Dorset Software Services Limited

Dorset Software Services Limited Monitoring visit report

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Name of lead inspector: Lynda Brown, His Majesty’s Inspector

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Inspection dates: 14 and 15 December 2022

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Address:

Corbiere House New Quay Road Poole BH15 4AF Monitoring visit: Dorset Software Services Limited, 14 and 15 December 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

Dorset Software Services Limited (Dorset Software) is a computer software company based in Poole, Dorset, with a further office in Oxford. Dorset Software works with clients, including large national companies and the public sector, to provide strategy, consulting and operational services.

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Context and focus of visit

Dorset Software gained its own contract to provide apprenticeships in November 2021. As an employer provider, all apprentices are employed by Dorset Software and work within the organisation. All apprentices study the level 4 software developer apprenticeship standard. Apprentices commence their apprenticeship with five months off-the-job training to prepare them for working on client contracts. On completion of their initial training, apprentices spend the remainder of their apprenticeship programme working with clients, individually or as a part of a team. At the time of the monitoring visit, there were 54 apprentices. Forty-eight apprentices were based in Poole and six in Oxford. Thirty-one apprentices were taking part in their five-month initial training, and the remainder were working on client contracts. All apprentices were aged 19 and over.

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Reasonable progress

Leaders have established an ambitious apprenticeship programme to meet the need for highly trained software developers and to benefit the clients they work with. Leaders have planned the apprenticeship programme carefully. They provide apprentices with effective off-the-job training that aligns closely with their work with clients. Leaders ensure that the requirements of apprenticeship programmes are met fully.

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Reasonable progress

Leaders and managers have very high expectations of apprentices. They provide apprentices with a professional working environment, where they learn from senior Monitoring visit: Dorset Software Services Limited, 14 and 15 December 2022 staff who are their role models. As employees, apprentices use industry-standard computers and software applications. They learn contemporary skills that will enable them to work effectively with clients. Managers value apprentices and have created a respectful culture at work, which apprentices appreciate. As a result, apprentices are highly committed to their apprenticeship, and most remain on their programme. Currently, no apprentices have taken their final assessments.

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Reasonable progress

Leaders and managers reflect frequently on the quality of the provision. They recognise rightly the need to regularly review the curriculum so that apprentices keep up to date with the rapid changes in technology. Leaders use feedback from apprentices and clients well to adapt the content of the apprenticeship programme. For example, they have placed a greater emphasis on apprentices’ understanding of risk management and the development of their prioritisation skills in response to client feedback.

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Reasonable progress

Leaders do not have a comprehensive understanding of the quality of the provision. Their assessment of the quality does not cover all aspects of an apprenticeship programme. For example, leaders do not evaluate the effectiveness of the personal development curriculum sufficiently well. They understand the main areas for development in the training, but they do not clearly identify the improvement actions they have taken or monitor the progress made against the targets. Leaders do not secure any external scrutiny of the provision to provide them with support and constructive challenge in their apprenticeship provision.

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Significant progress

Apprentices gain substantial new knowledge and skills as a result of studying on the apprenticeship. Apprentices start the apprenticeship already having achieved a degree-level qualification, but most do not have programming experience at work. As a result, they gain significant new skills in software development. Managers assess apprentices’ skills and knowledge thoroughly at the start of the apprenticeship. Where apprentices demonstrate prior knowledge, trainers adapt the training to extend their knowledge and skills, enabling apprentices to use a broader range of software programmes, for example. Leaders have sequenced the curriculum in a logical order so that apprentices initially gain basic programming skills. Apprentices then progress on to creating test scenarios so that they can apply them to ‘live’ client projects.

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Significant progress

Most apprentices have high levels of mathematics skills when they start their apprenticeship. Trainers extend apprentices’ mathematics skills further so that they can apply their prior knowledge to problem-solving scenarios in software development. For example, apprentices learn to use technical processes , such as root and sibling nodes, to ensure that calculations generate the correct answers. Monitoring visit: Dorset Software Services Limited, 14 and 15 December 2022 Trainers support apprentices effectively to improve their English skills. They use real- life situations to ensure that apprentices use grammar and punctuation accurately in their communication with clients. As a result, apprentices’ confidence increases when discussing their needs with clients, and their written communication is of a high standard.

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Significant progress

Experienced and well-qualified trainers and mentors work in close proximity to apprentices. As a result, apprentices gain valuable insight into how to work professionally with clients. Trainers provide apprentices with immediate and helpful feedback and guidance on technical issues and/or client projects. As a result, apprentices learn to work independently and are prepared thoroughly for working with clients. Trainers and mentors have a good understanding of the progress that individual apprentices make in learning new knowledge and skills. If apprentices do not make the expected progress, trainers intervene swiftly and support them to catch up.

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Reasonable progress

Leaders have created a positive culture of safeguarding, where apprentices feel safe. Apprentices’ well-being is a high priority. Leaders recognise that many apprentices move geographically to take up their apprenticeship, and they provide them with a wide range of activities, such as quizzes, sport activities, paintballing and a book club, to help them socialise with other employees outside of work and prevent feelings of isolation.

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Reasonable progress

Leaders make appropriate pre-employment checks on all employees, and checks are renewed frequently.

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Reasonable progress

A designated safeguarding officer and deputy are in place. However, they have not had sufficient training to be assured fully that they are fulfilling their roles appropriately. Although they have taken highly beneficial actions to support apprentices with issues such as paying for counselling services, they do not consider broadly other risks that apprentices may be subjected to. Apprentices have a basic understanding of fundamental British values but cannot articulate how these might impact on their everyday lives. Monitoring visit: Dorset Software Services Limited, 14 and 15 December 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

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Reasonable progress

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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