London School of Science and Technology (LSST)

(LSST)

Address: The Hive Building, 26 Wembley Park Blvd, Wembley, London, HA9 0EG Unique reference number (URN): 2814824

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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 create an inclusive culture in which adult learners who are unemployed and face other barriers to learning receive effective support to improve their life chances. Staff, including coaches and wellbeing practitioners, help learners individually to overcome personal challenges. Almost all learners, many of whom have low starting points and multiple barriers to learning, complete the training and achieve their qualifications.

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Inclusion Expected standard

Staff identify learners’ support needs accurately. Tutors use information from initial and ongoing assessments to adapt teaching, training resources and learning activities to meet learners’ individual needs effectively. They review learners’ progress routinely and adjust support where necessary. Consequently, learners make adequate progress towards their learning goals.

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Inclusion Expected standard

Leaders successfully widen participation by creating training opportunities for women into the construction sector. They adapt recruitment arrangements and learning resources, including providing suitable personal protective equipment, to enable women to participate confidently and fully in training.

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Inclusion Expected standard

Tutors receive training in inclusive classroom practices and attention deficit hyperactivity disorder awareness. However, tutors do not have sufficient knowledge of evidence-informed inclusive teaching strategies or the use of assistive technologies.

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Inclusion Expected standard

Although learners with identified support needs achieve well, fewer go on to employment than their peers. Leaders do not routinely analyse differences in achievement and progression between groups.

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Leadership and governance Expected standard

Leaders have high ambitions and aspirations for their learners to develop the skills, confidence and resilience needed to improve their future prospects. Leaders provide high- quality training to unemployed adults from disadvantaged backgrounds. They successfully raise learners' aspirations and motivate them to achieve well and prepare for their next steps effectively.

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Leadership and governance Expected standard

Leaders develop strong and productive partnerships with employers, local authorities and community organisations. They use these partnerships to plan curriculums that respond to local labour market priorities and skills shortages in construction. Stakeholders speak highly of leaders’ responsiveness and commitment to helping disadvantaged adults into employment or self-employment. Leaders provide a useful range of professional development opportunities, including supporting vocationally experienced tutors to gain teaching qualifications. Staff value the support available from leaders and specialist teams and appreciate the consideration given to their wellbeing.

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Leadership and governance Expected standard

Governors provide robust challenge and support to senior leaders. They use comprehensive performance information to hold leaders to account and drive improvement.

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Leadership and governance Expected standard

Leaders mostly use effective quality assurance arrangements to evaluate the quality of their provision. However, they do not consistently review the quality of the written feedback that staff provide.

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Achievement Expected standard

Learners make secure progress from their starting points and develop relevant vocational knowledge and skills quickly. Learners on management and finance programmes gain a sound understanding of management styles, conflict resolution and the use of industry relevant accounting software.

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Achievement Expected standard

Across the provision, learners produce work to the standard expected. For example, traffic marshal learners identify the key requirements of risk assessments accurately. Painting and decorating learners complete practical tasks to a standard that prepares them well for employment in the sector.

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Achievement Expected standard

Most learners achieve their qualifications. All learners on painting and decorating programmes gain their Construction Skills Certification Scheme Card. Learners with lower starting points in English and mathematics use online resources effectively to strengthen these skills. They develop useful digital and communication skills that enhance their employability.

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Achievement Expected standard

Learners’ progression into employment or self-employment has improved, particularly in painting and decorating. However, it is not consistently high across the provision.

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Curriculum and teaching Expected standard

Leaders have a generally accurate understanding of the quality of their Skills Bootcamps. They review and refine their curriculums to provide a purposeful offer that meets the needs of unemployed adults and those returning to education after an extended period away from learning.

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Curriculum and teaching Expected standard

Leaders work effectively with employers and funding bodies to deliver courses that meet local employment needs and prepare learners well for entry-level roles in sectors with significant skills shortages. For example, they offer construction training in Wembley, where there are employment opportunities in major development projects.

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Curriculum and teaching Expected standard

Tutors draw on their industry expertise and teaching experience effectively to provide clear explanations and develop learners’ technical vocabulary. In practical sessions, tutors simulate realistic workplace scenarios to reinforce learning. For example, learners identify deliberately introduced hazards around the workshop after studying site safety requirements.

