Dorset Software Services Limited

Further education and skills inspection report

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Inspection of Dorset Software Services Limited

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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

Dorset Software Services Limited (Dorset Software) is a software services company with two offices in Poole, Dorset, and a further office in Oxford. In November 2021, Dorset Software gained its own contract as an employer provider of the Level 4 software developer apprenticeship. All apprentices are employed by Dorset Software. Apprentices start their apprenticeship with five months initial off-the-job training to prepare them for working on client contracts. This is followed by 19 full days of training spread over the remaining months of the two-year programme. On completion of their initial training, apprentices spend the remainder of their apprenticeship programme working with clients, typically as part of a Dorset Software team. At the time of inspection there were 52 apprentices, the great majority based in Poole. Twelve apprentices were in the five-month initial training period, and the remainder were working on client contracts. All apprentices were 19

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Information about this provider

years of age or older. 17 to 19 April 2024

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

Apprentices feel very well supported personally and professionally by Dorset Software’s leaders, managers, mentors and trainers. They enjoy the apprenticeship and feel safe. Apprentices learn a wide range of new, software-based knowledge, skills and behaviours. As a result, apprentices become fully prepared to work competently and confidently on the tasks they are set in the course of client assignments.

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

Apprentices exhibit consistently good behaviours. Their attendance at training and at their client workplaces is very high. They consistently demonstrate courtesy and respect in all aspects of their studies and work. They study diligently and are respectful towards each other, their trainers and managers and the clients they work with. Apprentices quickly become valued members of the software development teams they are assigned to when working on client briefs.

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

Apprentices build their confidence and expertise as a result of working in client settings. They learn how to make their voices heard when proposing software solutions with colleagues, including those who are more senior. They learn to collaborate with others and work alongside clients’ own information technology teams.

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

A minority of apprentices contribute to the community by taking part in company- promoted fundraising activities such as a charity walk for cancer research or a football results prediction syndicate for the Alzheimer’s Society.

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better?

Leaders provide apprentices with a professional, well-resourced training and working environment. Leaders have constructed a curriculum that reflects the software needs of a wide range of clients. It provides apprentices with a broad base of high- level theoretical and practical software skills which they subsequently apply successfully as consultants in public and private sector organisations.

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better?

Leaders plan training in a logical order to ensure that apprentices progressively gain the skills and knowledge they need to work as successful software developers. For example, the early stages of the apprenticeship are very effective in ensuring apprentices learn a comprehensive range of coding languages. Apprentices quickly gain substantial underpinning new knowledge and skills on which to build further learning. Leaders review and modify the curriculum regularly in order to reflect developments in the fast-changing software industry. This ensures apprentices are gaining current and relevant knowledge. Apprentices are equipped well to meet clients’ various, often complex, specifications and required outcomes.

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better?

Apprentices value highly the five-month block of teaching they experience during the probationary period of their apprenticeship because it equips them well for their 17 to 19 April 2024

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future role. Mentors and trainers ensure that apprentices develop their technical vocabulary and are able to use it well to communicate software solutions effectively to technical and non-technical clients. They make very effective use of roleplay to ensure that apprentices can apply what they know and can do within dynamic and realistic workplace scenarios. Mentors ensure that apprentices understand well how to make their work inclusive and accessible to those with special educational needs and/or disabilities. For example, apprentices learn the importance of colours of backgrounds and not to use emojis so that blind or partially sighted users can read text using screen readers.

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Trainers and mentors are very experienced and knowledgeable software developers, but they are not adept at using teaching, training and assessment techniques which could add further depth and range to apprentices’ learning. Leaders are currently introducing additional online teaching and learning resources for apprentices and trainers, but it is too early to judge their impact.

