Blue Screen IT Limited

Blue Screen IT Limited Monitoring visit report

p.1

Name of lead inspector: Lowenna Bradley, His Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

1 Davy Road Unit 201c, Phase 2 Plymouth Devon PL6 8BX Monitoring visit: Blue Screen IT Limited, 26 and 27 July 2023

p.1

Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded 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.

p.2

Context and focus of visit

Blue Screen IT Limited is an independent learning provider based in Plymouth. It is trading as BIT Training and is part of this wider commercial organisation, which specialises in IT and cyber security training. The provider has been training apprentices since April 2022. It has also been training adults through skills bootcamps since its introduction.

p.2

Context and focus of visit

At the time of the monitoring visit, there were 16 apprentices in learning. Of these, nine were studying the level 3 information communications technician standard, one was studying the level 3 cyber security technician standard and six were studying the level 4 cyber security technologist standard. Apprentices work for employers located across the UK, with the majority in Plymouth, Bristol and London. All apprentices were over the age of 18.

p.2

Context and focus of visit

There were 45 adult learners studying skills bootcamps. Around half were studying IT readiness, and half were studying cyber resilience. Adults were based in Devon and Cornwall, with around half in each county.

p.2

Context and focus of visit

All training takes place remotely through online platforms and the use of digital resources.

p.2

Reasonable progress

Leaders and managers have selected appropriate and ambitious curriculums for their apprentices. They use their detailed specialist knowledge of the information and communication technology (ICT) and cyber security industry to teach apprentices effectively. They work collaboratively with employers to understand the skills they need. They use this information to construct and adapt curriculums that enable apprentices to make a positive contribution to their employer’s business early on in Monitoring visit: Blue Screen IT Limited, 26 and 27 July 2023 their training. For example, level 4 cyber security apprentices use their new knowledge to talk to clients about raising their security awareness.

p.2

Reasonable progress

Leaders ensure that the principles and requirements of an apprenticeship are met. They ensure that employers and apprentices understand their responsibilities and what is expected of them throughout the apprenticeship. They outline the training that apprentices will complete and agree additional specific qualifications with the employer and the apprentice. This supports apprentices to perform at expected industry standards and helps their long-term career development.

p.3

Reasonable progress

Leaders take sensible approaches to evaluating the quality of their provision, which enables them to identify most strengths and weaknesses accurately. Leaders create suitable actions to improve weaker areas. Leaders rightly recognise the need to use more information to assure themselves of the quality of the training sessions and the standards of work produced by learners and apprentices. They have started to visit and assess virtual training sessions, and they plan to sample apprentices’ portfolio work and gain more frequent formal feedback from employers. However, as these actions are new or yet to be implemented, the impact is minimal.

p.3

Reasonable progress

Governing board members provide appropriate oversight and support the strategic direction of BIT Training. They ensure that leaders develop apprenticeships linked to national and regional skills needs and that they have the staff expertise and necessary resources to implement the curriculums effectively. They ensure that they select employers who understand their responsibilities when employing apprentices. They support an inclusive culture by encouraging opportunities for people, including those who are disadvantaged, to enter the IT and cyber security industries and to help those already in the industry develop new skills.

p.3

Reasonable progress

Leaders and managers ensure that apprentices are taught by industry experts in cyber security and IT. These experts use their specialist knowledge to deliver ambitious curriculums for apprentices. They teach apprentices the knowledge and skills that employers value most highly. This includes the teaching of industry recognised qualifications from entry level certification through to fundamental cloud essentials, service management and information security qualifications.

p.3

Reasonable progress

Leaders have designed logical and well-sequenced curriculums, beginning with a foundation of knowledge upon which apprentices can build. For example, level 3 ICT apprentices first learn about the different types of computer memory and how they work before using their knowledge to solve IT problems at work. Through further training, they learn to resolve technical issues independently. Monitoring visit: Blue Screen IT Limited, 26 and 27 July 2023 Leaders ensure that employers are aware of the training apprentices receive and work with employers effectively to plan and coordinate apprentices’ on- and off-the- job training. As a result, apprentices benefit from useful opportunities in the workplace to put their training into practice. For example, level 3 ICT apprentices use their knowledge of cloud technologies to configure systems at work to support remote working. Level 4 cyber security apprentices use their knowledge of security

p.3

Reasonable progress

event management systems to monitor, triage and respond to potential malicious activity.

p.4

Reasonable progress

Trainers develop individual training plans that prioritise apprentices’ development of new skills and knowledge, building on what they know and can do already. Trainers provide effective additional support for apprentices with special educational needs and/or disabilities. For example, trainers provide apprentices who need minimal distractions in their learning environment with one-to-one training.

