The Specialists Hub Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

The Specialists Hub Ltd has provided apprenticeships in the cyber security and digital sectors since October 2020. At the time of the inspection, 26 apprentices were enrolled on level 4 apprenticeship standards. There were 11 apprentices on the cyber security technologist apprenticeship and 15 apprentices on the data protection and information governance apprenticeships. Apprentices are based in businesses across England. All apprentices are over the age of 18. 18 to 20 January 2023

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

Apprentices demonstrate and understand the behaviours and attitudes they need to be successful at work. Level 4 cyber security technologist apprentices work independently on projects to set up new network systems that protect clients’ systems. They have a clear understanding of the importance of confidentiality when dealing with high-risk incidents.

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

Most apprentices have a positive attitude to learning. They benefit from and value the coaching and mentoring they receive from their tutors and employers.

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

Apprentices develop their confidence throughout their apprenticeship. Cyber security technologist apprentices deal with customers effectively. They put appropriate processes in place to prevent data loss and install software for password management. Employers value the contribution that apprentices make to their businesses.

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

Most apprentices complete additional qualifications as part of their apprenticeship. For instance, cyber security technologist apprentices complete qualifications in core security functions and risk assessments. This helps apprentices to gain additional skills for future employment.

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

Apprentices benefit from effective one-to-one support from functional skills tutors. This helps them to develop their mathematical and English skills. They develop the technical vocabulary they need for work and use mathematical concepts to analyse data.

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

Apprentices feel safe and know how to keep themselves safe. They have a good understanding of the risks of working online and of cyber security.

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

Apprentices do not receive useful information to help them make decisions about their next steps in their career, including progressing to higher levels of learning.

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

Apprentices on the level 4 cyber security technologist apprenticeship make slow progress because of the poor-quality teaching they previously received. This led to a high number of apprentices leaving their apprenticeship early or losing their motivation to achieve a high grade.

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better?

Leaders and managers have a clear strategy for the curriculum they offer. They design curriculums to respond to the identified national skills gaps in the digital sector, such as an increased requirement for cyber security technologists and data assurance and governance specialists. 18 to 20 January 2023

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Tutors are knowledgeable and experienced in the digital sector. They stay up to date with industry developments and provide examples of the work they have completed in the industry, such as dealing with new threats and vulnerabilities of network systems to contextualise apprentices’ learning. Leaders have very recently started to provide training to tutors to help them improve their teaching practice.

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Tutors sequence the curriculum in a coherent way. For instance, data protection and governance apprentices learn about the core principles of fairness, lawfulness and transparency and how this applies in the workplace. They then move on to more complex topics, such as processing of data on computer-based systems and the associated risks of malpractice.

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Tutors liaise with most employers to coordinate apprentices’ on- and off-the-job training effectively. Apprentices practise the knowledge and skills they learn at work. Cyber security apprentices work independently on projects at work to set up new network systems.

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Apprentices receive useful feedback from tutors on their work. They know what they have done well and what aspects of their work they need to improve. Consequently, they make improvements to their written work and portfolios. The work they produce is of a high standard and demonstrates their understanding of key concepts and technical language.

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Most apprentices develop substantial new knowledge, skills and behaviours as a result of their apprenticeship. Cyber security apprentices support small- and medium-sized businesses to set up internet networks. They swiftly resolve issues that their clients experience, such as phishing emails and smishing texts. Level 4 data protection apprentices complete audits for businesses independently, meeting the exacting requirements of their employers.

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Tutors do not consider what all apprentices already know and can do at the beginning of their apprenticeship. They do not plan challenging programmes for all apprentices. Conversely, functional skills tutors assess apprentices’ starting points in English and mathematics at the start of their apprenticeship. They use this information to design an individualised curriculum that considers what they already know and can do and prioritises what knowledge and skills they need to learn.

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Tutors do not set aspirational targets for apprentices to achieve. Tutors set targets that focus too much on the completion of tasks rather than widening and deepening apprentices’ knowledge, skills and behaviours. Apprentices do not know what they need to do to achieve a high grade.

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Until recently, tutors did not introduce cyber security apprentices to the requirements of their final assessment until the end of their apprenticeship. This impeded their ability to prepare for and reach their potential, resulting in them only being able to achieve a pass. 18 to 20 January 2023

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Too many cyber security apprentices left their apprenticeship early last year. Current apprentices on the cyber security technologist apprenticeship made slow progress because of the poor-quality teaching they previously received. New tutors now provide additional support to help apprentices to catch up. This has resulted in apprentices starting to make progress in completing their assignments.

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Leaders do not ensure that apprentices receive impartial careers advice and guidance. Apprentices are not aware of the wider opportunities available to them in employment or further study.

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Leaders do not ensure that the quality of education is ambitious enough or that apprentices receive a high standard of education throughout their apprenticeship. The quality improvement plan lacks rigour. Leaders do not set aspirational and measurable targets to achieve. This contributed to apprentices making slow progress on their apprenticeship.

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Leaders have made progress in starting to respond to the areas identified as requiring improvement at the previous monitoring visit. For example, the teaching of functional skills is improving, and tutors now provide more meaningful feedback to apprentices on how to improve their work. However, too many areas of improvement are still prevalent and require swift action to ensure that apprentices’ learning experiences improve.

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Governance is weak. While members of the board have appropriate educational and industry experience, they do not provide sufficient challenge to leaders so that they can rapidly improve the quality of training and education that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Senior leaders place a high priority on the well-being of apprentices. They ensure that apprentices are safe when they work online or when they are at work. There are appropriate safeguarding policies in place, which staff follow.

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Safeguarding

The designated safeguarding lead and deputy receive appropriate training on safeguarding and ‘Prevent’ duty. They ensure that all staff, including those responsible for governance, receive regular training on safeguarding and ‘Prevent’ duty to ensure that they keep up to date.

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Safeguarding

Leaders complete a range of appropriate checks when appointing new staff to ensure that they are suitable to work with apprentices.

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Safeguarding

Apprentices understand how to keep themselves safe and know who to go to if they have any concerns. 18 to 20 January 2023

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What does the provider need to do to improve?

 Tutors should plan an ambitious learning programme for apprentices based on robust information about apprentices’ starting points that widens and deepens their knowledge, skills and behaviours throughout their apprenticeship.  Senior leaders should ensure that tutors set aspirational targets for apprentices to achieve so that they can attain high grades. They should monitor apprentices’ progress against the targets set.  Leaders should ensure that apprentices receive impartial careers advice and guidance so that they are aware of the wider opportunities available to them in employment or further study.  Leaders should improve the quality of education to ensure it is consistently good for all apprentices, particularly for apprentices on the level 4 cyber security technologist apprenticeship.  Governors and senior leaders should ensure that there is a robust action plan in place with measurable and challenging targets. They should scrutinise progress against

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What does the provider need to do to improve?

targets to ensure that rapid improvements are made. 18 to 20 January 2023

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Provider details

Address Blue Media City UK Salford M50 2ST

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Provider details

Principal, CEO or equivalent Bev McGowan

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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 N/A 18 to 20 January 2023

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Information about this inspection

The inspection team was assisted by the head of quality and compliance 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

Andrea Machell, lead inspector Ofsted Inspector Jaqui Scott Ofsted Inspector Suzanne Horner His Majesty’s Inspector 18 to 20 January 2023

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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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