Hyper Island Limited

Further education and skills inspection report

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Inspection dates: 22 to 24 November 2023

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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

Hyper Island Limited is an independent learning provider based in Manchester. It is part of a learning development company based in Sweden. Hyper Island has provided apprenticeships in leadership and management since May 2020. At the time of the inspection, 31 apprentices were on the level 3 team leader or supervisor apprenticeship, and 16 were on the level 7 senior leader apprenticeship. Apprentices are based in businesses in Manchester, London, Cirencester and Leeds. All apprentices are over the age of 19. 22 to 24 November 2023

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

Apprentices enjoy the mix of face-to-face and online learning, which they say is engaging and inclusive. Level 3 team leader or supervisor apprentices relish the challenges of the industry-set projects. Apprentices work in groups to make a sales pitch to companies that explains improvements they can make to their businesses, such as how to improve company appraisal systems.

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

Apprentices take pride in their work and produce work of a high standard. Apprentices are motivated, conscientious and demonstrate a ‘can-do’ attitude in their training and at work.

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

Apprentices value the coaching and support that they receive from their facilitators and employers. Most apprentices gain promotion because of the knowledge and skills they have developed throughout their apprenticeship.

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

Apprentices develop high levels of respect for others in their workplace and in learning. Level 7 senior leader apprentices develop an understanding of self- awareness and how they can show respect for others so that they can be advocates for change.

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

Apprentices develop their confidence throughout their apprenticeship. Level 3 team leader or supervisor apprentices confidently explain the impact of learning about emotional intelligence and use Edward de Bono’s ‘thinking hats’ approach to get the best out of the staff they lead.

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

Apprentices feel safe and are confident to raise any concerns they may have. They know that any concerns will be listened to and acted upon promptly. However, not all apprentices are able to recall their training on the dangers of radicalisation and extremism or how it applies to them in their personal lives and in work.

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better?

Managers have a clear rationale for the curriculums they offer. They design them with employers to meet their needs and to take account of the government’s ‘levelling up’ strategy. The level 3 curriculum offers progression opportunities to promote more women into management and to attract apprentices from under- represented backgrounds. The level 7 curriculum focuses on preparing leaders in the creative sector to develop their leadership skills for future senior executive roles.

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better?

Apprentices do not receive sufficient initial information, advice and guidance at the start of their apprenticeship. Consequently, too many apprentices on the level 7 senior leader are unaware of what the apprenticeship will entail and leave their apprenticeship early. 22 to 24 November 2023

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Facilitators have the appropriate experience and subject knowledge to teach their subjects. Managers ensure that they benefit from professional development, including for safeguarding and ‘Prevent’ duty. In addition, senior leaders from industry provide expertise through masterclasses, which enhances the learning experience for apprentices.

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Facilitators teach the curriculum in a logical order so that apprentices can incrementally build their knowledge, skills and behaviours over time. Level 3 team leader or supervisor apprentices develop their self-awareness before moving on to how to build effective relationships. Managers adapted the level 7 senior leader curriculum to better meet the requirements of the apprenticeship. They moved units such as the finance unit to earlier in the apprenticeship to help apprentices understand the wider business environment sooner.

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Facilitators on the level 7 senior leader apprenticeship do not work closely enough with employers to ensure that apprentices’ off-the-job training can be practised and applied at work. Although most apprentices receive dedicated time to complete their training at work, line managers are not routinely involved in reviewing their progress and to make arrangements to master the skills they learn in the workplace.

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Apprentices produce work of a high standard. Level 3 team leader or supervisor apprentices include references to theories and theorists and relate them to their own organisations and real project briefs. Facilitators ensure that senior leader apprentices’ work contains appropriate academic rigour for a level 7 apprenticeship.

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Apprentices receive clear and informative feedback from facilitators and industry experts. Apprentices use this feedback effectively to improve the quality of their work. Consequently, a very high proportion of apprentices who complete their course achieve distinction grades.

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Managers do not ensure that apprentices receive advice and guidance about the wider options available to them, including for further study when they complete their apprenticeship.

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Managers do not have a sufficient oversight of the progress that apprentices make on their apprenticeship. They do not use the results of assessments of apprentices’ starting points to identify any gaps in their knowledge or to measure apprentices’ development of new knowledge, skills and behaviours over time.

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Governance arrangements are not effective. Senior leaders do not provide sufficient challenge to managers and staff to improve the quality of training that apprentices experience. They do not have an accurate understanding of the strengths and weaknesses of the apprenticeship provision. They do not review the progress that managers make in securing the necessary improvements to improve the quality of training. 22 to 24 November 2023

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Use the information about apprentices’ starting points to plan an ambitious and individualised curriculum.  Improve the coordination of on- and off-the-job training to include employers in the planning and review of apprentices’ progress.  Ensure that apprentices receive accurate advice and guidance before the start of the apprenticeship.  Ensure that apprentices receive information about the wider options available to them on completion of their apprenticeship.  Implement rigorous quality improvement strategies to ensure that swift improvements are made to the quality of training that apprentices receive on their apprenticeship.  Establish effective governance arrangements to ensure that managers are held to account to make sure that swift improvements are made. 22 to 24 November 2023

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Provider details

Address Jactin House 24 Hood Street Manchester M4 6WX

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Provider details

Principal, CEO or equivalent Heidi Rundt

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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 22 to 24 November 2023

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Information about this inspection

The inspection team was assisted by the head of apprenticeships, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit 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 on line 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 Suzanne Wainwright His Majesty’s Inspector Julia Stevens Ofsted Inspector 22 to 24 November 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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