Alpha Development Partnership Ltd

Further education and skills inspection report

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Inspection of Alpha Development Partnership Ltd

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Inspection dates: 28 to 30 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

Alpha Development Partnership Limited (Alpha) is an independent learning provider based in the City of London. Alpha’s main business offers commercial training to the finance sector. At the time of the inspection, there were 28 apprentices studying towards standards-based apprenticeships, working in the financial sector. Thirteen apprentices were studying the level 4 data analyst standard, six were studying the level 3 team leader/supervisor standard, five were working towards the level 4 associate project manager standard, four were on the level 4 business analyst standard and one was working towards the level 4 cyber security technologist standard. A further six apprentices are on a break in learning. 28 to 30 September 2022

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

Apprentices benefit from professional training and support to help them develop their analytical skills. They learn to gather and present data to inform business decisions effectively. Staff tailor the content of training to meet apprentices’ individual learning needs closely.

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

Apprentices are happy with the high-quality training from Alpha’s staff. They have a positive attitude towards their training and work diligently and collaboratively. Apprentices appreciate their off-the-job training time as it allows them to experiment with new ideas in a safe environment. As a result, apprentices attend and are punctual. In a few instances, apprentices studying level 4 programmes struggle to manage the requirements of their work within the deadlines given.

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

Apprentices value that they can directly apply their learning at work. They use their new knowledge and skills to improve how they communicate with stakeholders. For example, apprentices learn new tools to help show benefits and drawbacks when looking at the feasibility of projects. Apprentices gain confidence using technical language. They apply helpful, industry-based models to workplace projects.

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

A few apprentices would prefer to learn in a group environment to be able to share ideas further, rather than learning remotely at home. A few need more guidance at the start of the programme about how to present their written work.

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

Apprentices feel safe and are treated fairly by staff at Alpha.

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better?

Leaders and managers offer a suitable range of apprenticeship programmes for early career entrants to the finance sector. They design the curriculum in close partnership with employers. They include bespoke content at the request of employers, such as advanced computer software packages. Leaders and managers add in professional qualifications for apprentices studying business analyst and team leader programmes beyond the requirements of the standard. As a result, apprentices and employers value the training Alpha provides.

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better?

Highly qualified staff check and consider apprentices’ starting points appropriately. They adapt the curriculum to meet apprentices’ individual needs. For example, trainers select more complex criteria for apprentices to work towards if they show high levels of knowledge. Where staff identify any areas in which apprentices need additional support, for example in the ability to deliver presentations confidently, managers arrange additional lessons to help apprentices develop specific skills. As a result, apprentices make good progress.

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better?

Managers arrange targeted one-to-one support for apprentices to fill any gaps in their knowledge in English and mathematics, for those who need to achieve functional skills qualifications. 28 to 30 September 2022

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Trainers use sound teaching strategies to ensure apprentices understand their work and what they need to do next. They explain concepts clearly. Trainers use their industry skills and knowledge effectively to illustrate their teaching of theory using examples from the workplace. They challenge apprentices to further analyse projects. As a result, apprentices understand quickly how their new knowledge is relevant to their work.

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Trainers and coaches check apprentices’ understanding suitably. They outline next steps for apprentices to improve and complete assignments. Coaches discuss apprentices’ progress with their line managers and plan work tasks to align their on and off-the-job training. As a result, apprentices can put their new knowledge gained in training sessions into practice at work.

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Leaders and managers receive helpful scrutiny and support from senior leaders of Alpha’s parent company. They provide appropriate guidance and challenge, which improves the quality of technical training on the apprenticeship programme. For the team leader programme, an external group of employers reviews the curriculum to check it meets industry requirements. As a result, apprentices learn high-quality and current knowledge.

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Leaders and managers have not made sure that enough level 4 apprentices achieve their programmes. Too many line managers and apprentices did not understand the level of work required from the start of the programme. Managers offered apprenticeships with too short a duration. As a result, apprentices left part-way through the course. Managers recognise this and are making appropriate improvements.

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Staff do not provide enough impartial careers information to apprentices. As a result, apprentices are not clear on the opportunities for career progression and further study upon completion of their programme.

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Leaders and managers do not explore apprentices’ wider interests enough outside of their main topic of study. In some instances, trainers guide apprentices helpfully to understand life in modern Britain. For example, in mathematics, trainers skilfully explain how different types of ‘average’ can show different results. They use this to highlight to apprentices how to question a range of reported information, including what they read in the media. However, managers do not routinely plan training to include knowledge beyond the main subject of apprentices’ curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers take appropriate actions to help keep adult apprentices safe. They perform suitable checks on teaching staff to ensure they are safe to work with their learners. The designated safeguarding leads and staff are suitably trained. Staff monitor apprentices’ well-being closely. They guide apprentices to suitable sources 28 to 30 September 2022

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of support, such as employee assistance programmes at work or counselling where needed.

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Managers check that employers provide suitable training for apprentices on safeguarding risks they may encounter working in the finance sector, such as money laundering and bribery.

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Managers do not include enough training for apprentices about risks that apprentices may face in their local geographical area or about the importance of healthy relationships.

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What does the provider need to do to improve?

 Leaders and managers should ensure that apprentices and their line managers understand the requirements of the programme from the start. They need to ensure that their programmes are of suitable duration to allow more apprentices to achieve in the expected timeframe.  Leaders and managers should provide apprentices with impartial careers guidance so that apprentices are clear about opportunities for further study or career progression.  Leaders and managers should provide a more coherently planned curriculum for apprentices to explore their wider interests, understand more about healthy relationships and learn about potential local safeguarding risks. 28 to 30 September 2022

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Provider details

Address Level 1 6 Bevis Marks London EC3A 7AB

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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 28 to 30 September 2022

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Information about this inspection

The inspection team was assisted by the head of apprenticeships, 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

Rebecca Jennings, lead inspector His Majesty’s Inspector Maureen Gilmartin Ofsted Inspector 28 to 30 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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