Happy Computers

Name of lead inspector: Sue Hasty, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

3rd Floor, Robert Dolan House 9 Alie Street London E1 8DE Monitoring visit: Happy Computers, 12–13 November 2019

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by ESFA and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Happy Computers is a training organisation based in east London specialising in information technology (IT) and leadership and management training, consultancy and coaching services. Happy Computers gained a contract in January 2018 to deliver apprenticeships to levy and non-levy-funded employers. At the time of this monitoring visit, 19 apprentices studied level 4 software development, 44 studied level 3 team leader/supervisor apprenticeship, and 55 studied level 5 operations/departmental apprenticeship. All apprenticeships are standards-based programmes.

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Reasonable progress

Managers design effective apprenticeship programmes that incorporate the values and vision of Happy Computers. Leaders and managers have a strong commitment to work with employers from the voluntary, community and public sectors. They aim to recruit apprentices from under-represented groups onto their apprenticeship programmes. Consequently, the majority of apprentices who study on the software development course are from minority ethnic groups or are women.

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Reasonable progress

Managers respond well to employers’ requests for tailor-made course content on leadership and management programmes. They work with trade unions to plan and deliver specialist skills such as conflict management. Employers value highly the improvement in their apprentices’ performance in the workplace.

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Reasonable progress

Employers of software developer apprentices rightly appreciate the benefits to their businesses. For example, apprentices use the new specialist skills they learn in software programming to help their employers save money on staffing costs. Monitoring visit: Happy Computers, 12–13 November 2019 Apprentices appreciate the welcoming and inclusive environment that staff create. Trainers often give apprentices additional individual support which helps them to catch up when they fall behind with their work, and stay on the programme.

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Reasonable progress

Leaders ensure that they meet all the principles and requirements of delivering apprenticeship programmes. Managers ensure that employers attend induction sessions with their apprentices. As a result, employers understand the requirements of the programme, such as time off work for off-the-job training and involvement in progress reviews.

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Reasonable progress

Managers do not have an accurate oversight of apprentices’ progress and too many apprentices do not complete their programme swiftly enough. Recent changes to systems for tracking and monitoring apprentices’ progress have helped to identify when apprentices fall behind. It is too soon to assess the long-term impact on apprentices of completing their programmes on time.

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Reasonable progress

Apprentices receive high-quality off-the-job training that relates well to their job roles. Apprentices on leadership and management courses gain confidence in managing their teams. They learn effectively how to identify and use the different strengths and skills of people in their teams. Apprentices on team-leading courses gain promotion because of the new knowledge and skills acquired on their apprenticeship.

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Reasonable progress

Managers of software development courses work effectively with employers to design the curriculum. They agree work-related projects for apprentices to carry out which bring benefits to their businesses. For example, apprentices are more confident in redesigning employers’ websites as a result of the skills they have learned. The majority of apprentices gain permanent employment at the end of their apprenticeships.

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Reasonable progress

Managers and trainers work closely with employers to plan and adapt the curriculum to ensure that apprentices learn skills and knowledge in sequence. As a result of changing the order of the course, apprentices on team-leading programmes know how to manage themselves and understand their own behaviours first, before developing their abilities to lead a team.

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Reasonable progress

Trainers accurately identify apprentices’ skills, knowledge and prior work experience at the start of their programmes. Trainers use this information effectively to teach new skills, knowledge and behaviours specific to apprentices’ workplaces. Monitoring visit: Happy Computers, 12–13 November 2019 Apprentices have a good understanding of the arrangements for the end-point assessment and the grades they can achieve. Apprentices receive clear information about how trainers assess their work during the course, such as through professional discussions, online assessments and interviews.

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Reasonable progress

Trainers and assessors benefit from good opportunities to develop their professional practice. Assessors advise apprentices about choosing the best evidence for their portfolios. Of the small number of apprentices who have completed the apprenticeship, a large majority passed with merit and distinction grades.

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Reasonable progress

Leaders and managers provide apprentices with information to keep themselves safe. The safeguarding policy outlines the procedure for reporting safeguarding issues and names the designated safeguarding lead. Learners feel safe and know how to report a concern.

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Reasonable progress

Leaders check thoroughly that staff are safe to work with vulnerable apprentices. All staff undertake online training in safeguarding and the ‘Prevent’ duty early on in their employment. Leaders have established appropriate links with safeguarding partnerships and ‘Prevent’ contacts.

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Reasonable progress

Leaders and managers provide effective training for apprentices in safeguarding and the dangers of extremism and radicalisation at the start of their course, and at progress reviews. Apprentices know whom to go to if they have a concern.

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Reasonable progress

Leaders and managers have not identified all possible risks in the ‘Prevent’ action plan. As a result, apprentices cannot discuss in detail the dangers associated with extremism and radicalisation in their everyday lives. Monitoring visit: Happy Computers, 12–13 November 2019 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 children looked after, safeguarding and child protection.

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Reasonable progress

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Reasonable progress

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

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