Metadata Limited

Metadata Limited Monitoring visit report

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Name of lead inspector: Saher Nijabat, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: 2–6 Cropley Street London N1 7GF Monitoring visit: Metadata 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

Metadata Limited is a training provider based in north-east London. The provider specialises in business analysis and agile training. Metadata started delivering apprenticeships in 2019.

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Context and focus of visit

At the time of the visit, there were 17 adult apprentices on level 4 business analyst standard apprenticeships and six apprentices on a break in learning.

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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 and managers have developed a suitable curriculum offer that meets employers’ and their apprentices’ needs well. Managers accurately identify the employer’s organisational priorities at the start of the programme and align the curriculum plans accordingly. For example, they added the agile digital services course for apprentices whose workplace has a focus on digitalising their services.

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Reasonable progress

Staff conduct appropriate assessments to check that apprentices are suited to the programme. W here apprentices’ job roles do not meet the requirements of the standard, staff engage with employers to identify opportunities for apprentices to carry out relevant responsibilities. As a result, apprentices are able to link what they learn to their job role.

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Reasonable progress

At the start of the COVID-19-related restrictions, leaders and managers adapted delivery to online learning to ensure that apprentices continued to learn. Apprentices Monitoring visit: Metadata Limited, 16–17 March 2021 attend training workshops and one-to-one sessions with their mentors online. Apprentices access training resources and course materials and submit their work using online learning systems. As a result, most apprentices continue to make progress, and a few have now completed their apprenticeship.

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Reasonable progress

Leaders and managers have put in place appropriate processes to ensure that the apprenticeship programme requirements are met. They have developed systems to monitor and track apprentices’ progress and record off-the-job training. However, leaders and managers do not routinely check compliance, and staff do not consistently implement these systems and processes. Consequently, they miss opportunities to provide timely support to apprentices.

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Reasonable progress

Mentors and tutors are knowledgeable and have considerable experience in business analysis. They complete accredited training courses to keep their subject knowledge up to date. For example, they complete advanced level courses in business and data analysis. However, leaders and managers do not focus well enough on supporting mentors and tutors to develop their teaching skills further.

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Reasonable progress

Leaders and managers have developed a well-structured curriculum that effectively develops the essential knowledge and skills which apprentices require for business analysis. For example, apprentices learn about modelling and engineering processes through their apprenticeship. They also learn how to use various analytical tools such as power influence grids when working with stakeholders. As a result of their training, most apprentices take on increasingly complex projects. A few have successfully received promotions and secured new roles within their organisations.

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Reasonable progress

Employers are aware of the progress of their apprentices. They have informal discussions with the mentors about apprentices’ on-the-job training and support needs. However, these discussions are not well enough structured, and they are not adequately recorded.

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Reasonable progress

Employers make effective arrangements to allow apprentices to participate in the right work activities, including new and ongoing projects outside of their normal jobs. Consequently, apprentices develop deeper knowledge and understanding and improve their skills.

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Reasonable progress

During training workshops, tutors and mentors skilfully use their observation of apprentices’ responses, and assessments of topics taught, to check apprentices’ knowledge and understanding. They frequently meet with apprentices and set clear targets in one-to-one sessions. They provide helpful feedback to apprentices on how to improve their work and develop further. Apprentices who fail their examinations receive Monitoring visit: Metadata Limited, 16–17 March 2021 increased one-to-one support from their mentors and subsequently pass.

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Reasonable progress

Apprentices complete several certificate courses as part of their training, enabling them to extend their learning beyond the apprenticeship standards. Tutors support apprentices effectively to prepare for these certificate examinations and their final assessments. While several apprentices do not have a clear understanding of the requirements of final assessments, they all know they have to develop a portfolio, which they do well, with their mentors’ help. Apprentices who have taken their final assessments have all passed, with the majority achieving distinctions.

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Reasonable progress

Leaders and managers have appropriate policies and procedures in place to ensure the safety of their apprentices. They carry out suitable risk assessments and implement effective measures to mitigate risks, including the online risk of unwanted intrusions into videoconferences and COVID-19-related risks.

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Reasonable progress

Staff have completed training on safeguarding. However, they do not regularly update this. Although apprentices receive information on safeguarding and the ‘Prevent’ duty at induction, mentors do not revisit these topics in detail later in the programme. They do not routinely check apprentices’ knowledge and understanding of keeping themselves safe from risks beyond their workplace.

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Reasonable progress

Apprentices identify well specific risks to their projects in discussions with their mentors. Mentors listen to their apprentices’ concerns and provide helpful guidance on dealing with workload management issues and examination stress. Monitoring visit: Metadata 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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