Global Skills Training Ltd

Global Skills Training Ltd

Address: Old Acton Library, 1st Floor, High Street, Acton, London, W3 6NA Unique reference number (URN): 58950

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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 developed a culture of inclusion, where learners and apprentices feel welcomed and encouraged to be themselves.

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Inclusion Expected standard

Leaders identify learners' and apprentices’ learning and support needs accurately and in a timely manner. Staff provide learners and apprentices with suitable support and adjustments that help them access their learning and make progress. They design this support in consultation with learners and apprentices. Staff receive adequate training and are confident to discuss learners’ and apprentices’ lived experiences.

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Inclusion Expected standard

Staff implement effective approaches to helping and reassuring learners and apprentices. For example, learners and apprentices who experience anxiety or panic attacks receive additional support sessions and wellbeing calls from staff. Staff help them to cope and to manage negative thoughts about deadlines for submitting work.

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Inclusion Expected standard

Staff carry out comprehensive initial assessments using specialist software to identify potential learning support needs. When multiple needs are identified, or the additional needs are more complex, staff work closely with specialist external partners to decide on suitable adaptations and support plans.

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Inclusion Expected standard

Staff include effective teaching and training strategies into their sessions to reduce barriers to learning. For example, when apprentices need to complete complex assignments, staff separate the tasks into smaller sections.

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Leadership and governance Expected standard

Leaders have a sound understanding of the strengths and areas of development in their provision. They take suitable and effective actions, when they identify areas for improvement. For example, they previously identified that too many apprentices left their apprenticeship early. They improved their recruitment process and the initial information and guidance given to apprentices. This has resulted in a marked increase in the retention rate.

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Leadership and governance Expected standard

Those responsible for governance have extensive experience of working in further education, apprenticeship provision and adult education. They know the provider’s strengths and areas for development well. They provide senior leaders with the right support and challenge.

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Leadership and governance Expected standard

Leaders make decisions that are in the best interests of their learners and apprentices. For example, they introduced screening tools to help identify learners’ and apprentices’ additional learning and support needs. Leaders work closely with specialist external organisations to ensure that learners and apprentices receive effective support based on their needs.

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Leadership and governance Expected standard

Staff feel valued and well supported. They appreciate the fact that leaders are mindful of their wellbeing and workload. Those who are new to their roles have a lower caseload of learners and apprentices to help them settle into their roles. Leaders provide staff with a wide range of suitable professional development opportunities to develop their teaching skills and enable them to stay up to date with current industry practices.

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Leadership and governance Expected standard

Leaders work closely and effectively with employers to ensure that the curriculums are up to date. They keep employers well informed about the progress of their apprentices.

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Achievement Expected standard

Learners, including those with barriers to their learning, gain significant new knowledge and skills. For example, learners who have been on the course for a relatively short period of time can accurately identify cyber-security dangers and give real life examples. Learners make expected progress from their starting points, and most achieve their qualifications. They produce work which is at the expected standard for the level of their course.

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Achievement Expected standard

Learners improve their mathematical, English and digital skills during their course. They produce CVs that are well structured and understand how binary numbers are used in internet provider addresses.

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Achievement Expected standard

Learners become confident to work in the digital industry and are well prepared for their next steps. Many gain employment in the digital sector in relevant roles, such as risk administrators.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the information and communication technology sector and of the needs of employers in the sector. They have adapted the Skills Bootcamp curriculum to equip learners with up-to-date knowledge of cyber security, so that learners acquire the skills and knowledge required for entry level jobs in this sector.

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Curriculum and teaching Expected standard

Staff sequence the curriculum logically to build on learners’ foundation knowledge. For example, staff teach learners about network principles and structures before introducing them to application security. Leaders ensure that the curriculum is accessible for learners with barriers to learning. Staff use effective adaptation strategies to support these learners. For example, they give learners access to tools that read text aloud and provide learners with different ways to give answers, such as through the chat facility. This enables learners to participate fully in learning activities.

