Purple Beard Ltd

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Purple Beard Limited (Purple Beard) is an independent learning provider based in west London. It began teaching apprenticeships and Skills Bootcamps in January 2021.

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Information about this provider

Purple Beard delivers programmes for the data, business and digital sectors. It has a particular focus on increasing diversity and the number of females in the digital industry. At the time of the inspection, there were 45 adult learners studying Skills Bootcamps courses in front-end development, business analysis, data analysis with coding, and data analysis with data visualisation software and structured query language. Most learners were unemployed, changing careers or mothers returning to work when they started their programmes. There were 10 apprentices studying a level 4 digital accessibility specialist standard and one apprentice studying a level 4 data analysis standard.

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Information about this provider

All learners and apprentices are 19 and over. All teaching takes place online. 14 to 16 August 2023

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

Learners and apprentices value the opportunity to learn from highly skilled trainers and skills coaches with specialist knowledge and industry expertise. They learn new knowledge and skills that are highly sought after in the workplace.

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

Learners and apprentices learn in well-structured online environments. Trainers and skills coaches set clear expectations of learners and apprentices at the start of teaching sessions. They emphasise the need to attend, be punctual, respect others, use appropriate language and participate in sessions. Learners and apprentices understand these expectations and make the most out of their training.

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

Learners and most apprentices enjoy their training. Learners appreciate that trainers helpfully share the course content with them in advance so that they know what they will learn. This motivates them to learn and make good progress.

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

Most learners and apprentices benefit from a well-planned programme of careers education, advice and guidance. For example, learners attend weekly employability sessions, where they learn the skills they need to apply for jobs. Trainers teach them interview techniques, how to write a CV and cover letter, and how to create an online professional profile. Learners highly value the skills they develop. However, apprentices do not know about the full range of roles or further study beyond what is listed on the apprenticeship standard.

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

Learners and apprentices learn in a nurturing environment. They know that staff care about their welfare and well-being. This is because staff ask them regularly how they are and offer extra individualised support outside of teaching sessions. Learners and apprentices feel valued and respected.

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better?

Leaders and managers have chosen to teach programmes that meet regional and national needs in the data, business and digital sectors. They have identified labour market demands for technical skills and designed their Skills Bootcamp curriculum well to meet these. For example, they have included programming in their data analysis course, as they recognise that coding skills are needed in the finance sector.

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better?

Managers sequence the Skills Bootcamp curriculum in a logical order. Trainers teach learners the basic concepts they need to develop their knowledge gradually before moving on to more complex learning. For example, business analysis trainers first teach learners about the requirements of business roles and business lifecycles before they then go on to create a business case. However, apprenticeship trainers teach the project management module too early in the course. Apprentices feel overwhelmed because there is too much content, and they struggle to relate the principles taught to their day-to-day work. 14 to 16 August 2023

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Leaders and managers involve employers effectively in the design of their Skills Bootcamp curriculum. They develop assessments in conjunction with employers through which they check how learners apply what they have learned on their course in work situations. Tutors create projects for learners based on employment scenarios, through which learners gain valuable insight into working in industry.

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Leaders and managers make sure that learners and apprentices have a thorough understanding of the sectors in which they aim to have careers. For example, learners attend monthly sessions taught by industry guest speakers and ex-learners who have gone on to work in the data, business and digital sectors.

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Leaders and managers have put in place effective plans to support learners on Skills Bootcamps to secure a job interview. They have worked with a large number of employers to circulate weekly job vacancies and provide continuous employability support for six months after learners have completed their programmes. However, at the time of the inspection, the proportion of learners who had a job interview soon after they completed their programme was low.

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Managers do not ensure that apprentices with additional learning needs receive the timely support they need. For example, they do not supply the learning resources apprentices need prior to teaching sessions. Too many apprentices do not complete their qualifications. Skills coaches do not use the information about what apprentices already know when they start their qualifications to plan individualised programmes of learning. Leaders and managers recognise these areas for improvement in their apprenticeships and have developed plans to rectify them.

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Trainers and skills coaches skilfully teach learners and apprentices in online classes. For example, in breakout rooms, learners and apprentices analyse well the concepts they learn about with each other. They use the chat facility to ask questions and receive detailed answers from trainers. Trainers and skills coaches record the sessions and provide useful links to further research and practise tasks. Learners and apprentices find it helpful to watch the recordings after the sessions.

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Trainers and skills coaches provide helpful feedback and guidance to learners and apprentices. They guide learners by explaining exactly how they can improve their work. As a result, the work of most learners and apprentices is of a good standard.

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Trainers and skills coaches check thoroughly that adults and apprentices understand key concepts. They give good explanations of topics taught. For example, trainers explain clearly to apprentices the impact of hue, saturation and colour on websites and how to check colour palettes for accessibility. Where learners and apprentices struggle to understand topics, trainers and skills coaches organise one-to-one sessions of individualised support. As a result, learners and apprentices correct any misconceptions they have and develop secure knowledge.

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Leaders have recently implemented effective governance oversight of their provision. They have used an external expert to give them guidance on their 14 to 16 August 2023

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overview of the training and assurance of the accuracy of their own assessment of the strengths and weaknesses of the provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers promote a culture of safeguarding. They have a clear set of policies and procedures that underpin this. The designated safeguarding lead is suitably trained and experienced for their role. All staff complete mandatory safeguarding and ‘Prevent’ duty training during induction and update this regularly.

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Safeguarding

At the start of teaching sessions, trainers and skills coaches reinforce the procedures for reporting any safeguarding concerns. Learners and apprentices know how to report any concerns.

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Safeguarding

Managers responsible for recruitment carry out appropriate checks to ensure that the staff they employ are safe to work with their learners and apprentices.

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What does the provider need to do to improve?

 Leaders and managers must make sure they use information about apprentices’ prior knowledge to plan and teach programmes that better meet apprentices’ needs and result in a high proportion achieving their qualifications in the planned time.  Leaders and managers must make sure they continue to support Skills Bootcamp learners to secure a job interview at the end of their programmes or before.  Managers must ensure that they provide timely and effective support to learners and apprentices with additional learning needs so that they can participate fully in their studies. 14 to 16 August 2023

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Provider details

Address 6-7 TV House 269 Field End Road Pinner HA4 9LS

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Provider details

Principal, CEO or equivalent Dimple Khagram

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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 NA 14 to 16 August 2023

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Information about this inspection

The inspection team was assisted by the chief executive officer, 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 McMahon, lead inspector His Majesty’s Inspector Rebecca Jennings His Majesty’s Inspector 14 to 16 August 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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