Alpha Development Partnership Ltd

Alpha Development Partnership Limited Monitoring visit report

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Name of lead inspector: Rebecca Jennings, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Level 30 The Leadenhall Building 122 Leadenhall Street London EC3V 4AB Monitoring visit: Alpha Development Partnership Limited, 14–15 April 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

Alpha Development Partnership Limited (Alpha) is an independent learning provider based in City of London. At the time of the visit there were 17 apprentices on level 4 apprenticeship standards in data analyst, information systems business analyst and cyber security technologist. Alpha’s main business offers commercial training to the finance sector. They started training apprentices in June 2020.

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Context and focus of visit

Due to the restrictions in place due to COVID-19 (coronavirus) all of Alpha’s apprentices learn through remote learning. Leaders plan to return to face-to-face teaching when the restrictions are lifted.

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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 have selected a suitable suite of digital apprenticeship standards to support apprentices early in their careers in the finance sector. They aim to help employers address their workforce gender balance, ethnic diversity and social mobility strategies through using the apprenticeship levy.

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Reasonable progress

Managers work closely with employers to ensure that the apprentice is on the right apprenticeship standard. Managers communicate with employers clearly about their responsibilities, for example they complete appropriate commitment statements together. Apprentices receive their entitlement to training time. Managers inform line managers about the requirements of apprentices’ final assessments. As a result, employers are clear about what they need to do to support their apprentices to achieve. Monitoring visit: Alpha Development Partnership Limited, 14–15 April 2021 Managers and skills coaches discuss the progress of apprentices frequently. As a result, staff have a good understanding of how well each apprentice is progressing through individual components of their apprenticeship. However, in a few cases managers do not have sufficient oversight of apprentices’ progress through the whole programme. This lack of complete oversight has resulted in a small number of

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Reasonable progress

apprentices not receiving their planned reviews of progress.

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Reasonable progress

Senior leaders know the strengths and weaknesses of the apprenticeship programme well. They challenge and support managers appropriately to help improve the quality of training. They help managers implement improvements, such as including more interactive activities into online teaching sessions.

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Reasonable progress

Leaders are aware of the need to further strengthen their oversight of the quality of teaching. They rightly recognise the need to work more closely with line managers of apprentices throughout the duration of the course. They do not involve line managers sufficiently in reviews to enhance apprentices’ learning experience.

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Reasonable progress

Apprentices learn substantial new knowledge, skills and behaviours that help them in their job roles. For example, business analyst apprentices learn how to research project requirements and use this to improve communication with stakeholders. The programmes benefit apprentices to progress in their careers and to plan for future career moves in an uncertain employment arena.

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Reasonable progress

Managers have strong working relationships with employers, which benefit apprentices. Managers plan programmes thoroughly with employers. Subject specialists support managers to develop a challenging curriculum. Consequently, the programmes meet the needs of the employers and the apprentices.

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Reasonable progress

Industry specialist trainers teach their subjects well. Managers provide apprentices with professional resources, including textbooks and online learning packages. Employers share their expertise and helpfully review their apprentices’ work. As a result, apprentices gain a useful breadth of knowledge and produce work to a professional standard.

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Reasonable progress

Managers plan the curriculum logically to ensure that apprentices build on their skills. For example, business analyst apprentices learn how to understand client requirements and gather information before they progress to suggest solutions. As a result, apprentices’ learning is meaningful and enables them to complete complex tasks at work. A few apprentices seize additional opportunities to extend their skills. For example, they shadow senior colleagues and draft plans for projects. Monitoring visit: Alpha Development Partnership Limited, 14–15 April 2021 Managers ensure that trainers and skills coaches teach effectively. For example, a member of the management team attends webinars to make sure that that the content taught covers the requirements specified. Managers provide useful training to improve trainers’ online teaching skills.

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Reasonable progress

Managers do not ensure that skills coaches focus sufficiently on the development of apprentices’ English and mathematics skills. Where apprentices require a qualification as part of the apprenticeship, they receive suitable support and coaching.

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Reasonable progress

Too often, skills coaches provide feedback on apprentices’ work that does not give them sufficient guidance on how to improve. Where skills coaches do provide useful verbal or written feedback, apprentices rightly understand how it helps them to meet the requirements for their assessments.

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Reasonable progress

Apprentices feel safe and know who to report to if they have any concerns. Trainers helpfully share the contact details of the designated safeguarding lead at the start of teaching workshops.

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Reasonable progress

Leaders follow suitable recruitment practices to check staff are safe to work with their adult apprentices. Trainers ask apprentices about their well-being during monthly one-to-one sessions and report concerns appropriately.

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Reasonable progress

The designated safeguarding lead and deputy are suitably trained. They recognise key risks to their apprentices, such as poor mental health or stress. The safeguarding lead keeps accurate records of any concerns and follows up swiftly with apprentices and provides relevant resources for support.

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Reasonable progress

Managers implement suitable safeguarding and ‘Prevent’ duty policies and meet the requirements to work with adult apprentices well. Employers train apprentices on how to work safely and offer support through their employee support services. Monitoring visit: Alpha Development Partnership Limited, 14–15 April 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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