Digital Native (UK) Limited

Digital Native (UK) Limited Monitoring visit report

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

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Type of provider: Independent learning provider

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Address: Innovation Birmingham Holt Street Birmingham West Midlands B7 4BB Monitoring visit: Digital Native (UK) Limited 30 to 31 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

Digital Native (UK) Limited provides digital and information technology apprenticeships. They have delivered apprentice training since 2013 through subcontracting arrangements. They secured their own funding contract in January 2019. At the time of the visit, they had 47 apprentices. All but one study standards- based apprenticeships. The majority of the apprentices study for level 4 data analyst. The others study for level 3 digital marketing, level 3 infrastructure technician, level 3 software technician, level 4 software tester, and level 4 business analyst.

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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 work closely with employers to understand their needs. They design a flexible curriculum that often includes additional learning that goes beyond the requirements of the standard. This allows apprentices to develop a wider understanding of theories and practice. Consequently, apprentices develop new and valuable knowledge and skills and are well-equipped for careers in the industry.

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Reasonable progress

Leaders take care when considering the employers they engage with. They make sure employers understand clearly their commitments to the apprenticeship. They attend monthly apprentice progress meetings with coaches. They link work projects closely to formal teaching sessions, allowing apprentices to practise newly acquired learning. As a result, apprentices develop relevant workplace skills that employers value.

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Reasonable progress

Leaders are clear on the progress apprentices make. They use a centralised system to log the achievement of training and meet with coaches regularly to review apprentices’ progress. Leaders support coaches in dealing with any concerns identified, for example if an apprentice has not logged the expected amount of study Monitoring visit: Digital Native (UK) Limited 30 to 31 March 2021. time. Leaders call the employers to make sure apprentices are being suitably supported. As a result, apprentices receive the time they need to study.

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Reasonable progress

Leaders employ highly experienced and qualified coaches from the digital and technological sector. However, only one coach has undertaken any formal teacher training, which can be seen in some aspects of the apprentices’ learning experience. For example, not all apprentices receive clear enough feedback on what they need to do to improve.

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Reasonable progress

Leaders recognise the need for independent oversight of their provision. They currently engage with an external adviser, who challenges them on aspects of the curriculum. However, leaders identified the need for further developments. As a result, they are looking to engage with additional advisers to gain a wider perspective of their provision. It is too early to see the impact of these actions.

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Reasonable progress

Coaches support apprentices well to develop valuable new knowledge and skills, with very effective use of case studies. They provide frequent opportunities for apprentices to consolidate their learning and practise their skills. As a result, apprentices can apply new learning in the workplace.

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Reasonable progress

Coaches prepare apprentices for end-point assessment well. For example, apprentices on level 4 software development standards present case studies to stakeholders. Stakeholders ask questions and challenge apprentices on the work they have completed. Around half of all apprentices pass with high grades.

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Reasonable progress

Coaches’ ordering of the curriculum is logical. Coaches teaching data analysis, teach ‘data concepts’ prior to teaching the use of ‘data tools’. This ensures apprentices have the basic knowledge needed to make progress. As a result, apprentices build their knowledge over time, and they remember more.

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Reasonable progress

Coaches support apprentices well. If an apprentice falls behind their expected plan of learning, coaches make adjustments, and consider new time frames to enable the apprentice to catch up. However, in a minority of cases, targets set are not always precise enough. As a result, apprentices are not always clear what they need to do to achieve and do not make progress at the pace expected.

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Reasonable progress

Coaches do not assess learning well enough. They use tests to assess learning throughout the curriculum. However, apprentices can often take the same test on multiple occasions, sometimes without further teaching. As a result, coaches are not clear if the apprentice has retained the knowledge they need. Monitoring visit: Digital Native (UK) Limited 30 to 31 March 2021. Coaches do not place enough focus on the development of English and mathematics. For example, apprentices at the end of their first year made very little progress towards their examinations in these subjects. Where teaching of functional skills to apprentices is outsourced to another provider, coaches are not clear on the progress apprentices make, and apprentices do not make rapid progress.

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Reasonable progress

Managers have developed a culture of safeguarding within the organisation. The designated safeguarding lead (DSL) holds the relevant training for the post. They have developed strong relationships with West Midlands counter terrorism unit. As a result, the DSL clearly understands the local and national risks associated. The DSL carefully checks all future and prospective employers well.

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Reasonable progress

All staff are suitably trained in safeguarding and the ‘Prevent’ duty. They understand safeguarding processes and topics. They stay updated via emails and one-to-one meetings. Leaders have undergone safer recruitment training. Safer recruitment procedures are appropriate. Leaders carry out suitable checks when recruiting staff.

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Reasonable progress

Apprentices feel safe. They value their coaches’ checks on well-being throughout the national restrictions. They complete training in safeguarding and the ‘Prevent’ duty at the start of their programme. Apprentices understand how to stay safe online. They describe well topics such as ‘phishing’. However, some have only a superficial understanding of their local threats, and of how to keep themselves safe. Monitoring visit: Digital Native (UK) Limited 30 to 31 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

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Reasonable progress

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

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