Oasis Care And Training Agency (Octa)

Oasis Care And Training Agency (Octa)

Address: 24-32 Murdock Street, Peckham, London, SE15 1LW Unique reference number (URN): 1271308

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Expected standard

Leaders and staff place a high importance on inclusion. The nature of their provision and the communities they serve mean that a high proportion of their learners and apprentices are from disadvantaged backgrounds. Leaders ensure that staff understand learners’ and apprentices’ needs. Tutors use effective assessment methods to identify barriers to learning quickly. Leaders support tutors to put the right strategies and adjustments in place for learners and apprentices.

p.2

Inclusion Expected standard

Leaders and tutors make effective adaptations to help reduce learners’ and apprentices’ barriers to learning. Tutors adapt resources to make information easier to follow for apprentices with dyslexia. Learners with hearing impairments have access to British Sign Language interpreters and appropriately designed resources. Tutors recognise when to adjust the level of support, such as when learners and apprentices become more confident in securing their knowledge.

p.2

Inclusion Expected standard

Leaders work closely with stakeholders to help learners and apprentices access learning. This includes supplying information technology equipment for online learning and support for apprentices who are care leavers to apply for funding.

p.2

Inclusion Expected standard

A few learners and apprentices with declared support needs do not receive the help they need to stay on track. Leaders do not check closely enough the progress those who need extra help make compared with their peers.

p.2

Leadership and governance Needs attention

Governance arrangements are not fully effective. Senior leaders and those responsible for governance do not have sufficient oversight of the provision. They do not receive the right information from operational staff to help them make informed decisions in the interests of learners and apprentices. They do not give operational managers sufficient support and challenge to help them manage performance and the quality of provision effectively.

p.2

Leadership and governance Needs attention

Leaders and managers understand their areas for improvement, particularly in apprenticeships. They have improvement actions in place. However, managers and staff do not have the right resources to help them sustain improvement quickly enough. They struggle to manage and implement their improvement actions successfully. As a result, there has been a decline in the quality and performance of apprenticeships. Leaders do not track accurately how well learners and apprentices make progress. They do not keep consistently correct records.

p.2

Leadership and governance Needs attention

Leaders have a clear vision to support the people in their communities, particularly in the care sector, to reach their goals. Staff understand this vision and are proud to work at the provider. They report that leaders are mindful of their wellbeing. However, recent staff changes have resulted in higher workloads for some staff, which has affected their ability to conduct their roles efficiently.

p.3

Leadership and governance Needs attention

Leaders ensure that tutors and staff complete a range of relevant professional learning, particularly about teaching and assessment. Some staff complete apprenticeships. However, the impact of this professional development is not yet helping all staff secure the skills they need.

p.3

Achievement Expected standard

Most learners, many of whom are unemployed, achieve their qualifications and are well prepared to apply for jobs. The proportion who gain employment, while increasing, is not high enough.

p.3

Achievement Expected standard

Learners new to health and social care, as well as those with previous experience, make positive progress from their starting points. They gain essential knowledge in topics such as safeguarding, risk management and duty of care. They develop their practical skills and professional behaviours as they progress. Learners gain confidence as they apply their learning successfully in lessons and in workplace scenarios.

p.3

Achievement Expected standard

Learners with low starting points often struggle initially to complete their work. However, they benefit from effective support and tailored resources from tutors. This gives them the confidence to start their assignments and catch up. Most learners produce work to the required standard. They present their work professionally. Learners develop their English skills well, although opportunities to strengthen mathematical and digital skills are limited.

p.3

Curriculum and teaching Expected standard

Leaders have developed a well-designed Skills Bootcamp. The curriculum closely aligns with the workforce needs of the adult care sector. Leaders work effectively with stakeholders to respond to the local demand for skilled care workers. Through this collaborative approach, leaders widen participation for disadvantaged and vulnerable adults. They promote social mobility and support learners with barriers to learning to access an inclusive curriculum.

p.4

Curriculum and teaching Expected standard

Leaders structure the curriculum to enable learners to gain the personal, social and employability skills needed in health and social care. They plan the curriculum carefully to teach learners sector-specific knowledge and practical skills progressively. Learners engage in online and face-to-face lessons, including practical activities that allow them to apply their learning. For example, learners practise different methods of communication, active listening and the correct use of equipment for safe moving and handling, medication routines and care planning.