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Curriculum and teaching Expected standard

Trainers have appropriate subject knowledge and expertise, which they use well to explain complex concepts. For example, they clearly explain 'domain name system' and how this relates to internet provider addresses. Trainers use real life scenarios effectively to explain topics. They explain how using internet search engines for directions can result in redirection to inappropriate websites if malicious threats are not detected.

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Curriculum and teaching Expected standard

Trainers use assessment effectively and provide helpful feedback to learners on what they have done well and how to improve their work. However, in a few instances, trainers do not check that learners have fully understood a topic before moving on to the next topic.

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Participation and development Expected standard

Leaders understand the wider developmental needs of learners. They provide useful resources and training to develop the skills and behaviours that learners need to succeed. For example, the curriculum includes appropriate content on topics, such as physical and mental wellbeing, emotional regulation, fundamental British values and healthy relationships.

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Participation and development Expected standard

Learners have positive attitudes to their learning. Leaders ensure that learners work in a safe and respectful environment. Learners’ rates of attendance to their lessons is high, and learners follow the instructions and expectations of their trainers well. For example, during their online lessons they have their cameras on, wear appropriate attire and are respectful to others.

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Participation and development Expected standard

Learners have not experienced bullying, unlawful discrimination, harassment or victimisation and understand how to report any concerns. They trust that staff would take swift and suitable actions if they raised concerns.

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Participation and development Expected standard

Learners have a sound understanding about the risks posed from extremism and radicalisation. Learners can identify and know how to report if they had concerns about the use of hateful language or recruitment to illegal organisations.

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Participation and development Expected standard

Staff provide learners with suitable careers education. Learners are aware of the progression opportunities available to them. Staff support learners to carry out job searches and mock job interviews and to prepare well-structured CVs. Learners do not get sufficient specific careers guidance and support when applying for jobs in the cyber security industry.

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Achievement Expected standard

Most apprentices, including those with barriers to their education, make expected progress and achieve their qualifications as planned. Leaders have taken effective actions to improve achievement rates that were low in previous years. They have substantially reduced the number of apprentices they recruit and ensured that all apprentices have the correct entry requirements and are well informed about their courses. Leaders closely monitor the progress of apprentices and make appropriate interventions when needed. This has recently resulted in marked improvement in achievement rates for most courses. Many apprentices achieve distinction grades in their final assessments.

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Achievement Expected standard

Achievement for functional skills English and mathematics qualifications is consistently high.

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Achievement Expected standard

Apprentices successfully develop new knowledge, skills and behaviours. They apply these confidently in the workplace. This helps them to progress positively at the end of their apprenticeship. Many apprentices move to higher-level roles in their organisations or progress to higher-level apprenticeships or further study.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum offer that is responsive to local and national needs. They seek the views of employers to ensure that the curriculum content meets workplace needs. Leaders typically have an accurate understanding of the quality of training, which is designed to provide apprentices with the skills they need to be successful at work.

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Curriculum and teaching Expected standard

Leaders and assessors plan and teach apprenticeships in a logical order to enable apprentices to develop the fundamental knowledge they need before moving on to more complex topics. On the level 5 early years lead practitioner apprenticeship, apprentices first learn about legislation and safeguarding. This means that they understand the law, their responsibilities and how to protect children early in their apprenticeship. They then learn about child development and how children learn before they plan activities for children. Staff teach apprentices about leadership practice towards the end of their training. This helps apprentices to develop their leadership skills and become more confident in their roles.

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Curriculum and teaching Expected standard

Assessors are well qualified and experienced professionals. They explain key concepts well and use a range of effective strategies to ensure that apprentices understand and remember what they have learned. Assessors use assessment effectively and mostly provide apprentices with constructive feedback. In a minority of cases, assessors’ feedback does not clearly identify how apprentices can improve their work. Leaders ensure that the curriculum is accessible to all apprentices. For example, for apprentices who have difficulty staying focused or are easily distracted, trainers plan short breaks and devise more interactive training with the use of technology. This helps these apprentices to participate fully, successfully study the intended curriculum and make sustained progress.

