DC Reclamation Ltd

DC Reclamation Ltd Monitoring visit report

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Name of lead inspector: Jonny Wright, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Unit 36u The Bridges Sunderland SR1 3DR Monitoring visit: DC Reclamation Ltd, 22–23 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

DC Reclamation Ltd began to deliver apprenticeships in 2019. At the time of the monitoring visit, all apprentices were on standards-based programmes. Of the 42 apprentices, 31 were on a level 3 digital support technician standard and the remainder were on level 3 digital marketer, level 3 infrastructure technician and level 4 communications trouble shooter standards. DC Reclamation Ltd works with apprentices employed by five companies in the north east.

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Context and focus of visit

During the national COVID-19 (coronavirus) restrictions, the provider has moved all teaching and learning to remote online delivery.

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Context and focus of visit

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

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Reasonable progress

Leaders and managers have a clear vision for apprenticeships. They work with strategic partners in the digital sector, including universities and government agencies. They use their experience to offer apprenticeships that develop apprentices’ digital knowledge and skills and provide new employment opportunities.

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Reasonable progress

Managers ensure that most apprentices are suitable for an apprenticeship. They liaise closely with employers to identify apprentices’ prior knowledge and skills, and to make sure that apprentices can develop new knowledge and skills. However, a few apprentices on the digital support technician level 3 apprenticeship are not in job roles that enable them to apply fully what they learn on the programme. Some cannot see how they will use the technical knowledge that they learn, such as how a computer operates, at work.

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Reasonable progress

Leaders and managers ensure that the tutors who teach and assess on apprenticeship programmes have relevant vocational experience and teaching Monitoring visit: DC Reclamation Ltd, 22–23 March 2021 qualifications in digital skills. Apprentices appreciate their tutors’ technical expertise. Managers ensure that tutors work with a manageable number of apprentices to ensure that apprentices benefit from high-quality training.

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Reasonable progress

Managers set performance targets for tutors and monitor these closely, including targets relating to apprentices’ progress. Where apprentices are making slow progress, managers ensure that tutors take appropriate action to help them to catch up. Tutors support apprentices who have been furloughed to concentrate on the theory elements of their programme and on writing assignments. They ensure that apprentices catch up on their practical skills when they return to work.

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Reasonable progress

In recent months, leaders have appointed governors with relevant experience in further education to provide external scrutiny of apprenticeship programmes. Leaders provide quarterly reports for governors, who challenge them appropriately on the progress that apprentices make and on the quality of teaching. Leaders recognise that the new governance arrangements need to be developed further to be fully effective.

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Reasonable progress

Managers and tutors have developed a curriculum that enables apprentices to develop the knowledge and technical skills that they need to operate as digital technicians and marketers within the workplace. The curriculum is a combination of recognised computer qualifications and bespoke ‘masterclasses’ on specific software applications. Apprentices also benefit from taking additional qualifications, such as working in the ‘cloud’, as managers recognise that this it is increasingly how organisations’ information will be stored.

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Reasonable progress

Most apprentices develop new and relevant knowledge and skills during their programmes, including the use of information and communication technologies that they apply at work, as part of their current job roles. They learn about coding and more effective ways to operate the software systems that they now use more frequently at work due to the national COVID-19 restrictions.

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Reasonable progress

Tutors make sure that apprentices receive their allocation of useful off-the-job training. They work closely with employers to plan activities into the apprentices’ programmes and monitor this at monthly reviews. Apprentices’ line managers are interested in how apprentices are progressing with their programmes, and they discuss this at their meetings with apprentices. Tutors ensure that line managers who cannot attend review meetings are kept informed of the outcomes.

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Reasonable progress

Apprentices benefit from helpful support from tutors to improve their submitted assignments. For example, tutors give useful and timely guidance to apprentices on Monitoring visit: DC Reclamation Ltd, 22–23 March 2021 how to improve the content and presentation of the case studies that apprentices will give as part of their portfolio at the end-point assessment.

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Reasonable progress

Tutors provide helpful one-to-one support to apprentices who need to pass their English and mathematics examinations in order to complete their apprenticeships. When apprentices need additional help, specialist tutors are employed to provide intensive support for apprentices.

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Reasonable progress

Leaders have developed a positive safeguarding culture. They have put in place effective safeguarding and ‘Prevent’ duty policies and procedures. Staff promote safeguarding with apprentices, who can recall the training that they have completed. As a result, apprentices know how to stay safe online and to whom they should report any concerns.

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Reasonable progress

Leaders and managers carry out appropriate background checks to ensure that staff are suitable to work with apprentices. All staff complete safeguarding training on an annual basis to keep them up to date with emerging issues.

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Reasonable progress

Suitably trained designated safeguarding leads receive advice from the local authority safeguarding board and regional ‘Prevent’ coordinator. They share this information with staff and apprentices to keep them up to date with ongoing and emerging risks.

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Reasonable progress

Apprentices complete an online course on the ‘Prevent’ duty as part of their induction. They are able to describe different types of extremism. Monitoring visit: DC Reclamation Ltd, 22–23 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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