p.4

Curriculum and teaching Expected standard

Tutors are knowledgeable and keep their expertise up to date through regular professional development and sector-specific training. They use this expertise well to ensure that teaching and assessment are mostly effective.

p.4

Curriculum and teaching Expected standard

In lessons, tutors link theory to real-world practice with confidence. They draw on workplace examples to reinforce learners’ understanding of topics such as the duty of care, risk management and health and safety legislation.

p.4

Curriculum and teaching Expected standard

Tutors provide clear explanations of key concepts such as person-centred care and the importance of policies and procedures. They use questioning and observation skilfully to check and deepen learners’ understanding. Learners enjoy their lessons and recall their knowledge well.

p.4

Participation and development Expected standard

Learners study in friendly, calm and supportive environments where they feel safe and included. They have positive attitudes to their studies, attend well, are generally punctual and engage actively in lessons. Many learners who have been unemployed for some time gain confidence as they progress through their course. They contribute confidently to discussions, draw on their own experiences and ask questions often. Learners are motivated to learn and prepare for employment.

p.4

Participation and development Expected standard

Tutors and support staff provide comprehensive careers information, advice and guidance to learners. This helps learners understand the types of roles and progression opportunities in health and social care. Staff help learners identify career goals, apply for jobs and prepare for interviews. Former learners give talks to inspire and inform current learners about the sector.

p.4

Participation and development Expected standard

Learners enjoy a range of additional training, which helps them widen their skills and deepen their knowledge. The training includes courses in first aid, gambling awareness, drug misuse and stress management. Learners develop a thorough awareness of cultural diversity and fundamental British values. They explain clearly the importance of respecting differences and show how these values affect their work, including the importance of upholding clients’ dignity and supporting their right to make choices.

p.4

Participation and development Expected standard

Apprentices receive well-structured and effective careers advice and guidance. Tutors reinforce careers information during reviews and teaching sessions. Most apprentices understand the progression opportunities available to them and how to plan for their next steps. Adult care apprentices know about the routes into senior care roles, specialist dementia practice, team leadership positions and further qualifications.

p.5

Participation and development Expected standard

Apprentices receive suitable age-appropriate training on topics such as mental and physical health, safeguarding and healthy relationships. This training helps them apply their learning effectively in the workplace as well as improving their personal wellbeing. Early years apprentices show a secure understanding of safeguarding. They know how to recognise risks such as grooming and how to report concerns about the children in their care. Apprentices recall how information about healthy eating has improved their nutritional understanding and diet.

p.5

Participation and development Expected standard

Tutors set and model high expectations for behaviour. They reinforce this often through their teaching. As a result, apprentices develop their professional behaviours, including punctuality, communication, confidentiality and accountability. Apprentices develop wider skills that support their effectiveness at work. Business analyst apprentices increase their confidence in communicating with a range of stakeholders. Employers recognise the positive impact that apprentices have in the workplace.

p.5

Curriculum and teaching Needs attention

Leaders and staff do not collaborate closely enough with apprentices’ employers. They do not ensure that apprentices’ line managers are sufficiently involved in reviewing apprentices’ progress or that employers give apprentices all the time they need to complete their training and manage their workload. As a result, too many apprentices make slow progress, get behind with their work and feel under pressure.

p.6

Curriculum and teaching Needs attention

Tutors are subject specialists with relevant experience. They use this expertise to make online learning engaging and meaningful. They introduce new topics through well-chosen case studies that help apprentices understand key concepts and encourage purposeful discussion. Apprentices secure and recall their knowledge accurately. In adult care, apprentices confidently identify common risks for their service users, such as falls and errors in dispensing medication. They explain clearly suitable strategies to avoid these risks.

p.6

Curriculum and teaching Needs attention

Tutors use assessment often and effectively. This includes well-structured and probing questioning. They ensure that apprentices understand technical terms and concepts, such as ‘toxic stress’ and attachment theories. They use a wide range of resources to support their assessments and apprentices’ assignments. Apprentices with barriers to learning access appropriately adapted resources.

