Popcorn Learning Media Limited

Popcorn Learning Media Ltd Monitoring visit report

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Name of lead inspector: Martin Ward, Her Majesty’s Inspector

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Inspection dates: 11 and 12 January 2022

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Type of provider: Independent learning provider Address: Unit 1 Potbank Spode Works Elenora Street Stoke-on-Trent ST4 1QE Monitoring visit: Popcorn Learning Media Ltd, 11 and 12 January 2022

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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 the Education and Skills Funding Agency 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

Popcorn Learning Media Ltd (PLM) was established in 2015 and is a developer of e- learning, filmed videos and animations. They started teaching apprenticeships in May 2019. In early 2021, the PLM board made the decision to place the provision of apprenticeships into a subsidiary business, Cavendish Henley Ltd (CH).

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Context and focus of visit

In December 2021, the PLM board appointed a new managing director for CH. The provider subcontracts the teaching of functional skills to Mantra Learning Ltd.

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Context and focus of visit

At the time of the visit, there were 31 apprentices enrolled on business management standards. Some 14 apprentices were training at level 3, seven apprentices at level 5 and nine apprentices at level 7. Roughly two thirds of the apprentices were employed at the University of Greenwich or GE Renewable Energy.

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Reasonable progress

Senior leaders have a clear mission to provide training which is relevant to the apprentices’ role and quickly benefits their business.

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Reasonable progress

Leaders rightly prioritise high-quality teaching. They achieve this aim by employing highly skilled and knowledgeable trainers, who link effectively with employers to plan and teach a curriculum that marries business theory with current practice.

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Reasonable progress

Senior leaders have expanded the business slowly and specialised successfully in the provision of business management apprenticeships. Leaders have developed positive and long-standing relationships with employers. They involve partners effectively in apprentice recruitment, curriculum planning and review. As a result, they recruit apprentices onto the right course. Nearly all the apprentices stay on the course and gain significant new knowledge, skills and behaviours. Monitoring visit: Popcorn Learning Media Ltd, 11 and 12 January 2022 Senior leaders know the business well. They produce an accurate assessment of the strengths and weaknesses. They derive actions for improvement from the report which they review, update and modify. For example, the managing director is reviewing workload on a weekly basis to ensure that trainers can now provide timely feedback to apprentices.

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Reasonable progress

Due to the small number of apprentices and the close involvement of managers in the training, managers know how well apprentices are progressing through weekly discussions. Managers identify those apprentices at risk of falling behind through the non- completion of tasks and take prompt and effective remedial action. Managers ensure that apprentices undertake sufficient off-the-job training.

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Reasonable progress

However, managers do not produce formal reports which identify apprentices’ progress from starting points, in terms of knowledge, skills and behaviours. Managers are aware of this gap in their processes. They have plans to tackle it as they grow.

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Reasonable progress

Senior managers have recently strengthened the governance structure through the appointment of an experienced independent adviser. The new adviser plays a key role in talking to apprentices and employers and observing training events. Senior managers are already successfully implementing the subsequent recommendations.

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Reasonable progress

Managers monitor closely the work of the subcontractor for the delivery of functional skills. However, they have been slow to start teaching English and mathematics functional skills to the apprentices who enrolled in September and November 2021.

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Reasonable progress

Leaders and managers have developed apprenticeship programmes that meet the needs of employers.

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Reasonable progress

Leaders have ordered the topics well. For example, at level 7, trainers start with an exploration of the importance of culture and values to provide a context for the development of strategy. At level 3, apprentices start by understanding the basic principles of managing people, before addressing the technical skills of managing projects and budgets. After each session, apprentices swiftly and successfully apply their new knowledge within the workplace.

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Reasonable progress

Trainers’ assessment of apprentices’ vocational starting points is accurate and detailed. They work closely and effectively with the apprentices’ line manager. As a result, trainers build well on the existing skills of individual apprentices.

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Reasonable progress

Where apprentices do not need to achieve functional skills qualifications, leaders do not routinely assess apprentices’ starting points in English and mathematics. As a result, they cannot swiftly address gaps in literacy and numeracy. Monitoring visit: Popcorn Learning Media Ltd, 11 and 12 January 2022 Leaders and managers have developed well-structured workbooks, which coaches use to support apprentices in their learning. Trainers provide useful feedback on apprentices’ work, which tells them what they need to do to improve. However, not all learners receive this feedback quickly enough to use it with their next submission.

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Reasonable progress

Trainers work well with employers to ensure that off-the-job training is synchronised with opportunities to apply the learning at work. For example, at level 3, one employer arranged job-shadowing opportunities for apprentices to observe skills outside their existing job role.

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Reasonable progress

Most apprentices are aware of the arrangements for end-point assessment and they understand how to achieve the highest grades. However, in a few cases, trainers do not provide the information early enough and, as a result, a small number of apprentices miss opportunities to gather evidence for their portfolios.

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Reasonable progress

Apprentices complete additional accredited qualifications as part of their apprenticeship programme. A high proportion of apprentices achieve the apprenticeship, and at distinction level.

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Reasonable progress

Leaders have developed appropriate safeguarding policies with clear roles and responsibilities. They have broadened the scope to include the welfare of all apprentices. They ensure that apprentices understand how to stay safe online, and where they can find support for their mental health.

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Reasonable progress

The designated safeguarding lead has completed recent, relevant training and certification.

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Reasonable progress

Leaders follow appropriate procedures when recruiting new staff and working with subcontractors. Leaders provide detailed training materials for staff when they join the organisation and provide regular updates about safeguarding and the ‘Prevent’ duty.

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Reasonable progress

Through effective working with partners, managers have a good understanding of the prevailing risks of extremism within most areas where apprentices work. Senior leaders have developed a detailed ‘Prevent’ duty risk assessment and have identified specific measures to minimise risks.

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Reasonable progress

Apprentices that we spoke to felt safe and knew how to report any concerns. While apprentices had a good understanding of how to keep themselves safe, they have not considered in detail how this topic related to their role as a manager of people. Monitoring visit: Popcorn Learning Media Ltd, 11 and 12 January 2022 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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