JS Consult Limited

JS Consult Limited

Address: G30b Expressway, 1 Dock Road, London, E16 1AH Unique reference number (URN): 2674156

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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 Needs attention

Leaders have created an inclusive culture where staff know the importance of meeting learners’ and apprentices’ needs.

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Inclusion Needs attention

Leaders know most learners’ and apprentices’ barriers to learning, such as English as an additional language or limited digital skills. In most cases, staff put suitable support in place, including one ‑ to ‑ one digital lessons, which helps learners and apprentices improve.

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Inclusion Needs attention

Leaders identify learners' and apprentices' needs and barriers through self ‑ declaration and tutors’ observations. Leaders recognise the need for more accurate identification of support needs. They are developing systems to better identify the support needs for learners and apprentices.

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Inclusion Needs attention

In most cases, leaders and staff ensure the curriculums are accessible for learners and apprentices with various needs and circumstances. For example, they work with employers to adjust lesson times and shift patterns for apprentices with parental responsibilities or during pregnancy. On adult courses, staff adapt presentation slides for those with visual impairments. However, staff have not received enough training to support learners with identified needs or who have English as a additional language.

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Inclusion Needs attention

Through detailed tracking documents, leaders closely monitor apprentices’ progress, including those with additional needs. This enables leaders to identify most problems promptly so they can take the necessary actions to help apprentices maintain their progress.

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Leadership and governance Needs attention

Leaders know the strengths and areas for development of their curriculums, such as the very low-achievement rates for apprenticeships. However, they have not acted quickly enough to secure rapid improvement. Achievement rates have remained too low for too long.

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Leadership and governance Needs attention

Leaders have expertise in the care sector and a clear curriculum intention of reducing skilled staff shortages. They work well with external stakeholders and support local and regional settings, including care homes and domiciliary care providers, that have labour shortages.

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Leadership and governance Needs attention

Leaders work effectively with apprentices’ employers. They discuss apprentices’ broader developmental needs with employers and offer suitable additional training opportunities aligned with these needs.

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Leadership and governance Needs attention

Those responsible for external scrutiny and support are experienced in adult education and apprenticeships. They are well informed about the provider’s strengths and areas for development. They have a sound understanding of curriculum quality. They provide leaders with effective support and challenge to bring about improvements.

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Leadership and governance Needs attention

Leaders offer staff a range of suitable professional development opportunities. Staff complete training in safeguarding, leadership, and improving their teaching, such as giving effective feedback and setting suitable targets. However, staff have not had sufficient training in supporting learners with special educational needs and/or disabilities or who have English as an additional language.

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Leadership and governance Needs attention

Staff feel well supported by managers. They value the frequent wellbeing and workload checks and the care that leaders show during personal difficulties such as bereavements or health problems. They appreciate that managers listen to their ideas. They feel valued and enjoy working for the provider.

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Achievement Expected standard

Learners produce written work at the expected standard for their course. They use specialist terminology accurately and fluently and reference their work correctly. Employers value the high ‑ quality CVs and application letters that learners produce because of attending specific careers and employability sessions.

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Achievement Expected standard

Most learners remain on their course and complete the various parts of their course in a timely manner.

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Achievement Expected standard

Staff prepare adult learners effectively for their next steps. Learners' visits to employers strengthen their understanding of workplace expectations. Learners understand available career pathways in a range of care settings. Many learners nearing the end of their course, gain interviews for jobs in the care sector.

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Achievement Expected standard

Learners' confidence grows substantially as they gain valuable knowledge, such as understanding patient ‑ centred care. They improve their academic writing and communication skills.

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Achievement Expected standard

Learners improve their digital skills. Tutors provide effective one ‑ to ‑ one support for those new to digital learning so they can use digital platforms confidently.

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Curriculum and teaching Expected standard

Leaders ensure that the Skills Bootcamps curriculum meets important local and regional needs for adult care workers. They have designed the curriculum with employers and community partners to ensure learners develop the skills needed in the care sector. Tutors understand that many learners have been away from education for a long time. They build in plenty of opportunities in lessons for discussion, group work and presentations to help improve their confidence. In careers sessions, learners develop their interview skills and improve their CVs. They feel well prepared for their next steps into employment.

