Metadata Limited

Further education and skills inspection report

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Inspection dates: 21 to 23 September 2022

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Overall effectiveness Good

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

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Information about this provider

Metadata Limited is a training provider based in north-east London. The provider specialises in business analysis and agile training. Metadata started delivering apprenticeships in 2019. At the time of the inspection, there were 36 adult apprentices on level 4 business analyst apprenticeship standard and two apprentices on a break in learning. 21 to 23 September 2022

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

Apprentices enjoy their training. They speak highly of the academic and pastoral support they get from their tutors and mentors. As a result, apprentices have positive attitudes to learning. They are highly motivated to succeed in their training and at work.

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

Apprentices become valued employees because they develop the knowledge, skills and behaviours that employers value. With their growing confidence, apprentices make a good contribution to their organisation. They lead on high-level, project- based work. A high number of apprentices get promoted during their training.

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

Apprentices rightly value their mentors and tutors who are experts in business analysis. Tutors also have significant industry experience which they draw on to teach up-to-date content that apprentices apply effectively in their practice at work.

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

Apprentices are not always clear about the opportunities available to them once they complete their studies. This is because leaders and managers do not ensure that staff consistently give apprentices sufficient information about their potential next steps in employment and training.

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

Apprentices know they can contact staff if they have any concerns about their own or others’ welfare. Apprentices feel safe during their training.

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better?

Leaders and managers are highly ambitious for their apprentices. They ensure that the training apprentices receive includes additional qualifications beyond the requirements of the apprenticeship. For example, apprentices can take accredited courses in business analysis and agile business analysis. As a result, apprentices gain qualifications which are highly valued and widely recognised in the industry.

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better?

Leaders and managers ensure that the curriculum is logically sequenced. For example, apprentices first study the foundations of business analysis before learning business analysis principles. They then learn about requirements engineering and modelling business processes. As a result, apprentices develop their knowledge and skills well over time and apply these effectively at work.

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better?

Tutors use a range of teaching approaches effectively. For example, they use business scenarios and case studies to help apprentices learn and develop practical business analysis skills. Mentors give apprentices detailed feedback on their work that helps them identify where to improve. As a result, apprentices remember what they have learned and can apply their learning effectively at work.

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better?

Tutors and mentors help apprentices to develop their technical vocabulary effectively. For example, tutors and mentors discuss ‘swim lane’ diagrams used to 21 to 23 September 2022

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interpret and respond to workplace tasks. Consequently, apprentices learn a wide range of specialist language used in the industry and use this with confidence.

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Apprentices benefit from effective support from their mentors. In progress review meetings, mentors challenge apprentices to think critically and evaluate their project work. They make links between this work and the knowledge, skills and behaviours apprentices develop. As a result, mentors swiftly identify any gaps in apprentices’ knowledge and help them to resolve misunderstandings. This supports apprentices to make good progress.

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Leaders and managers have a thorough understanding of why not enough apprentices successfully complete their training. In response, leaders have appointed an additional manager. This has increased the expertise within the company and led to improved support for apprentices. As a result, apprentices are committed to the training and are on track to achieve. A high proportion of apprentices who complete their training achieve a distinction.

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Senior leaders and managers reflect well on the quality of education that apprentices receive. They use a range of activities to do this such as analysing apprentices’ feedback on the quality of their training. They have made improvements to the provision based on an accurate understanding of the strengths and weaknesses of the provision.

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Leaders and managers do not plan a personal development curriculum to support apprentices’ development beyond vocational training. Consequently, apprentices do not have opportunities to develop their wider interests and talents.

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Leaders and managers have not placed a high enough priority on teaching apprentices about the dangers of radicalisation and extremist views. As a result, apprentices do not develop well enough their understanding of the dangers of radicalisation and extremism and how, for example, they might identify a colleague at work who was being radicalised.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have suitable safeguarding policies in place. They carry out appropriate pre-employment checks on prospective staff to ensure that they are suitable for their roles.

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Safeguarding

Leaders and managers include information about safeguarding, including staying safe online, as part of the curriculum. For example, apprentices know how to report any concerns about themselves or others.

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Safeguarding

Staff are aware of how to spot safeguarding concerns and how to report these. They check regularly on apprentices’ well-being. However, leaders do not ensure that 21 to 23 September 2022

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staff’s training on safeguarding is routinely updated. The designated safeguarding lead is trained appropriately for their role.

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What does the provider need to do to improve?

Leaders and managers should ensure that:  all apprentices receive high-quality information, advice and guidance on their next steps once they complete their training  apprentices benefit from a curriculum that supports their wider development outside of the vocational training  apprentices develop their understanding of the dangers of radicalisation and extremism so that they can, for example, identify a colleague at work who was being radicalised. 21 to 23 September 2022

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Provider details

Address 2-6 Cropley Street London N1 7GF

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Provider details

Principal, CEO or equivalent Mike Goodland

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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 21 to 23 September 2022

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Information about this inspection

The inspection team was assisted by the managing director, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection 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

Jon Bowman, lead inspector His Majesty’s Inspector Andrea McMahon His Majesty’s Inspector 21 to 23 September 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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