Samad Solutions Limited

Samad Solutions Limited 14 Main Yard Studios, 679–691, High Road Leyton, London E10 6RA

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monitoring inspection report:

During the monitoring inspection, inspectors focused on the following themes:

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monitoring inspection report:

 progress in leadership and governance – specifically the progress leaders and managers have made in designing and delivering relevant adult learning provision that has a clearly defined purpose, and in identifying and supporting the needs of adult learners

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monitoring inspection report:

 progress in inclusion – specifically the progress leaders have made in identifying the needs of individual learners and putting suitable support in place, in particular for those who are disadvantaged, those with special educational needs and/or disabilities or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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monitoring inspection report:

 progress in curriculum, teaching and training – specifically the progress leaders and managers have made in ensuring that learners benefit from high- quality adult education that prepares them well for their intended job role, career aim and/or personal goals

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monitoring inspection report:

 progress in ensuring effective safeguarding arrangements – specifically whether leaders and managers have ensured that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders have extensive knowledge of the construction sector and regional employment needs. They work closely with a network of stakeholders that includes local authorities and construction employers to identify shortage areas and skills gaps. Their Skills Bootcamp curriculum offer is carefully designed to provide learners new to construction or already working as labourers with skills and qualifications that will help them to gain well- Monitoring inspection report: Samad Solutions Limited 19 and 20 August 2026

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Leaders have successfully embedded relevant employability skills and careers guidance into the curriculums. For example, learners improve their CVs, sign up to employment websites, have meaningful practice interviews and meet visiting speakers from local employers. Learners gain skills that help them to apply for, and gain, work in one of the many large construction projects throughout London.

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Leaders use suitable quality monitoring processes to review their assessments and curriculums. They identify areas for development and quickly make changes. For example, they teach lessons at weekends to improve participation for learners with work and childcare responsibilities. They monitor the quality of teaching in line with awarding body requirements. However, leaders do not use the findings from teaching observations to develop training plans for their teaching staff.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders identify learners’ needs quickly and accurately. They take time to get to know learners and tailor their curriculums effectively. Staff discuss support needs with learners and put appropriate support in place that helps them to reduce or overcome barriers to learning. For example, they provide disadvantaged learners with practical and financial assistance, such as travel expenses, laptops, personal protective equipment and refreshments. Leaders use their local knowledge well to refer learners to foodbanks and dedicated local authority learning support. Learners attend well and a very high proportion complete their training.

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Inclusion

Staff continue to review learners’ barriers to learning in follow-up meetings. They identify emerging needs effectively during the training because they monitor changes of behaviours, progress and achievement. They take swift action to put in place support as needs arise.

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Inclusion

Staff develop suitable strategies to support learners. They share good practice and discuss how to support individual learners. However, leaders do not provide teaching staff with suitable training in how to assess, plan and review the progress of learners with special educational needs and/or disabilities, so that each learner receives tailored teaching and an appropriate level of support.

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Monitoring inspection report: Samad Solutions Limited 19 and 20 August 2026

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Leaders have successfully developed curriculums that include essential qualifications and careers guidance. They prepare learners very well to achieve their training milestones and take their next steps in the construction industry. Learners value the visiting speakers from large employers and the opportunity to practise their interview techniques. Trainers share their practical experiences so that learners gain wider skills in their chosen area, such as vehicle marshalling and slinger work.

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Trainers use a range of effective teaching strategies, such as presentations, clear explanations, industry-specific case studies and demonstrations. Learners rapidly develop their skills and knowledge. Trainers teach learners key vocabulary and the use of specific communication tools successfully. Trainers teach them the phonetic alphabet and how to use radios effectively to communicate with other workers on site. Learners are well prepared for their job roles on construction sites. They know how to work in teams effectively and safely.

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Trainers use assessment well to identify gaps in learning. They question learners, using quizzes and mock tests. They make sure that learners have enough time to fill gaps in their knowledge. However, trainers do not consistently provide useful developmental feedback that would help learners to improve their written work.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders take their safeguarding responsibilities seriously. They have fostered a positive culture of safeguarding. Staff are trained in adult safeguarding and there is a qualified designated safeguarding lead (DSL) in place. Leaders have developed appropriate safeguarding policies and practices that cover their statutory duties regarding vulnerable adults. Practices to keep adults safe, such as reporting, recording and referring cases, are clear and proportionate.

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Safeguarding arrangements

Learners feel safe on site and at the training provider. They know how to report concerns to the DSL. They learn essential safeguarding and health and safety content at the start of the course so that they can stay safe at work. Trainers also teach learners about issues relevant to the construction industry, such as modern slavery. Learners enjoy debating these topics.

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Safeguarding arrangements

Leaders have a suitable ‘Prevent’ duty risk assessment in place. They identify and mitigate against relevant risks, such as the vulnerability of certain disadvantaged groups and lone workers, to online radicalisation. Learners have an appropriate understanding of the risks of radicalisation and extreme ideologies. Staff teach them well about online threats. Monitoring inspection report: Samad Solutions Limited 19 and 20 August 2026

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However, staff do not teach learners well enough about risks relating to these aspects that are specific to the local area or to the construction sector.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

Leaders at Samad Solutions Limited started teaching Skills Bootcamps in construction in November 2025. At the time of this monitoring inspection, there were 28 adult learners who had recently completed their training in on-site construction and fewer than 5 who had completed their training in site logistics. Of these, 13 learners were receiving ongoing employability support. The remaining leavers have gained employment or stayed in their current employment.

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Lead inspector

Claudia Harrison His Majesty’s Inspector

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Team inspector

Emma Leavey His Majesty’s Inspector Monitoring inspection report: Samad Solutions Limited 19 and 20 August 2026

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programmes at time of inspection

Monitoring inspection report: Samad Solutions Limited 19 and 20 August 2026

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked-after children, safeguarding and child protection.

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