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Curriculum and teaching Expected standard

Tutors, who are current industry practitioners, plan their lessons well and teach effectively. They use relevant care sector scenarios and examples that help learners understand and apply new knowledge. Tutors explain concepts clearly and check learners' understanding before moving on.

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Curriculum and teaching Expected standard

Tutors create a calm, inclusive and respectful learning environment where learners feel safe to participate and learn from their mistakes.

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Curriculum and teaching Expected standard

Tutors use a wide range of suitable assessment methods to check learners' understanding, including frequent quizzes and assessments in lessons and for homework. Tutors use assessment well to help learners recall knowledge and practise their skills.

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Curriculum and teaching Expected standard

Tutors provide learners with clear oral guidance that helps learners understand what they need to do to improve. However, while written feedback confirms if assessment criteria are met, it lacks developmental comments.

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Curriculum and teaching Expected standard

Tutors provide useful individual support, including for those with barriers to learning. They circulate during lessons, give learners targeted help, and offer them additional one ‑ to ‑ one support.

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Participation and development Expected standard

Tutors create inclusive and safe learning spaces where learners have opportunities to express their opinions, work collaboratively, present ideas and ask questions in a non- judgemental environment.

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Participation and development Expected standard

Learners' confidence grows significantly as they progress through their course. Learners gain the confidence to speak on the phone and attend job interviews.

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Participation and development Expected standard

Staff provide learners with suitable careers information and advice. This includes talks from employers and staff members with varied care-related backgrounds. Learners understand career opportunities beyond residential care such as domiciliary care and occupational therapy. Learners are clear about further training such as level 3 apprenticeships and practical care certificates.

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Participation and development Expected standard

Learners are committed to their learning. They are aware of the rules regarding referencing and use of artificial intelligence. Learners work hard in and between lessons, completing reading, research, and online self-directed study. They submit their assignments on time. Learners are keen to improve their work and respond positively to feedback.

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Participation and development Expected standard

Tutors include topics such as the rule of law, the dangers of radicalisation and extremism and personal wellbeing in their lessons. This helps learners understand how these relate to their future roles in adult care.

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Participation and development Expected standard

Apprentices benefit from effective guidance that supports them to make informed decisions about their next steps. They know about the higher-level apprenticeships available to them at the end of their course. They have useful discussions with tutors about moving into management roles in the care sector.

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Participation and development Expected standard

Staff set high expectations for apprentices’ attendance and have effective oversight of this. They report apprentices’ absences to employers promptly and encourage employers to make expectations about attendance clear. When apprentices are unable to attend their lessons staff arrange additional one-to-one support. Apprentices also have access to recorded sessions to help them catch-up.

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Participation and development Expected standard

Apprentices understand how fundamental British values apply in their workplace. They describe confidently the need to treat residents with respect, dignity and privacy through providing them with choices about care and washing preferences.

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Participation and development Expected standard

Apprentices know the significance and importance of using person-centred approaches to client care. For example, where their clients are non-verbal and speak languages other than English, apprentices use other ways to communicate to them such as with body language and facial gestures.

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Participation and development Expected standard

Apprentices feel safe and respected and do not experience any forms of bullying, harassment or discrimination at work and in learning.

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Curriculum and teaching Needs attention

Leaders understand the health and social care sector well and their curriculums are designed to support employers with skills shortages.

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Urgent improvement

Leaders have designed the curriculums logically. Apprentices study key concepts, such as infection control, maintaining a safe environment and correct use of medical equipment early in their studies. Tutors revisit these topics with apprentices frequently. Apprentices are clear about their duties to ensure service users are safe and well cared for.

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Urgent improvement

Tutors work effectively with employers to ensure apprentices benefit from training that matches the needs and aspirations of apprentices. They work closely together to review apprentices’ targets and monitor their progress.

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Urgent improvement

Tutors are knowledgeable and experts in adult care. They use their experience to create lessons with informative slides and activities to teach apprentices. They explain topics clearly and use specialist terms accurately. They use recapping and questioning to help learners consolidate new knowledge. For example, tutors ask apprentices to recall the different types of mental health conditions they discussed previously.

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Urgent improvement

Employers and apprentices do not consistently know the details of apprentices’ final assessments. This means they are not clear on how to prepare for these. Leaders have introduced additional support and guidance to support apprentices for their final assessments, but it is too soon to see the full impact of these actions.