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Participation and development Expected standard

Leaders provide apprentices with an inclusive, safe and respectful learning environment. Staff care about the wellbeing of apprentices and have constant regard for the welfare of apprentices with barriers to their learning. Apprentices show a positive attitude to their learning and work. They have not experienced bullying, harassment or discrimination while at work or in training.

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Participation and development Expected standard

Leaders have designed an effective participation and development curriculum using their knowledge of the needs of the early years sector. They include relevant topics to strengthen apprentices' personal growth, particularly in relation to mental health and dealing with stress.

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Participation and development Expected standard

Leaders expect high attendance and know the reasons if apprentices do not attend their lessons. Apprentices attend well and are courteous and thoughtful in their lessons, listening to assessors and diligently contributing to discussions.

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Participation and development Expected standard

In the workplace, apprentices consistently apply the expected professional behaviours. For example, they use clear and calm communication styles when managing childcare room teams and when holding difficult conversations with parents in early years settings.

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Participation and development Expected standard

Assessors provide helpful career information and guidance to apprentices to help them make informed decisions about their future careers. This includes career planning sessions and information about job vacancies. Apprentices know about the higher-level training routes available to them to become specialists in supporting children with special educational needs and/or disabilities.

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

Most learners and apprentices achieve their goals and qualifications. They greatly value and are proud of the new knowledge and skills that they learn. Adult learners on the cyber security Skills Bootcamp gain a deep understanding of how information and communication technology networks operate and the potential risks to these networks. Apprentices on the early years standards are well aware of the importance of their roles in creating safe spaces for babies and young children. They know that some families face financial and emotional struggles. They aim to do their best to help these families and improve the lives and futures of the children in their care.

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

Learners and apprentices are highly satisfied with the education and care that they receive. They enjoy a supportive and inclusive learning environment. They describe their trainers and assessors as helpful, responsive and easy to contact outside scheduled sessions. Learners and apprentices with additional learning needs and/or barriers to their learning benefit from effective support. Staff help them overcome these barriers and be successful in their education.

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

Adult learners enjoy learning online. This helps them to study around their other commitments and is more convenient for those with health problems, as they do not need to travel to training centres. Apprentices feel cared for and know that their assessors are highly flexible and kind. They report that they can discuss any concerns about their education with their assessors.

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

Learners and apprentices benefit from a wide range of useful resources and training linked to their personal development. Through this, they gain a secure understanding of the importance of mental and physical health, fundamental British values and healthy relationships.

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

Apprentices gain significant confidence in their jobs as they progress through their apprenticeship. For example, in early years, apprentices become more confident in their written communication and presentations skills. They use technical vocabulary accurately and know how to apply theories of child development and safeguarding to their settings.

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Next steps

Leaders should continue their work to improve qualification achievement rates further across all apprenticeships. Leaders should ensure that trainers and assessors consistently provide learners and apprentices with constructive and developmental feedback on their work. Leaders should ensure that trainers on the Skills Bootcamp course check learners' understanding sufficiently before moving to the next topics. Leaders should ensure that career and employment preparations activities on the Skills Bootcamp course are more specific to the digital and cyber security industry.

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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

Inspectors spoke with learners and apprentices, trainers and assessors, leaders, managers, governors, employers and other external stakeholders 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

Global Skills Training Ltd was established in 2003 and operates mostly in west London. It offers apprenticeships and Skills Bootcamps programmes. There are 130 apprentices currently in training. The level 3 early years educator apprenticeship is the largest provision with 93 apprentices. The second largest apprenticeship is the level 5 early years lead

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Team inspectors:

Christina Christou, Ofsted Inspector Sherrilee Dougan, Ofsted Inspector Pamela Wallace, Ofsted 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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Apprenticeships overall achievement rate

practitioner with 14 apprentices. Apprentices’ teaching sessions are mostly online and on a one-to-one basis. There are currently 16 adult learners on the level 3 cyber security Skills Bootcamp course. Adult learners attend their sessions online.

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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

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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