadership and governance Expected standard

Governors provide positive support and effective challenge to leaders. Their experience in education, safeguarding and healthcare helps shape the strategic decisions about the courses offered and the resources and facilities provided for training. Governors contribute effectively to the self-assessment process and closely monitor the progress that leaders make against their improvement plan.

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Leadership and governance Expected standard

Leaders provide staff with appropriate, targeted professional development. They use their evaluations of teaching to identify staff training needs. For example, they provide training on improving assessment activities and feedback to better identify strengths and areas for improvement. Leaders ensure teachers maintain industry expertise by working in the sector, keeping gas safety registration current and completing external training.

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Leadership and governance Expected standard

Leaders monitor staff workload and wellbeing closely, adapting work patterns to keep them manageable. Staff feel motivated, take pride in their work, and enjoy a positive, supportive environment.

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Achievement Expected standard

Leaders and tutors give learners effective support to enable them to achieve their personal goals. Most learners aim to progress in their careers and in education. Learners on the access to nursing course develop their person-centred practice, and most progress to university.

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Achievement Expected standard

Achievement rates have improved over the previous 2 years and are high in nursing. However, in gas engineering, rates are low. Leaders have identified the reasons behind this and have taken appropriate action to make improvements. Most current gas engineering learners make sustained progress. They have gained the skills and knowledge that they need to become gas engineers. For example, they can complete gas safety tests correctly and understand important health and safety information.

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Achievement Expected standard

Learners produce well-presented work. Their assignments and assessments show how they have consolidated their knowledge. Learners who speak English as an additional language improve their writing and communication skills.

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Curriculum and teaching Expected standard

Leaders provide an adult learning curriculum that aligns well with sector-specific skills in health and gas engineering. Leaders design the curriculum logically. In nursing, the curriculum is well designed, beginning with essential study and communication skills. In gas engineering, leaders ensure that there is sufficient time given for assessment and practising practical skills.

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Curriculum and teaching Expected standard

Teaching is mostly effective. Tutors are suitably qualified and bring substantial industry experience. They use a range of suitable strategies to help learners remember their learning. In gas engineering, tutors make sure learners are quickly familiar with the technical vocabulary they need. They frequently recap previously learned topics such as health and safety and the importance of safety in the sector.

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Curriculum and teaching Expected standard

Assessment is frequent and purposeful. Leaders complete suitable initial assessments to ensure that learners are on the right course and to identify additional needs. Tutors use assessment to check knowledge and understanding, providing helpful feedback after practical tasks and mock tests. In nursing, tutors use questioning and presentations frequently to test learners’ recall. However, in a few online sessions, tutors do not check learners’ understanding thoroughly enough when learners struggle with complex concepts.

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Curriculum and teaching Expected standard

Learners enjoy their learning. Those with barriers to their learning and/or vulnerabilities appreciate the extra support leaders offer them. This includes extra time for their assignments. In nursing, personalised support helps learners manage their studies effectively. Learners value the flexibility of online learning and the timely support that they receive. They enjoy their studies and appreciate tutors’ patience and willingness to repeat explanations.

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Participation and development Expected standard

Leaders make sure that learners receive effective careers advice and guidance. Tutors support gas engineering learners to put together CVs and inform them about the different pathways they can take after completing the course. Access to nursing learners receive effective support to help them gain a university place.

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Participation and development Expected standard

Leaders have high expectations about learners’ attendance. They promote the importance of high attendance to learners and the risks to them if they do not attend. Leaders put in place suitable arrangements for learners to catch up on their studies if they fall behind. Generally, learners attend well and are punctual. However, in a few instances, attendance and punctuality are not good enough, and tutors do not consistently address these issues.

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Participation and development Expected standard

Leaders emphasise the importance of treating people with respect, and this is reflected in how learners interact with each other and tutors. Tutors teach learners about a range of relevant topics such as safeguarding, staying safe online and the dangers of radicalisation and extremism. Learners know how to keep themselves safe and how fundamental British values apply in their industry. For example, access to nursing learners understand the importance of respect, honouring patient choices and treating people with dignity.

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What it's like to be a learner and/or an apprentice at this provider

Learners enjoy studying at Bock, where they learn in a positive and welcoming learning environment. They feel a keen sense of belonging and greatly appreciate the support that they receive from their tutors in and out of lessons.

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What it's like to be a learner and/or an apprentice at this provider

Learners grow in confidence during their studies as they develop their knowledge and skills. Most achieve their personal learning goals. Learners become more independent as they put into practice the study skills they learn in order to complete their own research. Gas engineering learners improve their skills. For example, they complete tightness testing and solder gas pipes competently. However, a small number of learners are behind with their coursework.

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What it's like to be a learner and/or an apprentice at this provider

Learners who learn online value the flexibility that this provides. This approach helps learners continue to work, earn money and support their families at the same time as improving their long-term prospects.

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What it's like to be a learner and/or an apprentice at this provider

Learners receive suitable support that meets their wider personal development needs. For example, nursing learners complete presentations and debate a range of topics such as healthy eating and the advantages and disadvantages of social media.

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Next steps

• Leaders should further strengthen professional learning to deepen staff expertise when teaching online. • Leaders should take action to improve further overall achievement rates, particularly for gas engineering. • Leaders should further improve their approach to ensuring all learners attend well and on time.

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Team inspectors:

Jon Bowman, His Majesty's Inspector Jane Hughes, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the director and centre manager during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Bock Consultancy and Personnel Development Limited (Bock) is a small independent learning provider based in South London.

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About this inspection

Bock provides training to adults who wish to further their education and then progress to higher education or employment. Learners fund their training through advanced learner loans. Teaching takes place online and face to face.

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About this inspection

At the time of the inspection, there were 15 learners on level 3 diploma courses. Of these, 10 were studying a gas engineering diploma and less than 5 were studying either an access to nursing diploma or early years educator diploma.

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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