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Urgent improvement

Tutors do not routinely check apprentices’ understanding of key concepts, such as unconscious bias and discrimination. Too often, tutors do not correct apprentices’ pronunciation when they mispronounce words, which means apprentices repeatedly make the same mistakes.

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Achievement Urgent improvement

Achievement rates are too low and have been for the previous 4 years. Too many apprentices have not been prepared well for their final assessments and too many leave their apprenticeship after they achieve their adult care diploma qualification. Although leaders now give apprentices more preparation for their final assessments and improved information and guidance on the importance of completing final assessment, it is too early to assess the full impact of their actions.

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Achievement Urgent improvement

Apprentices learn new knowledge and skills that they quickly apply at work. Level 3 adult care apprentices learn important health and safety rules about manual handling and using a hoist to protect themselves and service users they care for.

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Achievement Urgent improvement

Apprentices mostly produce work at the required standard for their level and stage of training.

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Achievement Urgent improvement

Staff prepare apprentices appropriately to take their next steps. They move on to positive destinations such as sustained employment or promotion at work.

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

Many adult learners on the preparing to work in adult social care Skills Bootcamp have been away from the workforce for some time. They develop a strong sense of belonging despite the short duration of their course. They become increasingly confident, understand what a job in the care sector involves and develop the skills and behaviours they need to work in the sector.

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

Adult learners benefit from effective teaching by tutors who are experts in the care sector. During lessons, learners complete meaningful group activities that help them quickly feel part of the group and give them opportunities to socialise and make friends.

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

Adult learners achieve their personal learning targets, complete course requirements and develop their digital and academic writing skills to a high standard. Those with barriers to their education, such as a visual impairment, benefit from adaptations that make learning materials accessible.

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

Apprentices feel well supported by tutors and value their guidance, frequent wellbeing checks and staff interest in their lives, especially when facing personal problems that affect their studies. Their learning and working environments are safe and free from bullying, harassment or discrimination. They are motivated to attend their training and their attendance improves over time.

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

Apprentices improve their confidence and become more effective at work because of their new knowledge and skills, such as working with vulnerable clients, recognising signs a resident may be at risk of harm and understanding the importance of person ‑ centred care.

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

Too many apprentices do not take or are not prepared fully by their tutors for their final assessments and therefore do not achieve their apprenticeship.

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

Apprentices who speak English as an additional language are encouraged to practise through reading from slides. However, tutors do not fully support them to improve their reading and writing, which limits their ability to take part fully in lessons.

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Next steps

• Leaders should take timely and effective steps to substantially improve the qualification achievement rates for apprenticeships. • Leaders must establish systems and processes to accurately identify learners' and apprentices' additional learning needs or other barriers to their education. • Leaders should provide staff with high-quality professional learning so they can support learners and apprentices with additional learning needs effectively. • Leaders must provide high-quality support to learners and apprentices that speak English as an additional language, so they can fully participate in their educational activities, achieve their qualifications and improve their English. • Leaders must provide apprentices and their employers with comprehensive information

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Team inspectors:

Claudia Harrison, His Majesty's Inspector Andrea McMahon, 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. about the requirements of their final assessments to enable apprentices to prepare fully their assessments.

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About this inspection

Following our renewed 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

Inspection activities: Inspectors spoke with leaders and managers, tutors, assessors, learners, apprentices, external stakeholders, employers, external consultants and staff responsible for safeguarding 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

JS Consult Limited was established in 2009 and has been providing training across health, social care and business sectors since then.

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About this inspection

At the time of inspection, there were 47 apprentices in training. There were 16 apprentices on the level 2 adult care worker apprenticeship, 22 on the level 3 lead adult care worker apprenticeship, 7 on the level 5 leader in adult care apprenticeship and fewer than 5 on the level 3 early years educator apprenticeship.

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About this inspection

The provider has recently started teaching a Skills Bootcamp. There were 21 adult learners on the first cohort of preparing to work in adult social care.

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About this inspection

The provider operates mostly in London. Teaching and training take place online and face to face.

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About this inspection

Director: Stella Oparah This data is from 20 January 2026

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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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Year This provider 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 standard 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 standard 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.

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Urgent improvement

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

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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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