Decoded Limited

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Decoded Limited (Decoded) is a national independent learning provider based in Spitalfields, east London. Decoded provides education and training through apprenticeship programmes within the data sector. The majority of teaching, learning, assessment and support for apprentices is online.

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Information about this provider

At the time of the inspection, there were approximately 530 apprentices completing the standards-based level 4 data analyst programme. There were 12 apprentices completing the standards-based level 3 data technician programme. All apprentices are over the age of 18. A small number of apprentices study English and mathematics qualifications at level 2. 16 to 19 August 2022

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What is it like to be a learner with this provider?

Apprentices enjoy their programme. Most apprentices say they would recommend Decoded to their friends.

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What is it like to be a learner with this provider?

Apprentices enjoy learning in a positive learning environment. Apprentices cooperate and take part in discussions with enthusiasm. They benefit from working with apprentices from different employers. Tutors set collaborative tasks and encourage apprentices to arrive at answers through teamwork. As a result, apprentices develop their problem-solving skills.

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What is it like to be a learner with this provider?

Apprentices benefit from very well qualified and experienced tutors and coaches. Tutors and coaches develop apprentices’ required knowledge, skills and behaviours effectively, so they can apply these with confidence in the workplace. Employers appreciate the growing contributions that apprentices make at work. For example, level 4 data analysist apprentices develop training modules for colleagues in the workplace to introduce them to data analysis.

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What is it like to be a learner with this provider?

Apprentices value highly the support and encouragement they receive from their coaches and tutors. Coaches respond promptly to any queries apprentices have outside of scheduled sessions. As a result, apprentices are motivated, committed to their learning, and achieve their qualifications.

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What is it like to be a learner with this provider?

Apprentices receive helpful preparation for their final assessments. Leaders and managers have built in sessions specifically to help apprentices get ready for these. These include sessions with tutors and coaches, where they test apprentices’ knowledge through questioning.

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better?

Leaders have a clear rationale for the level 3 data technician and level 4 data analyst apprenticeships. Leaders work closely with large levy-paying national employers, mostly in the retail, telecommunications and finance sectors. Their apprenticeships aim to upskill existing employees, create career routes into data analytics and enhance career opportunities. As a result, leaders have a curriculum offer that meets the needs of apprentices and employers.

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better?

Since the monitoring visit in May 2021, leaders have been proactive in improving their use of management information. They now have better oversight of the provision. The implementation of thorough quality improvement plans enables leaders, including external board members, to make improvements to their training. As a result, leaders and board members have an accurate overview of the strengths and areas for development. Their actions have a positive impact on the provision.

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better?

Tutors and coaches sequence the curriculum for each apprenticeship programme in a logical order. Topics build in complexity over time, so that apprentices learn basic 16 to 19 August 2022

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knowledge first before moving on to more difficult topics. For example, tutors initially teach the level 4 data analyst apprentices about the foundations of data analytics before moving on to more complex topics, such as data storytelling and data mining. As a result, apprentices develop significant new knowledge, skills and behaviours over time.

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Coaches meet frequently with apprentices to thoroughly review their progress. Most reviews involve line managers well. As a result, coaches have a good understanding of the progress that apprentices make. Leaders have put in place effective additional support for the small number of apprentices who have fallen behind with their studies. As a result, apprentices benefit from a personalised approach that motivates them to take responsibility for their learning and progress. Apprentices make good progress with their studies.

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Coaches provide developmental feedback to apprentices on their work that helps them to improve. Coaches provide feedback against the relevant competencies and indicate where further improvements can be made. Consequently, apprentices’ work is of a good standard for the level they study, and most apprentices achieve high grades.

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Due to the significant impact of COVID-19, apprentices from previous cohorts achieved less well. Leaders and managers have put in place effective support plans to ensure that apprentices remain on programme and have additional support to complete their studies. As a result, a higher number of apprentices remain on programme and achieve with high grades within the planned time, including English and mathematics.

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Apprentices gain substantial new skills, knowledge and behaviours as a result of their training. For example, level 3 data technician apprentices learn how to interrogate, interpret, analyse and present data to identify the chemical changes in deodorant once in packaging. As a result, apprentices apply these skills and knowledge in the workplace, and line managers see and value the contributions they make. A few apprentices gain promotion on completion of their studies.

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Leaders and managers do not ensure that apprentices receive appropriate careers advice and guidance to support them in their next steps. As a result, apprentices do not have a clear understanding of their progression and career opportunities beyond the programme they complete. Leaders and managers rightly recognise this as an area for improvement.

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Leaders and managers ensure that, through the curriculum, apprentices build their confidence well. For example, tutors and coaches run frequent social coding events, where apprentices from different employers come together to test and explore their professional knowledge and analytical skills. They work in teams to solve problems using scenario-based activities. As a result, apprentices gain confidence in their own abilities. 16 to 19 August 2022

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Leaders and managers ensure that apprentices have opportunities to develop their skills and knowledge beyond the core vocational curriculum. For example, their curriculum includes workshop opportunities for apprentices to develop their time management and presentation skills. However, apprentices do not have access to sufficient opportunities outside of these areas to develop their interests and talents.

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Leaders and mangers ensure that apprentices are taught about the dangers of radicalisation and extremist views, and the importance of British values. However, while a few apprentices have a clear understanding of British values and how these relate to their lives, too many apprentices do not recall what they have learned about British values and the dangers of radicalisation and extremism.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that designated safeguarding leads (DSLs) are suitably trained. DSLs undertake additional training, so they can provide mental health first aid to apprentices. DSLs signpost apprentices to external agencies to gain professional support when appropriate.

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Safeguarding

Staff create a safe environment for apprentices. Leaders ensure that effective support is available to promote apprentices’ well-being. For example, coaches encourage apprentices to explore topics that may affect their well-being, such as personal finances, divorce, gaming addiction and alcohol misuse.

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Safeguarding

Coaches provide apprentices with a range of information about safeguarding and well-being. As a result, apprentices feel safe and know how to stay safe, both in the workplace and online.

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What does the provider need to do to improve?

 Leaders should continue to support apprentices who are behind with their studies to remain on programme, so they can complete their studies within the planned time.  Leaders should ensure that their programmes include sufficient opportunities for apprentices to develop their understanding of the risks associated with radicalisation and extremist views, and the importance of British values.  Leaders should provide opportunities for apprentices to develop their interests and talents beyond the vocational curriculum. 16 to 19 August 2022

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Provider details

Address 35-41 Folgate Street Spitalfields London E1 6BX

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 16 to 19 August 2022

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Information about this inspection

The inspection team was assisted by the director of quality and compliance, as nominee. Inspectors took account of the provider's most recent self-assessment report and development plans, and the previous monitoring visit report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners' work, seeking the views of learners, staff and other stakeholders, and examining the provider's documentation and records.

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Inspection team

Joanna Walters, lead inspector Her Majesty's Inspector Andrea McMahon Her Majesty's Inspector Shahram Safavi Ofsted Inspector Dilys Taylor Ofsted Inspector Sam Hanmer Ofsted Inspector Jon Bowman Her Majesty's Inspector 16 to 19 August 2022

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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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