Firebrand Training Limited

Further education and skills inspection report

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Inspection of Firebrand Training Limited

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Inspection dates: 13 to 16 February 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

Firebrand Training Limited (Firebrand) is a large national independent learning provider. It operates from a training centre at Wyboston Lakes, near St Neots. Firebrand is now part of the BPP Education Group. Leaders and managers specialise in providing digital apprenticeships. Leaders had recently decided to stop offering Skills Bootcamps.

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Information about this provider

At the time of the inspection, there were 33 learners studying the remaining data analytics upskilling Skills Bootcamp. Eight hundred and fifty-eight apprentices were studying digital apprenticeships. Eleven of these apprentices were aged 16 or 17. One hundred and forty apprentices were on the level 4 data analyst standard, 109 were on the level 4 software developer standard, 97 were on the level 4 business analyst standard, 100 were on the level 3 information communications technician standard and 88 were on the level 4 cyber security technologist standard. The remaining apprentices were studying a wide variety of digital standards.

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Information about this provider

At the time of the inspection, there were no learners or apprentices with high needs. Leaders do not work with any subcontractors. 13 to 16 February 2024

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

Apprentices and learners value the exceptional opportunities leaders provide to them while studying at Firebrand. Many apprentices and learners achieve additional specialist qualifications as part of their courses. These sector-specific qualifications enhance their career prospects. Apprentices study a well-considered professional capabilities programme. As a result, apprentices know about the importance of business networking and being adaptable. Younger apprentices benefit from an effective future leaders programme. They learn about the importance of career planning and continuous professional development.

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

Apprentices are highly motivated. Most thrive at Firebrand and at work. They value the high expectations set by staff. Apprentices and learners have high rates of attendance at training sessions. They arrive ready to learn and having completed pre-course training activities. Apprentices are keen to advance in their careers. Apprentices relish the opportunities they receive in their workplaces to extend their skills and experience by having exposure to different areas of work and projects.

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

Many apprentices take an active role in their local communities. As a result, apprentices understand the importance of being a good citizen. IT technical salesperson apprentices volunteer for national charity phone lines. Cyber security technician apprentices attend school events. They discuss the benefits of digital apprenticeships and cyber technology as a career for young people. Apprentices frequently attend events designed to encourage more females to work in the digital sector.

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

Apprentices develop the professional behaviours they need to be successful in the workplace and their future careers. Data analyst apprentices adapt how they present data, and the data dashboards they produce, so that audiences without a knowledge of the data understand the main messages. Information communications technician apprentices learn to work independently. They understand the right questions to ask to diagnose network problems promptly and accurately. They manage client expectations regarding the technical support clients need. They take responsibility for their own decisions but understand when they need guidance, support and permission to carry out certain activities.

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

Apprentices and learners are prepared for life in modern Britain very effectively. Data analyst apprentices know about complying with data protection laws and freedom of information requests. Apprentices and learners are respectful to colleagues, instructors and customers. IT technical sales apprentices know how to communicate appropriately with customers from a wide range of backgrounds.

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

Apprentices and learners feel safe while studying at Firebrand and at work. Apprentices value the high-quality, safe accommodation provided to them during their residential training. Where required, apprentices and learners receive help from learning mentors and specialist staff to support their well-being. This enables apprentices to manage their personal and working lives effectively. 13 to 16 February 2024

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better?

Leaders, managers and staff at Firebrand are passionate about the digital sector. They have high expectations for what learners and apprentices can achieve in their training and careers in the digital sector. Leaders have designed highly ambitious courses that are carefully adapted to meet employer needs. As a result, leaders offer apprentices additional content that is above and beyond that of the apprenticeship standard. On the software developer standard, leaders work with employers at the beginning of a course to establish the programming language that is best suited to their business need. Staff use this information to customise courses appropriately to meet the needs of employers. Leaders have adapted their current Skills Bootcamp data analyst course so that it includes Power BI tools as used by these employers.

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better?

Leaders and managers have ensured that courses build apprentices’ and learners’ understanding over time effectively. Data analyst apprentices start their training by developing basic skills, such as how to retrieve data. They then learn about advanced analytics. Data analyst learners first learn about data analytics and visualisation using spreadsheets. They then build on this knowledge to study automation and how to analyse big data sets. IT technical salesperson apprentices study the technical aspects of the apprenticeship early on in their course. This enables apprentices to acquire an understanding of the fundamental technical knowledge they need. They then learn about sales approaches and how to develop new business. As a result, apprentices have a secure understanding of how to meet the exacting needs of customers.

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better?

Instructors have extensive industry experience and excellent technical subject knowledge. Apprentices and learners value the expertise and experience of their instructors. Instructors use this experience to enrich their apprentices’ and learners’ understanding of the digital sector. Instructors in cyber security draw on their own experiences to discuss different cyber security scenarios. Consequently, apprentices gain valuable insights into cyber security.

