Purple Beard Ltd

Purple Beard Ltd Monitoring visit report

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Name of lead inspector: Sue Hasty, Her Majesty's Inspector

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Type of provider: Independent learning provider

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Address:

6-7 TV House 269 Field End Road Pinner HA4 9LS Monitoring visit: Purple Beard Ltd, 17 and 18 August 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

Purple Beard Limited (Purple Beard) is an independent learning provider based in west London. They were awarded a contract to run apprenticeships in September 2020. Due to the impact of the COVID-19 pandemic, leaders delayed recruiting apprentices until January 2021.

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Context and focus of visit

Purple Beard specialises in teaching apprenticeships in the digital sector. At the time of the visit there were 11 apprentices, of which three were studying the level 3 software development technician standard, two were studying the level 3 digital support technician standard, and two were studying the level 4 software tester standard. The remaining apprentices were split between the level 3 data technician standard, the level 3 junior content producer standard, the level 4 digital community manager standard and the level 4 data analyst standard.

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Context and focus of visit

All teaching takes place online. Most apprentices are aged 19 and over.

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Reasonable progress

Leaders have responded effectively to the skills shortage for well-trained and qualified employees in the digital skills sector. They have worked closely with a small number of regional and national employers to design a curriculum, which mostly meets their needs. For example, apprentices on the level 3 data technician course have learned how to improve the range and quality of management information reports available for their manager to help them make informed decisions. Most employers value the contribution apprentices make to their business.

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Reasonable progress

Leaders have carefully evaluated and reduced the range of standards they offer. They sensibly paused apprenticeship enrolments to ensure that they had the staff in place with the right skills and experience to teach apprentices. Most apprentices stay Monitoring visit: Purple Beard Ltd, 17 and 18 August 2022 on their course and are on track to complete their apprenticeship within expected timescales.

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Reasonable progress

Leaders ensure that their programmes meet the principles and requirements of an apprenticeship. Most apprentices are in suitable job roles for their apprenticeship. In a very small minority of instances on the level 4 software testing apprenticeship, apprentices’ duties do not fully align with the apprenticeship standard they study. However, leaders work closely with line managers to ensure that apprentices have suitable opportunities to develop their skills and knowledge. Consequently, apprentices gain useful qualifications in software testing.

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Reasonable progress

Skills coaches provide apprentices with helpful one-to-one guidance that helps apprentices improve their knowledge of English and mathematics. Of the few apprentices that need to do level 2 English and mathematics qualifications, the majority pass the examinations at the first attempt, and well ahead of their end-point assessment.

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Reasonable progress

Leaders have not yet put in place any rigorous arrangements for evaluating the effectiveness of their provision. For example, at management meetings leaders and staff do not discuss how to improve the quality of teaching. As a result, leaders and managers have a limited overview of the strengths and areas for improvement in apprenticeship programmes.

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Reasonable progress

Leaders and managers plan and teach an appropriately structured curriculum. For example, on the level 3 data technician course, apprentices first learn how to set up queries to analyse datasets. They then use more complex software to present information in a visual format. Consequently, apprentices gradually build their skills and knowledge over time.

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Reasonable progress

Most apprentices who are new to their roles develop substantial new skills, knowledge and behaviours while studying their apprenticeship. For example, apprentices on the level 3 digital support technician course acquire the knowledge and skills to competently help staff resolve technical issues with their computers. Apprentices grow in confidence. They develop the verbal communication and social skills to work effectively as a part of a team.

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Reasonable progress

Most apprentices benefit from well-planned reviews of their progress. Skills coaches skilfully discuss the knowledge and skills apprentices have acquired since their previous review. They ensure that apprentices know what they need to do next to stay on track. Skills coaches check that apprentices have sufficient time to complete Monitoring visit: Purple Beard Ltd, 17 and 18 August 2022 their coursework in their working hours. Consequently, a very high proportion of apprentices receive their full entitlement to off-the-job training.

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Reasonable progress

Most employers engage well in apprentices’ quarterly meetings with skills coaches. They have an appropriate understanding of apprentices’ progress. In a minority of instances employers do not find these meetings useful. Where this happens, review meetings lack purpose. Skills coaches do not set targets that clearly state the specific knowledge, skills and behaviours apprentices need to gain.

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Reasonable progress

A small number of apprentices have successfully completed their final assessments. They progress well into permanent employment or gain promotion with prestigious employers. A minority of apprentices are unsure of the grades they can achieve.

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Reasonable progress

Apprentices nearing the end of their apprenticeship do not receive any detailed advice and guidance on their next steps.

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Reasonable progress

Leaders have suitable arrangements in place to safeguard apprentices. Leaders provide staff and apprentices with useful guidance on identifying signs of abuse in young people and adults. They describe in detail the process for reporting safeguarding concerns. Leaders set out clear expectations for standards of behaviour during online learning lessons. Apprentices feel safe and know who to go to if they have a concern.

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Reasonable progress

Leaders ensure that the designated safeguarding lead is appropriately trained for their role. They keep thorough records of the training staff have taken in safeguarding and the ‘Prevent’ duty. Leaders carry out the necessary pre- employment background checks on staff to ensure they are safe to work with apprentices.

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Reasonable progress

Skills coaches teach apprentices about relevant safeguarding topics during progress reviews. Apprentices can explain with confidence what they would do if they saw a member of the public behaving suspiciously.

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Reasonable progress

Leaders have been slow to develop policies that outline how they manage concerns about harmful sexual behaviours. Monitoring visit: Purple Beard Ltd, 17 and 18 August 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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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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