Change Please CIC

Change Please CIC

Address: Unit 5, Print Village, 58 Chadwick Road, London, SE15 4PU Unique reference number (URN): 2791008

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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 Strong standard

Leaders have created a highly positive culture of inclusion. They focus on helping adults who are facing homelessness, many of whom secure life-changing sustainable employment on completion of their course.

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Inclusion Strong standard

Leaders have developed highly effective strategies to support learners to overcome their complex needs, such as homelessness, financial problems, poor physical or mental health or additional learning needs. Staff identify the support needs of learners quickly and accurately so that they receive high-quality support from the start of their training. Leaders comprehensively monitor and review the impact of support and make continuous appropriate adaptations as required. These strategies have a substantial positive impact on learners’ lives.

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Inclusion Strong standard

Leaders work effectively with external organisations that have the most impact on learners’ lives such as local housing authorities and other charities supporting the homeless. This has resulted in many learners securing more suitable accommodation.

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Inclusion Strong standard

Leaders provide learners with highly effective individualised support to overcome barriers to their education. For example, staff give extra time to those who are neurodivergent so that they can practise and become fluent in their coffee-making skills. These learners are placed in quieter cafes in the initial stages of their training to help ease the transition into working with the public.

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Leadership and governance Expected standard

Leaders work closely and effectively with a wide range of external partners and organisations for the benefit of their learners. This includes large employers in the hospitality industry to enhance the work placement offer and to provide life-changing employment outcomes.

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Leadership and governance Expected standard

Governors are suitably experienced and have skills and expertise in areas such as charity work, finance and safeguarding. They provide effective challenge and support to senior leaders. Their vision of supporting those who face homelessness into secure employment is very well communicated and understood by staff.

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Leadership and governance Expected standard

Leaders use data well to understand the strengths and areas for development of their provision. For example, destination data has highlighted the need to improve the sustainable employment outcomes for learners. To resolve this, leaders have significantly improved their recruitment and selection process and now provide learners with a wider range of work placements at partner organisations to improve job outcomes.

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Leadership and governance Expected standard

Leaders are considerate of staff wellbeing and workload. They arrange café opening hours and shift timings around learners' and trainers’ needs. Leaders ensure that staff have access to a range of employee assistance programmes. Staff report that their workload is manageable and they feel valued and supported by leaders.

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Leadership and governance Expected standard

Leaders provide staff with valuable opportunities for professional development and growth. Trainers complete advanced coffee-making courses and attend coffee festivals to maintain and extend their subject knowledge. They also complete other relevant training such as mental health awareness, reasonable adjustments and inclusive teaching to better support their learners.

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Achievement Expected standard

Learners, all of whom have significant barriers to education and no prior experience, make rapid progress towards becoming a barista and achieve well. They quickly develop technical and employability skills such as how to operate different coffee machines, working at pace and customer service. Learners who are shy or withdrawn become confident to communicate with members of the public.

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Achievement Expected standard

Around half of learners secure employment at the end of their course. Staff continue to provide employability support and guidance for those who do not. Following their training and the wider support they receive from staff, learners typically secure more stable accommodation, restart positive relationships with family and friends and gain significantly better social skills.

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Achievement Expected standard

Learners gain the skills required to begin a career as a barista. They make several types of coffee and many produce high-quality latte art. Learners are well prepared for employment in the hospitality sector.

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Curriculum and teaching Expected standard

Leaders plan an ambitious curriculum. It is designed so that learners with no previous experience can quickly develop technical skills and knowledge over an intensive four-day period. The content of the training programme is carefully planned so that learners gain knowledge and skills of coffee making and the hospitality sector and understand how to apply that knowledge in the workplace. For example, they learn how temperature affects the flavour of milk and how to steam milk to the optimum temperature to avoid a burned taste.

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Curriculum and teaching Expected standard

Trainers teach learners effectively. They explain topics clearly and use techniques such as demonstrations, repeating tasks and questioning effectively to help learners rapidly gain technical knowledge and skills of coffee making and customer service. Trainers teach at a pace that is suitable for each learner and introduce learners to the relevant technical vocabulary well. However, in a few instances trainers do not challenge learners who speak English as an additional language to improve their spoken English and pronunciation of specialist terms well enough.

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Curriculum and teaching Expected standard

Staff ensure that the curriculum is inclusive and accessible for those with special educational needs and/or disabilities. Learners who need more time to develop skills are placed in quieter sites so that work supervisors have enough time to support them. For those who are hard of hearing, trainers position themselves closer to learners and ensure that they can lip read. This helps learners to participate fully in learning activities.

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Participation and development Expected standard

Learners are polite and respectful. In lessons and on work placements they closely follow the instructions of staff. Learners understand well the importance of timekeeping for their chances of gaining employment. They are highly motivated and their attendance to training is high.

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Participation and development Expected standard

Staff have developed a coherent programme of careers preparation and guidance. They embed it very well in the training programme and individualise it based on the needs of learners. For example, support staff help those who have not been able to secure employment as a barista to gain employment in other suitable roles. Staff refer learners who need more help to specialist support, such as charities, that help homeless women into the workplace.

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Participation and development Expected standard

Trainers and support staff understand learners’ wider personal development needs well. They provide learners with opportunities to build confidence and socialise. This includes monthly social events, boxing club and volunteering on the charity’s buses that help people experiencing homelessness with support such as dental treatment and haircuts.

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Participation and development Expected standard

Staff provide learners with information about the threats of radicalisation and extremist ideas at the start of their programme. However, they do not revisit or contextualise these topics enough to ensure learners can fully recall what has been taught.

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

Learners feel welcomed and fully supported from their first day of learning. All learners are returning to education and employment and face significant financial challenges, are in temporary housing or have experienced homelessness. Staff understand their circumstances well and provide appropriate support.

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

Learners train in an environment that is friendly and highly inclusive. They find teaching and support staff extremely kind and caring. Learners are highly satisfied with the quality of education and personalised attention they receive. This contributes to them feeling valued again.

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

Learners benefit greatly from a suitably designed curriculum which is based on their needs. It includes additional content that is highly relevant to them, such as budgeting and managing finances and mental health awareness.

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

Most learners have little or no experience of working in the hospitality sector. They quickly gain specialist knowledge about allergens and health and safety legislation. Within a few days they can competently operate different coffee machines, know how to steam milk to the correct temperature and develop effective customer service skills. Learners who arrive shy and lacking in confidence become assured and helpful baristas. Their improved communication skills and confidence help them to make friends and become socially active.

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

Learners are proud of their achievements and share their successes with family and friends. Staff celebrate learners’ successes at graduation ceremonies and learners have a strong sense of belonging.

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Next steps

Leaders should continue their work to increase the proportion of learners who gain secure employment at the end of their training. Leaders should provide trainers with professional development opportunities to help them give better support to those learners who speak English as an additional language. Leaders should ensure learners have a secure understanding of the risks associated with radicalisation and extremist views.

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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 leaders and managers, trainers, learners, governors and work placement supervisors during the inspection.

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Team inspector:

Claudia Harrison, 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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national average

2024/25 96 87 Close to average The inspectors confirmed the following information about the provider: Change Please CIC is an independent learning provider located in the London borough of Southwark. It provides 4-day and 12-week barista training to adults who face serious housing and accommodation problems and/or are at risk of being homeless. At the time of the inspection there were 22 learners in learning.

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

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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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