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better?

Most apprentices find the approach instructors use to link theoretical knowledge to practical application effective at helping them learn and remember new knowledge. Most instructors provide clear explanations. They use demonstrations skilfully to help explain technical points effectively. On the software developer apprenticeship, apprentices learn to use bubble sort algorithms effectively. This enables apprentices to improve their understanding of coding. Instructors on the cyber security technician apprenticeship clearly explain the difference between a risk matrix and a risk register. As a result, these apprentices extend their understanding of risk management.

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better?

On a few courses, learners and apprentices do not have sufficient opportunities to develop and clarify their understanding of the concepts studied, or to practise applying their learning. Occasionally, the practical lab elements of the programme are not used effectively by instructors to ensure that apprentices and learners can remember and apply their new knowledge. As a result, a few instructors do not 13 to 16 February 2024

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check that learners and apprentices have understood concepts taught before moving on.

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Most apprentices and learners develop substantial new knowledge, skills and behaviours while on their apprenticeship. Those apprentices studying the digital support technician standard who have little or no prior learning develop their effectiveness at work promptly. Data analyst apprentices competently use a wide range of software applications. They know how to use formulae and shortcuts. They have developed their skills in visualising data and using coding languages. Skills Bootcamp data analytics learners use their new knowledge and skills in automation. They quickly and accurately produce dashboard reports for senior managers. Software developer apprentices know how to create a conceptual data model and then a logical model of a scenario. Information communications technician apprentices explain how they use different types of cable to resolve user issues.

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Instructors and learning mentors give effective feedback. Data analyst apprentices receive valuable feedback on their project proposals. This helps them to refine projects to meet the criteria and be useful in their work role. Consequently, apprentices know how to improve their work. Cyber security technician apprentices receive useful feedback on their written work to improve their spelling, punctuation and grammar. They receive helpful feedback on the importance of the use of examples to help explain their points. As a result, the quality of their written work improves over time. A high proportion of apprentices achieve their qualification, many with merits and distinctions.

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Apprentices and learners receive excellent support on their courses from their instructors, learning mentors and specialist support staff. Apprentices with learning difficulties and/or disabilities receive the tailored support they need to make good progress. Staff help apprentices to build their confidence in their English and mathematics abilities effectively. Most of these apprentices promptly pass their English and mathematics qualifications.

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Leaders ensure that apprentices are exceptionally well prepared for their next steps. Most apprentices acquire knowledge of the different careers available to them through helpful discussions with learning mentors in their reviews. Many apprentices access and use the extensive range of high-quality e-learning careers information, advice and guidance. As a result, apprentices are clear on their next steps. Most apprentices advance in the digital sector on completion of their courses.

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Too few learners on Skills Bootcamps have secured relevant employment and/or interviews following completion of their digital Skills Bootcamps. Leaders have taken action to rectify this. They have changed the Skills Bootcamp course to better reflect the current demand to upskill existing employees. Leaders have ensured that learners who have studied Skills Bootcamps continue to receive the support they need to try to secure employment in an increasingly challenging external job market. It is too early yet to see the full impact of these actions. 13 to 16 February 2024

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Leaders support instructors well to develop their technical skills and knowledge. However, they do not focus enough on supporting instructors to develop their teaching skills further. When reviewing the quality of training, managers do not always identify clearly enough the areas of improvement in instructors’ practice. As a result, not all instructors participate in targeted professional development to help them further develop their teaching skills.

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5

Governance arrangements are effective. Those responsible for governance have a very good understanding of the ethos and purpose of Firebrand. They share leaders’ drive to offer high quality training to the IT and digital sectors. They work effectively with leaders to develop the strategic direction and choices of courses available. Board members have a good understanding of the strengths and areas for development at a strategic level. However, they are not fully informed about the quality of teaching, as leaders do not give them clear enough information about this.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that leaders improve the outcomes for remaining learners on Skills Bootcamp courses.  Ensure that all instructors have access to appropriate professional development and support to improve their teaching skills further. 13 to 16 February 2024

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Address

Firebrand Training Centre, Wyboston Lakes, Great North Road, Wyboston Bedford MK44 3AL

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Address

Website http://www.firebrandtraining.co.uk

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Address

Principal, CEO or equivalent Paul Rowlett

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Address

Provider type Independent learning provider

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Address

Date of previous inspection 8 to 11 October 2019

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Address

Main subcontractors None 13 to 16 February 2024

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Information about this inspection

The inspection team was assisted by the director of quality, 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

Georgina Ager, lead inspector His Majesty’s Inspector Rebecca Perry His Majesty’s Inspector Roger Pilgrim Ofsted Inspector Claire Griffin Ofsted Inspector Chris Bealey Ofsted Inspector Lynda Brown His Majesty’s Inspector Philip Elliott Ofsted Inspector 13 to 16 February 2024

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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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