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Curriculum and teaching Expected standard

Tutors sequence learning logically so that learners, including those with barriers to learning, build their knowledge and skills over time. Painting and decorating learners first develop a thorough understanding of health and safety requirements, including the correct use of personal protection equipment. They then prepare surfaces, apply primers and base coats, paint walls, ceilings and woodwork, hang wallpaper and produce decorative finishes. This accurately reflects industry practices and prepares learners well for employment and self- employment.

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Curriculum and teaching Expected standard

Tutors use varied assessment methods, including questioning and observation, to check learners’ understanding effectively. They provide useful verbal feedback. However, their feedback on learners' written work is not consistently effective. Tutors do not routinely correct errors in spelling, punctuation and grammar. Consequently, learners do not consistently improve the quality and accuracy of their written work.

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Participation and development Expected standard

Leaders plan a wider curriculum that enhances learners’ personal development, confidence and employability well. Learners benefit from a range of enrichment activities that broadens their horizons, raises their aspirations and helps them to develop confidence, resilience and awareness of future opportunities.

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Participation and development Expected standard

Learners attend highly and demonstrate a strong commitment to their training. They engage positively in learning. Learners understand the importance of fundamental British values in their lives and future work. They recognise that bullying, harassment and discrimination are unacceptable.

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Participation and development Expected standard

Leaders provide learners with experiences beyond their main programme of study. Learners visit careers fairs, attend talks on resilience, mental health and careers within the charity sector, and take part in paid and voluntary community work.

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Participation and development Expected standard

Learners typically receive useful careers information, advice and guidance. Employers, including large construction and development companies, provide careers talks, question- and-answer sessions, mock interviews and recruitment activities. These opportunities help learners to understand career pathways and prepare for their next steps. Staff support learners considering self-employment by helping them plan the steps needed to establish their own business. However, in a few instances, learners are unaware of these opportunities and, therefore, do not benefit from them. A few others do not receive consistently effective employment support after they complete their courses.

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

Learners value the welcoming and inclusive environment that leaders and staff create. They are highly motivated by the modern, industry-standard facilities in which they train. They feel valued and develop positive professional attitudes and behaviours.

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

Tutors and coaches build learners’ confidence and encourage them to set ambitious personal targets and career goals. Learners, including those with multiple barriers to learning, develop greater self-belief and are better prepared to pursue employment and training opportunities.

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

Learners benefit from a wide range of practical and specialist support that helps them to participate successfully in learning. This includes financial assistance, mental health support, and essential food and household items. Staff make suitable adjustments for learners’ individual needs, such as adapting seating arrangements for learners with visual difficulties. Learners appreciate the care that staff take to understand and respond to their circumstances.

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

Learners develop confidence, communication and listening skills from often low starting points. They become increasingly comfortable contributing to discussions, speaking in front of groups and interacting with employers. Those with low self-esteem or limited confidence receive targeted external training on how to navigate recruitment processes.

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

Alongside wider careers guidance, learners benefit from individualised employability support. They receive guidance on self-employment, including business registration, taxation and working as a sole trader. Many become self-employed and secure contracts on completion of their training. Employers report that learners are well prepared for entry-level roles in construction.

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

In lessons, learners behave respectfully towards staff and their peers. They recognise that their training provides a realistic route into greater economic independence. They listen to different viewpoints, contribute thoughtfully to discussions and feel safe. Learners do not experience bullying, harassment or discrimination.

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Next steps

Leaders should develop tutors’ expertise in evidence-informed inclusive teaching practices further. Leaders should analyse achievement and progression outcomes for different learner groups routinely so that they can identify and address any gaps, particularly in progression to employment.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 25 August 2026

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Total learners

Leaders should take action to improve the proportion of learners who go on to employment or self-employment in sectors related to their training on completion of their Skills Bootcamps. Leaders should assure themselves that tutors provide effective feedback on learners' written work, enabling them to improve its quality and accuracy over time.

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About this inspection

Following our updated 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, tutors, leaders, governors, employers and other relevant 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

London School of Science and Technology is an independent learning provider based in Ealing. Leaders offer Skills Bootcamp courses funded by the Greater London Authority. At the time of the inspection, there were 58 learners on Skills Bootcamps. Of these, 21 were on management and finance courses, 20 on painting and decorating, and 17 on traffic marshal courses. All learners were unemployed when they started their training. Teaching takes place face-to-face at sites across London and Crawley.

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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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