We Are Momentum Limited

We Are Momentum Limited Monitoring visit report

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Name of lead inspector: Suzanne Wainwright, Her Majesty’s Inspector

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Inspection dates: 26 and 27 January 2022

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Type of provider: Independent learning provider

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Address: No.1 Booths Park Chelford Road Knutsford Cheshire WA16 8GS Monitoring visit: We Are Momentum Limited, 26 and 27 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

We are Momentum Limited became an apprenticeship provider in July 2019. The first, small cohort of apprentices began their programme in November 2020. At the time of the monitoring visit, there were 64 apprentices on apprenticeship programmes across levels, 3, 4 and 5. Over half of these apprentices commenced in January 2022 and were undertaking induction activities during the visit. The provider offers standards-based apprenticeships in team leading, associate project management and operations management. Most apprentices study programmes at levels 4 and 5. Currently, all learning is online due to the COVID-19 pandemic. Most apprentices are still working from home.

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Reasonable progress

Leaders have designed a clear apprenticeship curriculum that includes additional themes and activities to broaden apprentices’ knowledge, skills and behaviours. They invite guest speakers to speak on topics such as leading in a virtual world, chairing meetings and mindfulness. Apprentices apply the knowledge and skills that they learn successfully in the workplace by adapting their leadership styles to different circumstances and chairing effective meetings online.

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Reasonable progress

Leaders follow a stringent recruitment process to ensure that apprentices study an appropriate apprenticeship programme based on their experience and aspirations. Most apprentices are new to project management or leadership roles. Apprentices swiftly make sustainable changes to working practices that improve the efficiency of their organisations by making processes timelier and more cost effective. For example, they ensured that a local council’s fleet cars complied with clean air zone requirements on time and that the procurement of new medical equipment in the NHS is economical. Monitoring visit: We Are Momentum Limited, 26 and 27 January 2022 Most employers and apprentices understand the content of and their commitment to the apprenticeship programmes. However, a small minority of apprentices do not understand fully what activities count towards their off-the-job training or have a good enough understanding of the grades that they can achieve in their final

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Reasonable progress

assessment. In a few instances, level 4 project management apprentices arrange their own skills development in the workplace, such as finding colleagues to assist them with their learning about finance.

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Reasonable progress

Leaders review the quality of education that apprentices receive weekly with development coaches. Discussions at their governance board are highly relevant and challenging. There is a strong focus on quality improvement. Leaders consult regularly with apprentices and their employers to improve the curriculum. Leaders recognise that they need to strengthen their quality-monitoring activities further, for example by creating a more structured approach to their self-assessment process.

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Reasonable progress

Development coaches plan the curriculum in a logical and structured order. They use information about apprentices’ starting points and their job roles effectively in order to design programmes to meet apprentices’ needs. Experienced leaders develop substantial new knowledge, skills and behaviours because development coaches challenge them effectively about their performance as leaders at work. Apprentices apply the knowledge and skills that they learn successfully. For example, apprentices in the NHS who were redeployed during the pandemic apply their knowledge and skills of project management to COVID-19 screening and vaccination hubs. They ensure that team members understand their roles, receive timely training and are kept up to date with fast-moving changes.

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Reasonable progress

Staff have significant industry experience, especially in organisational change. They are highly qualified in project management, coaching and mentoring. Almost all staff have been senior leaders in relevant sectors such as the NHS and local authorities. They provide apprentices with a range of helpful, real-life examples to reinforce their learning, such as large-scale change management projects.

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Reasonable progress

Development coaches design high-quality, professional online resources, such as well-structured reading materials, video content and e-learning activities that apprentices find clear and easy to follow. Apprentices complete learning in advance of group sessions and are well prepared. They find the coaching sessions particularly useful in helping them to keep on track and to share ideas and effective practices. However, development coaches do not link the development of apprentices’ English and mathematical skills explicitly enough to the topics they learn. A few apprentices do not improve their skills in these subjects beyond what they already knew at the start of their apprenticeship programme. Monitoring visit: We Are Momentum Limited, 26 and 27 January 2022 Development coaches use verbal and written feedback effectively in order to help apprentices improve the quality of their work and their understanding of key

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Reasonable progress

concepts. Consequently, most apprentices’ work is of a high standard. Individual support helps apprentices to deepen their knowledge, for example in the effective time management of projects using sophisticated ‘Gantt charts’. However, development coaches do not teach apprentices how to apply higher-level study skills. For example, level 4 apprentices do not use academic skills of referencing in their assignment work as would be expected at their level of study.

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Reasonable progress

Leaders recently updated their safeguarding policies and procedures to ensure that they cover all aspects of safeguarding requirements and the ‘Prevent’ duty. Policies and procedures are appropriate for adult apprentices.

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Reasonable progress

The two designated safeguarding leads are suitably qualified to perform their roles effectively. Staff receive appropriate training that they update annually. Safeguarding is a regular agenda item that is discussed at governance board meetings.

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Reasonable progress

Apprentices feel safe in all aspects of their apprenticeship. They know who to contact if they have any concerns, both in their workplace and at the provider. Leaders check regularly on apprentices’ well-being. They provide additional support to those apprentices who need help with anxiety or mental health issues. Leaders plan to redevelop learning materials to ensure a greater consistency in how staff link safeguarding awareness to the content of the apprenticeship programmes. For example, not all apprentices understand how concepts such as radicalisation and extremism relate to their personal and working lives. Monitoring visit: We Are Momentum Limited, 26 and 27 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

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Reasonable progress

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

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