Cambridge Spark Limited

Cambridge Spark Limited Monitoring visit report

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Name of lead inspector: Rieks Drijver, Her Majesty’s Inspector

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Inspection dates: 15 and 16 February 2022

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Type of provider: Independent learning provider

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Address: Caledonia House 223 Pentonville Road London N1 9NJ Monitoring visit: Cambridge Spark Limited, 15 and 16 February 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

Cambridge Spark Limited was founded in 2016 to meet the global data science skills shortage. In 2018, the company started training apprentices and at the time of this monitoring visit had 74 apprentices on the level 3 data technician standard, 237 apprentices on the level 4 data analyst standard and 166 apprentices on the level 7 artificial intelligence (AI) data specialist standard. All apprentices are adults. They work for employers across the country. Cambridge Spark Limited does not work with any subcontractors.

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Reasonable progress

Senior leaders have used their expertise in data analysis and science to create a coherent suite of apprenticeship standards to provide progression from junior data user functions through to specialist AI engineering roles. They work closely with employers and carefully consider the needs of different sectors that use data, such as health and journalism, to create training tailored to the specific demands in these fields. For example, they have adapted the taught content for journalists to give them the knowledge they need to interpret and use complex data to shape the content of news stories.

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Reasonable progress

Senior leaders have recruited highly experienced teaching staff, coaches and data mentors who have expertise in data analysis. They have created an extremely well designed learning platform, used by teachers in training sessions and by apprentices for self-study. Through a range of interactive learning modules, apprentices learn the knowledge they need and complete assessments on which they receive helpful feedback, highlighting, as necessary, any areas for development. Monitoring visit: Cambridge Spark Limited, 15 and 16 February 2022 Staff ensure that apprentices have suitable jobs that match the standard they are studying. They provide a thorough induction to apprentices and their line managers, so all are aware of, and meet the requirements of, the apprenticeship standards.

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Reasonable progress

Senior leaders established a governing board to provide oversight of the company. The board includes two external members, to give impartiality to that oversight. Leaders and managers provide useful information to the board, which, in turn, provides effective support and challenge.

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Reasonable progress

Leaders evaluate accurately the quality of training and know the strengths and weaknesses of the company. They continue to train staff to teach online sessions more effectively and to ensure that what apprentices learn off the job links more closely with work in their job roles. They have accurately assessed the need to develop further the support they provide for learners who need extra help.

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Reasonable progress

Leaders and managers work effectively with employers and the end-point assessment organisations to ensure that the curriculum for each standard fully meets apprentices’ job requirements and exceeds the knowledge and skills needed for the final assessment. As a result, apprentices learn substantial new knowledge that they apply in their jobs. For example, level 4 apprentices working in the pharmaceutical sector use programming and analytical skills to automate the extraction and analysis of data from scientific instrumentation.

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Reasonable progress

Apprentices benefit from frequent progress meetings with coaches and with their line mangers. Coaches set apprentices clear objectives, which they link to their job roles or career aspirations. In a few cases, coaches do not make clear enough how apprentices can develop their workplace behaviours.

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Reasonable progress

Staff give apprentices useful feedback on their work, although in a few cases this is not timely enough. On the virtual learning platform, apprentices receive instant and helpful feedback on tasks such as coding.

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Reasonable progress

Most apprentices have a good knowledge of mathematics, which they apply well to data analysis. For example, they use mathematical formulae accurately to develop coding to extract and manipulate data from datasets. A few apprentices do not feel adequately supported with improving their knowledge and use of English, particularly in relation to completing aspects of the final assessment.

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Reasonable progress

During training sessions, teachers explain the module content in detail and make good use of the virtual learning platform. However, they do not adequately check that apprentices have understood the topics. Not all data technician apprentices are Monitoring visit: Cambridge Spark Limited, 15 and 16 February 2022 clear enough, at the start of the programme, about the requirements for their portfolio.

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Reasonable progress

Staff provide good careers guidance to learners. They also make highly effective use of industry experts to give apprentices a thorough insight into the way in which the use of data is transforming many employers’ work, and the implications this has for their careers.

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Reasonable progress

Leaders and governors have good oversight of safeguarding and apprentices’ well- being and mental health. They update their policies and practices to take account of new or emerging threats. They have links with agencies in the regions where they have formed their business and recognise the need to forge links with agencies in other regions where they have apprentices.

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Reasonable progress

Leaders ensure that suitable staff are in place as designated safeguarding leads, and ensure that they and all staff are appropriately trained. Staff know how to identify apprentices who are at risk. They take effective action with, and on behalf of, apprentices where issues are raised. They keep accurate records of actions taken.

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Reasonable progress

At the start of the programme, staff give apprentices good information about safeguarding and the ‘Prevent’ duty. Coaches refer to these topics in progress reviews with apprentices. However, they do not probe apprentices’ understanding well enough to check that they know fully how these topics relate to their jobs. Monitoring visit: Cambridge Spark Limited, 15 and 16 February 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

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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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