Risual Limited

Name of lead inspector: Bev Ramsell, Her Majesty’s Inspector

p.1

Address:

12 Parker Court Staffordshire Technology Park Stafford ST18 0WP Monitoring visit: Risual Limited, 23-24 March 2021

p.1

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.

p.2

Context and focus of visit

Risual Limited provides digital and information technology apprenticeships. Previously, they delivered apprenticeship training through subcontracting arrangements. They secured their own funding contract in August 2019. At the time of the visit they had 29 apprentices, all studying standards-based apprenticeships. The majority of the apprentices study for the level 3 infrastructure technician standard. The others study for level 3 digital support technician, level 3 software development technician, level 4 cyber security technologist, and level 4 software developer.

p.2

Context and focus of visit

The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

p.2

Reasonable progress

Senior leaders quickly identified the need for a skilled work force in the digital and information technology sectors. They considered carefully the justification for adding the delivery of apprenticeships to their business. Leaders evaluate technological trends well and work with strategic partners, such as Microsoft, to understand the future needs of a digital workforce. As a result, they have created a three-year plan based on these insights.

p.2

Reasonable progress

Leaders and mentors work well with employers to identify a bespoke curriculum. They use additional vendor qualifications to enhance the apprentices’ learning. For example, mentors teach ‘cloud’ technology alongside the main curriculum to ensure apprentices’ knowledge is current. Employers appreciate the support they receive from leaders. Monitoring visit: Risual Limited, 23-24 March 2021 Leaders work well with employers to make sure they understand their respective commitments to the apprenticeship. Prior to placing an apprentice with an employer, leaders make sure employers clearly understand their obligations to the training. Consequently, apprentices receive the time they need to study.

p.2

Reasonable progress

The provider’s managers hold regular meetings with mentors to discuss their training needs. All mentors are highly skilled within the digital technologies sector. Leaders encourage additional training and development for all staff. However, only one mentor has undergone any formal teacher training, which can be seen in aspects of the apprentices’ learning experience. For example, not all apprentices receive clear guidance on what they need to do to improve.

p.3

Reasonable progress

Leaders and managers do not have a fully accurate understanding of the strengths and weaknesses of the provision. They do not focus in sufficient detail on the consistency of apprenticeship training. As a result, not all apprentices receive the guidance they need to make rapid progress in their learning.

p.3

Reasonable progress

The board of trustees use a range of independently created reports to review the quality of the apprenticeship provision. However, the reports come from internal quality assurance processes, which do not effectively review the whole apprentice experience. As a result, trustees are not always clear on the developmental areas needed.

p.3

Reasonable progress

Mentors teach apprentices valuable new skills. For example, an apprentice was able to create a personalised ‘welcome screen’ and Windows set-up for a client. In most cases, mentors make sure there is a clear link between on- and off-the-job learning. This allows apprentices to embed their new knowledge and skills. However, in a few cases, apprentices cannot always practise the new skills at the time they have learned them. As a result, not all apprentices develop rapidly enough.

p.3

Reasonable progress

Mentors engage with employers to review the progress apprentices make. Employers clearly recognise the requirements of end-point assessment. As a result, they provide relevant on-the-job training to support apprentices to develop the skills needed.

p.3

Reasonable progress

Mentors in software development provide time for apprentices to practise newly learned skills in teaching sessions. They deepen apprentices’ knowledge through group discussions. Apprentices appreciate how they learn from each other’s experiences, such as through a discussion on the differing software applications used within their companies. This helps to widen their understanding of differing programme capabilities. Monitoring visit: Risual Limited, 23-24 March 2021 Mentors use technology well to teach online group lessons. They support the group activity with additional monthly one-to-one sessions. These sessions are currently held online due to current restrictions. However, one apprentice has had three different mentors. Such changes have caused disruption to apprentices and – in a minority of cases – slowed their development.

p.3

Reasonable progress

Apprentices are not always clear on what they need to do to improve. Achievement goals that are set are not always specific enough to make sure apprentices are clear on their development points. Mentors do not consistently encourage the ongoing development of English and mathematics knowledge and skills.

p.4

Reasonable progress

Managers have developed a culture of safeguarding through a range of actions. They check all future employers well. They use team meetings to highlight any issues and discuss safeguarding developments. They communicate safeguarding updates to apprentices and employers through newsletters and thematic ‘blogs’.

p.4

Reasonable progress

Apprentices feel safe. They undertake general training in safeguarding and the ‘Prevent’ duty at the start of their programme. This training is developed through monthly reviews. However, apprentices do not do specific training related to staying safe online or local threats. As a result, some have only a cursory understanding of their local threats, and how to keep themselves safe online.

p.4

Reasonable progress

The designated safeguarding lead holds appropriate qualifications. All staff are suitably trained in safeguarding and the ‘Prevent’ duty. They understand safeguarding processes and topics. A few staff are also completing training to become mental health first aiders.

p.4

Reasonable progress

Safer recruitment procedures are appropriate. Leaders carry out suitable checks when recruiting staff. All leaders have undergone safer recruitment training. Monitoring visit: Risual Limited, 23-24 March 2021 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.

p.4

Reasonable progress

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 .

p.5

Reasonable progress

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 .

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5