Cambridge Spark Limited

Further education and skills inspection report

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Inspection dates: 13 to 16 February 2023

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Overall effectiveness Good

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

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Information about this provider

Cambridge Spark Limited is an independent training provider that was founded in 2016 to meet the data science skills shortages in the economy. In 2018, the company started training apprentices in standards-based apprenticeships. Since the new provider monitoring visit in February 2021, Cambridge Spark has grown rapidly. At the time of this inspection, there were 202 level 3 data technician apprentices, 440 level 4 data analyst apprentices, 25 level 4 business analyst apprentices and 303 level 7 artificial intelligence (AI) data specialist apprentices. All except nine apprentices are adults. 13 to 16 February 2023

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

Apprentices learn new knowledge, skills and behaviours and put them into practice at work. For example, data technicians become skilled in using a range of tools that help them produce reports more quickly at work. As a result, apprentices are valued team members who contribute well to their organisation.

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

Apprentices develop their confidence well as they progress through their training. Through mixing with others from different industries, apprentices increase their confidence in talking to new people from a range of backgrounds and vocational sectors. As a result of their increased confidence and skills, some apprentices gain promotion while on the programme and on completion.

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

Apprentices receive a range of helpful technical and pastoral support from their tutors, mentors and coaches. They have regular progress reviews and attend workshops and drop-in sessions with their mentors where they can discuss any issues, such as with their assessment tasks. However, a minority of apprentices have difficulty arranging meetings with mentors and coaches due to a lack of their availability.

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

Apprentices receive effective support that prepares them well for their final assessments. For example, AI apprentices complete a detailed proposal to establish their project’s viability before starting field research. They receive feedback from mentors outlining if the content of the project meets the required criteria. As a result, apprentices have the information they need to complete the final assessments. Many achieve high grades.

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

Apprentices benefit from a safe learning environment. They have a clear understanding of how to keep themselves safe online and have a good understanding of the risks relating to radicalisation. For example, they can identify the early signs if a colleague or friend was being groomed.

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

Apprentices have positive attitudes towards their training. Most attend sessions regularly and take part well in activities. A minority of apprentices find balancing the demands of their work and meeting all the requirements of the apprenticeship a challenge. This results in a few apprentices losing motivation.

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better?

Tutors and coaches plan and sequence each curriculum in a logical order. For example, on the level 3 programme, they first teach apprentices the basics of essential software and the value of data, before the more complex topics of data sourcing, data use, and data analysis and reporting. This supports apprentices to develop their knowledge and skills incrementally over time.

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better?

Leaders collaborate effectively with employers to design an ambitious curriculum that develops apprentices’ technical ability, understanding of data and domain 13 to 16 February 2023

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knowledge. As a result, apprentices develop the skills and knowledge they need to succeed in their sector and make a valuable contribution at work.

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Tutors use a variety of effective teaching strategies to help apprentices remember what they have been taught. For example, in online teaching sessions, tutors use question-and-answer techniques to clarify and reinforce the meanings of new concepts. They use breakout rooms for useful group discussions and help apprentices complete workbook exercises on coding. Consequently, apprentices develop their knowledge securely.

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Leaders and managers ensure that sessions are complemented by a range of teaching resources on their comprehensive online learning platform. The online learning platform supplies instant feedback to apprentices on their application of coding systems that helps them to correct their work. Tutors provide helpful feedback to apprentices on their spelling, punctuation and grammar on written assignments, in addition to frequent verbal feedback on their progress. As a result, apprentices can present data with more confidence and produce a good standard of written work.

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Leaders and managers have put in place effective systems to support apprentices with additional learning needs. Tutors, coaches and mentors have access to the information they need to support apprentices. They provide apprentices with prompt and effective interventions that enable them to make progress in line with their peers.

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Leaders ensure that the requirements of the apprenticeship provision are met. Leaders produce detailed commitment statements that outline the responsibilities of all involved. However, a few apprentices and employers are not clear about the full expectations of the training, and this hinders the progress that apprentices make.

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Leaders and managers have a good understanding of the strengths and weaknesses of their provision. They take effective actions to improve the outcomes that apprentices achieve. For example, leaders have invested significantly in a new online tool, increased staffing to support apprentices and redesigned their delivery model. Leaders have rightly taken the decision not to work with some employers in order to ensure that apprentices do not experience disruption during their programme. As a result, the experience, progress and outcomes of current apprentices are significantly improved.

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Leaders and managers recognise that there is a need to develop a more comprehensive personal development curriculum. There are a few examples where apprentices are encouraged to develop their wider skills and interests. For example, AI apprentices attend an online reading club that allows them to keep up to date with current and emerging industry issues and exposes them to the conventions of academic writing. However, there are not yet sufficient opportunities for all apprentices to develop their wider interests and talents beyond their course of study. 13 to 16 February 2023

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Leaders and managers have not been swift enough to prioritise the teaching of English and mathematics early in the apprenticeship programme. In too many cases, apprentices do not take English and mathematics exams or achieve their qualifications in good time. As a result, this delays apprentices’ successful completion of their training.

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Leaders have put in place effective governance arrangements. Governors are highly qualified and skilled in commercial business and the apprenticeship sector. Governors use data very effectively in order to understand and analyse the quality of apprenticeship training. They provide effective challenge to managers to improve the provision. As a result, leaders implement significant changes that lead to improvements in the quality of education that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers, including governors, ensure that there is a strong safeguarding culture in place. They have good oversight of the safeguarding of apprentices because they often meet to review cases and analyse information about safeguarding concerns.

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Safeguarding

Staff are appropriately trained. The designated safeguarding leads understand their roles well and bring good experience to their roles. When required, they take effective action to support apprentices and seek external support for apprentices when needed. Apprentices feel safe and know who to turn to should they have any concerns for themselves or others.

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What does the provider need to do to improve?

 Leaders and managers should ensure that they develop a more comprehensive personal development curriculum so that apprentices have more opportunities to develop their talents and interests beyond their vocational training.  Leaders and managers should ensure that they prioritise the delivery of functional skills in English and mathematics earlier in apprentices’ programmes to prevent delays in apprentices completing their training.  Leaders and managers should ensure that all apprentices and their employers fully understand all the requirements of an apprenticeship programme. 13 to 16 February 2023

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Provider details

Address 5th Floor Caledonia House 223 Pentonville Road London N1 9NG

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Provider details

Principal, CEO or equivalent Dr Raoul-Gabriel Urma

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 13 to 16 February 2023

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Information about this inspection

The inspection team was assisted by the senior delivery 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

Paul Manning, lead inspector His Majesty’s Inspector Jon Bowman His Majesty’s Inspector Kanwaljit Dhillon Ofsted Inspector Winsome Aldred Ofsted Inspector Andrea McMahon His Majesty’s Inspector Dr Agathine-Louise Ofsted Inspector 13 to 16 February 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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