Assist Knowledge Development Limited

Further education and skills inspection report

p.1

Inspection of Assist Knowledge Development Limited

p.1

Overall effectiveness Outstanding

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

p.1

Information about this provider

Assist Knowledge Development Limited (AssistKD) is a training and consultancy company based in Oxfordshire. AssistKD has received funding for apprenticeships since 2017. At the time of the inspection, there were 80 apprentices studying on the level 4 business analyst apprenticeship. All apprentices were 19 years old and over. Apprentices mainly work for large public and private sector employers at locations throughout England. Staff provide training either remotely or at apprentices’ workplaces. 8 to 11 November 2022

p.1

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

Apprentices are enthusiastic about their learning at AssistKD. They are very well supported by staff, who listen to them and help them to resolve concerns successfully. As a result, apprentices become very adept business analysts quickly.

p.2

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

Apprentices value the exceptional quality of their learning materials, training and mentoring sessions. For example, they make use of podcasts, videos and quick- reference guides to key frameworks, such as process modelling. Apprentices benefit from highly experienced and well-qualified staff who guide them carefully through their learning. Apprentices make outstanding progress in their studies, achieve high grades and go on to study at a higher level. They use their learning successfully in the workplace. For example, many apprentices go on to mentor new apprentices once they have finished. Other apprentices have developed or improved business critical systems for their employers, gained senior management positions or undertaken level 7 qualifications in data analytics and other subjects.

p.2

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

Apprentices almost always meet the high expectations staff have of them. For example, apprentices lead meetings at work confidently and help their colleagues by quickly sharing what they have learned. As a result, they make a strong contribution to their organisations.

p.2

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

A small number of apprentices compete in the international Business Analyst of the Year Award alongside more experienced business analysts. However, too few apprentices show the motivation to participate in this and other skills competitions.

p.2

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

Apprentices learn the importance of collaborating with others effectively. Staff work with employers to ensure that apprentices have frequent opportunities to work with people from a diverse range of backgrounds. Consequently, apprentices appreciate the value of diversity and promote it in their workplaces.

p.2

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

Apprentices benefit from very high-quality careers advice and guidance, giving them a comprehensive understanding of their next steps. They learn how to build a personal career brand and produce an action plan to reach their career goals. As such, apprentices are very well prepared for the next phase of their careers.

p.2

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

Apprentices feel safe and know how to keep safe, including online.

p.2

better?

Leaders describe their apprentices as ‘the stars of the future’. They have high expectations of apprentices to become high performing and successful members of the business analysis community, which many of them do. They have used their expertise and experience in business analysis to design a curriculum that promotes apprentices’ future career development successfully. They have designed the sequence of learning carefully. Apprentices begin with the foundational knowledge 8 to 11 November 2022

p.2

3

required for business analysis before applying this to more advanced topics, such as modelling business processes. Leaders have aligned these subjects to units within the internationally recognised Diploma in Business Analysis. Consequently, apprentices swiftly develop highly relevant knowledge, skills and behaviours and are successful in gaining promotion.

p.3

3

Staff work closely with employers to ensure that the curriculum is flexible and tailored to the individual needs of apprentices. For example, mentors arrange individual sessions for apprentices to cover the content they need for projects at work if they have not yet learned this in their training courses. As a result, apprentices maximise their opportunities to learn from their on-the-job training.

p.3

3

Trainers explain concepts in business analysis clearly. For example, trainers help apprentices to talk about ‘systems thinking’ models, such as CATWOE, in their own words and to apply them in their workplaces to find solutions to clients’ problems. Consequently, apprentices understand concepts securely and confidently apply this knowledge in examinations.

p.3

3

Mentors and trainers plan sessions very effectively to give plentiful opportunities for apprentices to consolidate their learning. They monitor apprentices’ progress closely, including during their on-the-job training. Mentors provide very useful feedback so that apprentices make sustained improvements to their work, ensuring that apprentices’ work is consistently of a very high standard.

p.3

3

Apprentices apply their learning to tasks and projects in the workplace rapidly and successfully. They use analytical techniques such as mind maps, process maps and road maps to document and validate their thought processes. As a result, apprentices have a detailed understanding of the needs of their clients and other stakeholders and engage with them effectively.

p.3

3

Staff support apprentices very well, including those with additional needs. They make sensible and impactful changes to apprentices’ programmes where these are required. Consequently, apprentices with additional needs achieve well and make excellent progress over time in line with their peers.

p.3

3

Mentors provide frequent and meaningful opportunities for apprentices to learn about wider social issues, such as the cost-of-living crisis and how to identify political extremism in their everyday lives. Apprentices quickly make links between the values underlying these issues and their own lives and workplaces - for example, the importance of showing tolerance and respect towards their colleagues. As such, apprentices are extremely well prepared for life in modern Britain.

p.3

3

Leaders and those responsible for governance have a comprehensive understanding of the strengths and weaknesses of training. Those responsible for governance support and challenge leaders diligently to make improvements. For example, governors have prompted leaders to evaluate how apprentices are dealing with the demands of their written work. As a result, leaders have reconsidered these 8 to 11 November 2022

p.3

4

demands so that they align more closely with the requirements for apprentices’ final assessments.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders use appropriate policies and procedures to help keep apprentices safe. The suitably qualified and experienced designated safeguarding lead (DSL) records and manages welfare and safeguarding concerns effectively. The DSL ensures that both trainers and mentors receive sufficient annual training on safeguarding and ‘Prevent’ duty so that they have the knowledge they need to keep apprentices safe.

p.4

Safeguarding

Mentors attend extra training sessions tailored to their role and receive frequent updates so that they can teach apprentices how to keep safe throughout their programme. As a result, apprentices make good use of their understanding of safeguarding in the workplace, such as when working with clients who may be vulnerable. 8 to 11 November 2022

p.4

Provider details

Address The Sanderum Centre 30A Upper High Street Thame Oxfordshire OX9 3EX

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors N/A 8 to 11 November 2022

p.5

Information about this inspection

The inspection team was assisted by the director, 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.

p.6

Inspection team

David Towsey, lead inspector His Majesty’s Inspector Barry Wren Ofsted Inspector Daisy Agathine-Louise Ofsted Inspector Lee Hunt Ofsted Inspector Emma Leavey His Majesty’s Inspector 8 to 11 November 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7