p.6

Curriculum and teaching Needs attention

Tutors give apprentices helpful feedback about their work and their practical skills. For example, in their verbal feedback they explain clearly how apprentices should adapt their communication style in a professional working environment. Business analyst tutors use sector-specific language in their feedback to reiterate vocational terms that apprentices should use at work. However, tutors’ written feedback is not consistently clear.

p.6

Achievement Urgent improvement

Achievement rates across most apprenticeship standards are extremely low and have been for too long. While the number of apprentices leaving their apprenticeship early has recently decreased, there is no sign that achievements will improve. Too many of the current apprentices are making slow progress in completing their work and towards their final assessments. Many do not have enough opportunity in their workplace to apply their learning.

p.6

Achievement Urgent improvement

Apprentices who stay on their programme mostly gain new knowledge and skills. Apprentices on the leader in adult care programme develop effective leadership skills and have a deeper understanding of how their leadership style affects others. Business administration apprentices use office systems and procedures correctly when completing and managing documentation. Of the small number of apprentices who complete their apprenticeship, most pass their final assessments and remain with their employers. They produce work to the required standard.

p.6

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

Adult learners enjoy learning in inclusive and welcoming environments. They make new friendships and thrive during their studies. They support and encourage each other to stay focused and motivated in their learning. Learners get extra help to access their learning and prepare for their next steps. For example, staff support them to access smart workwear for their job interviews as well as laptops for those who need them.

p.7

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

Learners, many with limited knowledge about the healthcare sector, enjoy their lessons and make positive progress. They quickly gain the knowledge they need to help them prepare for jobs in the sector. For example, they know the importance of safeguarding their service users and how to recognise signs of neglect.

p.7

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

Many apprentices struggle to keep on top of their learning. They often find it difficult to balance their studies and their work. Too often, employers do not give them sufficient time and opportunity to complete their studies and apply their learning. Apprentices appreciate that their employers value them in the workplace, trust them to do their jobs and treat them as team members. However, they are often frustrated and feel under pressure. Too many apprentices leave their apprenticeship without achieving.

p.7

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

Employers recognise the professional behaviours that apprentices develop over time. They notice a change in apprentices’ attitudes, professionalism and how they work with empathy and patience. Learners on level 3 adult care use their initiative more and notice quickly when their service users’ health condition deteriorates, reporting this correctly to senior staff.

p.7

Next steps

Leaders must take swift and effective action to improve retention and achievement in apprenticeships. Leaders must work closely with employers to make sure that apprentices are fully supported to access and apply their learning. Leaders should improve their governance arrangements and oversight of the provision. Leaders should give operational managers and staff enough training, support and challenge to help them improve the apprenticeship provision and monitor the progress of learners and apprentices accurately. Leaders should give adult learners more opportunities to develop their mathematical and digital skills and ensure a higher proportion gain employment. Leaders should ensure that learners and apprentices who need support are provided with the additional help required to stay on track.

p.7

Team inspectors:

Fadia Clarke, Ofsted Inspector Saher Nijabat, His Majesty's Inspector

p.8

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.

p.8

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.

p.8

About this inspection

Inspectors spoke with trustees, leaders, managers, tutors, adult learners, apprentices and employer partners during the inspection.

p.8

About this inspection

The inspectors confirmed the following information about the provider:

p.8

About this inspection

Oasis Care and Training Agency (OCTA) is a training provider based in south London, providing domiciliary care and support services across London. OCTA receives Greater London Authority funding for Skills Bootcamps and apprenticeship funding.

p.8

About this inspection

At the time of the inspection, there were 60 learners studying Skills Bootcamps in health and social care. Teaching and training is through a combination of face-to-face classroom sessions and online workshops. Learners are mostly unemployed. There were around 55 apprentices, mostly on apprenticeships in adult care and early years, with a small number on digital and business administration standards. Most apprentices are over 19 years and are taught online.

p.8

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'.

p.9

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'.

p.9

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'.

p.10

Exceptional

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

p.10

Strong standard

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

p.10

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.

p.10

Needs attention

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

p.10

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.10

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.

p.10

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 .

p.10

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 .

p.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.11

Urgent improvement

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

p.11