p.4

Reasonable progress

Trainers use a range of different training strategies to prepare apprentices effectively for their assessments. For example, they use visual interactive online laboratory resources to test apprentices’ abilities in different scenarios, such as fixing liquid cooling systems.

p.4

Reasonable progress

Trainers provide apprentices with useful developmental feedback. This informs them of what to do to improve their vocational knowledge and skills. Trainers discuss the progress apprentices are making in review meetings. As a result, most apprentices know what progress they are making and what they need to do to achieve merit and distinction grades.

p.4

Reasonable progress

Trainers do not support apprentices to develop their written skills effectively. They do not provide feedback on the quality of apprentices’ written communication. Errors in spelling and grammar are not identified. Therefore, apprentices do not improve the written communication they use with clients and colleagues at work.

p.4

Reasonable progress

Trainers provide apprentices who are working towards qualifications in English and mathematics with online self-study resources to help them to prepare for assessments. However, trainers only provide limited additional informal coaching. They rely too much on apprentices’ self-assessment and do not make frequent checks on the progress that apprentices make.

p.4

Reasonable progress

Leaders and managers plan ambitious curriculums for their skills bootcamp learners. They liaise effectively with employers to ensure their curriculums prepare learners for Monitoring visit: Blue Screen IT Limited, 26 and 27 July 2023 employment in IT and cyber security. They prepare learners well for the industry standard qualifications needed by employers.

p.4

Reasonable progress

Leaders listen to learners’ feedback to make changes to their curriculums. Leaders undertook surveys of learners who left the course early in previous cohorts. They found that learners lacked motivation because they struggled to link their learning to gaining a job. Leaders chose to work with subcontractors with expertise in motivation and employability training. They now increase motivation through specific training. For example, unemployed learners are supported through interview practise to prepare them well for interviews, while employed learners develop their leadership and management skills to prepare them for added responsibility and promotion opportunities.

p.5

Reasonable progress

Trainers support skills bootcamp learners to develop the skills they need to become valuable employees. Unemployed learners often gain several job interviews as a result of their improved CVs, which detail the new skills and qualifications they have gained. Employed learners use their new skills to complete IT tasks at work that their employer previously paid external professionals to do.

p.5

Reasonable progress

Trainers use high-quality resources to give learners relevant tasks to support their learning. For example, learners in the cyber security bootcamp have access to interactive online laboratories to conduct simulated tasks on areas such as digital forensics. Consequently, learners follow a hands-on approach and are prepared well to use their skills in their existing or future jobs.

p.5

Reasonable progress

Trainers provide apprentices with a useful variety of self-assessment activities, such as online quizzes and flashcards. Trainers provide learners with useful feedback following learning activities. Trainers discuss the answers to end-of-chapter tests and explain precisely why an answer may be wrong. As a result, learners know how they can improve further.

p.5

Reasonable progress

Leaders do not ensure that trainers have sufficient training to improve their teaching skills. As a result, trainers lack the skills to vary their approaches to teaching. Trainers often read to learners at length from generic resources and skip sections that are not needed. This makes it difficult for learners to concentrate for long periods of time.

p.5

Reasonable progress

Leaders ensure that learners are recruited appropriately to the right skills bootcamp course based on their current knowledge, skills and interests. For example, learners new to IT start on the IT readiness bootcamps, and those with more experience join the cyber security bootcamp. However, leaders and managers do not provide trainers with sufficient information about what learners already know and can do at the start of their course. Trainers therefore do not know whether learners are making the expected rate of progress or are falling behind. Monitoring visit: Blue Screen IT Limited, 26 and 27 July 2023

p.5

Reasonable progress

Leaders and managers have developed a culture of safeguarding where the importance of keeping learners, apprentices and colleagues safe is recognised.

p.6

Reasonable progress

Leaders understand the context of their industry regarding cyber-crime and the potential threats posed by those with radical or extremist views. Governors have expertise in the ‘Prevent’ duty and benefit from the additional experience of advisory board members.

p.6

Reasonable progress

Staff are appropriately trained to ensure they know the signs to be aware of, including when and how to report safeguarding concerns. Leaders give apprentices and adult learners the relevant information they need to stay safe. Apprentices and adult learners understand the basics of radicalisation; they know how to stay safe online, including the risks presented by malware. Learners and apprentices know who to approach if they have a concern, and they feel confident that staff will investigate any concerns promptly.

p.6

Reasonable progress

Leaders have recently put suitable measures in place to recruit apprentices under the age of 18. This includes updating their arrangements to ensure that all the correct checks are made when recruiting staff. The designated safeguarding leader is suitably trained, and a deputy has recently completed appropriate training for their role. Monitoring visit: Blue Screen IT Limited, 26 and 27 July 2023 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

p.6

Reasonable progress

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

Reasonable progress

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

Reasonable progress

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

p.7

Reasonable progress

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

p.7