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Training and mentoring staff use monthly progress reviews and interim meetings well to identify, monitor, and promote apprentices’ progress and wellbeing during their intensive probationary period. Trainers’ feedback on apprentices’ work is broadly constructive and developmental, although the targets they set subsequently are at times too generic and lack specificity. Nevertheless, by the end of their probationary stage, the great majority of apprentices have made the progress that is expected of them and to the maximum of their ability.

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Mentors and curriculum staff play a crucial role in promoting and building apprentices’ personal and employability skills such as self-confidence, personability, timekeeping and working with others productively. As a result, apprentices quickly become confident practitioners able to relate well and professionally to others working in their team and to clients. For example, apprentices who start with poor communications skills go on to lead stakeholder engagement meetings effectively in a client setting.

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The standard of apprentices’ work is high. They organise and present their work to client-ready standards. Their portfolios are of good quality and written analyses of their project work are concise and reflective.

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After completing their probationary period successfully, apprentices immediately work on client assignments. They receive useful feedback from team leaders on their professional expertise. Most apprentices are assigned work roles which provide them with ready opportunities to complete aspects of their apprenticeship such as their portfolios. However, during this stage of the apprenticeship they do not all get mentor feedback on work experiences specifically relating to their apprenticeship. Apprentices’ on-the-job activities are not consistently well co-ordinated so they do not always know exactly what they are doing well or what they may need to do to improve so they can maximise their standard of work on the apprenticeship.

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Mentors ensure that apprentices are prepared well for their final end-point assessments. Apprentices receive clear information about what is expected of them 17 to 19 April 2024

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and what they need to do to achieve the highest grade. Mentors provide apprentices with mock examinations and practice interviews so that that they can improve their skills. A high proportion of apprentices complete their programme and remain working for the company.

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Managers have ensured that apprentices gain a useful working understanding early on in their programme of aspects such as fundamental British values, safeguarding, equality, diversity and inclusion and how to identify and protect themselves from extremism and radicalisation. Apprentices in the probationary stage are able to explain how these topics relate to their job roles and personal lives. Leaders do not currently ensure, however, that training in these topics is subsequently revisited.

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Leaders and managers encourage a collegiate and supportive environment in which apprentices feel valued and secure. Leaders actively support apprentices to set up sport and other social activities where there is interest from other apprentices. For example, apprentices can play badminton, football or board games together and join apprentice-run film and book clubs. There are currently more social activities offered in Poole than Oxford, but the number in Oxford is growing.

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Leaders have identified most of the strengths and weaknesses of the provision. Their quality assurance arrangements have helped them identify improvements and implement appropriate remedial actions. They have so far made good use of the apprentice ‘voice’, conducting surveys of their views at key stages in the apprenticeship programme. However, while illuminating, leaders and manager are relying too heavily on this single source and not conducting their own qualitative and quantitative evaluations, for example of the quality and depth of training, learning and assessment.

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Mentors provide apprentices with timely advice on the future careers paths which are available to them within Dorset Software. Apprentices are clear about the options which are available to them within the company and can match these well to their own skill sets, aptitudes and what they enjoy doing. However, apprentices are not all sufficiently aware of the wider opportunities available to them outside the company.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Evaluate the quality of teaching, learning and assessment routinely to determine how best to improve it further.  Provide trainers with sufficient skills development in teaching and training.  Broaden the careers advice given to apprentices so that they are fully aware of all the options open to them. 17 to 19 April 2024

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 Provide co-ordinated support and focused feedback on apprentices’ ongoing achievements and work-related activity so that they all know what they need to do to improve as they progress through the latter stages of their apprenticeship. 17 to 19 April 2024

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Provider details

Address Corbiere House New Quay Road Poole BH15 4AF

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Provider details

Principal, CEO or equivalent Jonathan Gerson

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors N/A 17 to 19 April 2024

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Information about this inspection

The inspection team was assisted by the quality manager, 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

Nick Crombie, lead inspector His Majesty's Inspector Nirosha Holton Ofsted Inspector Cliff Shaw His Majesty's Inspector 17 to 19 April 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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