Nine Dots Development Limited

Nine Dots Development Limited Monitoring visit report

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Name of lead inspector: Emma Woods, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Gleneagles House Verongate Derby DE1 1UP Monitoring visit: Nine Dots Development Limited, 16–17 March 2021

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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

Nine Dots Development (NDD) has been offering training solutions to employers in leadership and management since 2016. NDD began offering apprenticeships to the employers they work with in 2019. At the time of this monitoring visit, there were 153 level 5 operations and departmental manager apprentices and 91 level 3 team leader apprentices.

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Context and focus of visit

NDD works with one subcontracted partner to offer the level 4 sales executive apprenticeship. There were 17 apprentices studying this apprenticeship.

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Context and focus of visit

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

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Reasonable progress

Leaders have a clear rationale for the apprenticeships they offer. This builds on their significant experience of providing training solutions within the sphere of leadership and management. Employers understandably value this experience.

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Reasonable progress

Leaders offer flexible solutions to meet employers’ needs. For example, they adapt induction sessions when large cohorts of staff start an apprenticeship. Employers are right to be satisfied with the frequent and collaborative communications they have with leaders and skills coaches.

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Reasonable progress

Leaders ensure that the principles and requirements of an apprenticeship are met. Apprentices’ prior qualifications and experience correctly inform the apprenticeship they study. Extensive induction activities ensure that apprentices and their line managers understand the demands of the apprenticeship. Monitoring visit: Nine Dots Development Limited, 16–17 March 2021 Apprentices have an appropriate understanding of how they will be assessed at the end of their course. Apprentices near the end of their studies have clear strategies in place to complete the final test, project and professional discussion.

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Reasonable progress

Leaders carefully consider staffing requirements. Staff have the appropriate expertise to undertake their roles. Leaders recruit specialist trainers in, for example, project management and finance. As a result, apprentices gain a deep understanding of these specialist topics.

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Reasonable progress

Leaders complete an annual self-assessment which is evaluative and accurately identifies strengths and areas for development. Apprentices complete useful surveys throughout their studies and managers make good use of these to improve apprentices’ experiences, for example changing an online module to a face-to-face one.

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Reasonable progress

Leaders work with a subcontracted partner to offer training in sales to the employers they work with. Leaders and managers have suitable arrangements in place to oversee the quality of this provision.

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Reasonable progress

Currently there are no formal governance arrangements. Leaders consult with specialists in the sector who offer guidance and support on apprenticeships and quality assurance. Leaders recognise the need to formalise these arrangements now the apprenticeship provision is growing.

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Reasonable progress

Apprentices develop substantial new knowledge, skills and behaviours that add value to their business. Operational management apprentices learn about stakeholder relationships so they can manage clients. Team leader apprentices improve their communication skills and hold more effective meetings.

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Reasonable progress

The curriculum is carefully sequenced. Apprentices start by learning self-reflection skills. Trainers move on to business communication and managing change. Topics become more difficult as apprentices build their understanding over time.

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Reasonable progress

Trainers teach courses to a high standard either online or in person. They break down complex theories, so apprentices can apply them to their work. Apprentices benefit from clear and professional learning resources that structure their learning well.

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Reasonable progress

Opportunities for apprentices to practice what they have learned are well-planned in their on- and off-the-job time. For example, apprentices learn about performance management and develop performance matrixes in their off-the-job time. They then apply these with their line reports. Monitoring visit: Nine Dots Development Limited, 16–17 March 2021 The standard of feedback on apprentices’ work is variable. There is not enough focus on what apprentices can do to achieve a higher standard in their work. This means that apprentices are not always clear on how well they are doing or how to improve.

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Reasonable progress

Managers’ approach to developing apprentices’ English and mathematics is too reliant on independent learning online. As a result, a few apprentices make slow progress and lack confidence in the knowledge they need to achieve these qualifications.

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Reasonable progress

Skills coaches have frequent contact with apprentices and conduct monthly reviews of their progress. This helps them keep on track. Employers join these reviews and understand their apprentices’ progress. Apprentices are supported well by trainers and coaches.

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Reasonable progress

Managers provide good training to support trainers’ and skills coaches’ professional development. This includes standardisation meetings, observations and feedback on online practice. Trainers receive extensive support to develop online teaching, which is evident in their practice.

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Reasonable progress

In frequent one-to-ones, skills coaches check if apprentices feel safe or have any concerns. Apprentices know how to keep themselves safe, and they explain in detail how to be vigilant when working online. They understand how to spot the signs of radicalisation and extremism in a friend or colleague.

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Reasonable progress

Skills coaches and trainers look out for changes in apprentices’ behaviour and provide support if needed. This can include providing mental health toolkits to support apprentices and their employers.

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Reasonable progress

Managers provide guidance to staff about how to embed British values into their training. However, most apprentices have only a basic understanding of British values and how these apply to their personal and professional lives.

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Reasonable progress

Leaders, including the designated safeguarding lead, managers and staff undertake timely safeguarding training. Leaders ensure that staff undergo thorough background checks, and they follow their clear policy on safe recruitment. Monitoring visit: Nine Dots Development Limited, 16–17 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.

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Reasonable progress

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Reasonable progress

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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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