AKR Growth Ventures Ltd

AKR Growth Ventures Ltd Monitoring visit report

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Name of lead inspector: Paul Manning, His Majesty’s Inspector

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Inspection dates: 30 April and 1 May 2024

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Type of provider: Independent learning provider

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Address: 59a East Hill Wandsworth London SW18 2QE Monitoring visit: AKR Growth Ventures Ltd, 30 April and 1 May 2024

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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.

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Context and focus of visit

AKR Growth Ventures Ltd (AKR) is a small independent learning provider based in the London Borough of Wandsworth. AKR was established in 2021, initially supporting Kick Start learners back into work. In May 2023, AKR started teaching information technology and the digital sector apprenticeships.

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Context and focus of visit

At the time of the monitoring visit, there were 10 apprentices. Apprentices study either the level 4 digital accessibility apprenticeship, level 4 business analyst apprenticeship, level 3 digital marketing apprenticeship or level 3 digital support apprenticeship. All except one apprentice are over 19 years old.

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Context and focus of visit

There were no apprentices who needed to study functional skills qualifications in mathematics and English as part of their apprenticeship.

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Reasonable progress

Leaders have a clear vision for the courses they offer. They aim to increase the representation of Black, Asian and women in the information technology and digital sectors. Leaders have taken a cautious approach to the number of apprentices they initially recruit. Leaders have focused on the quality of training they provide and the apprentices’ experience before they expand the business.

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Reasonable progress

Leaders work closely with employers to make sure that they recruit and support apprentices effectively. They put in place guidelines for employers that make clear their responsibilities when recruiting an apprentice. Leaders review job descriptions and the needs of the employer and then make sure they place apprentices on the correct standard. Employers value the support they receive from staff at AKR.

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Reasonable progress

Leaders make sure the programmes they teach meet the full requirements of an Monitoring visit: AKR Growth Ventures Ltd, 30 April and 1 May 2024 apprenticeship. They make sure that apprentices receive their full entitlement to off- the-job training. Apprentices, their managers and the trainers meet frequently to review progress against targets and agree and set new targets. Because of this, apprentices and their employers know what progress they make and what they need to do to improve.

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Reasonable progress

Leaders have recruited governors with a good range of skills and education expertise. Governors use their experience and knowledge to support leaders to put in place effective practices to improve the quality of the apprenticeship standards they teach. Governors support leaders in creating their safeguarding policies and in how they assure themselves of the quality of the training they offer. Leaders are in the early stages of evaluating the quality of the training and their oversight of the progress apprentices make is not complete enough.

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Reasonable progress

Leaders have recruited experienced and qualified coaches and mentors. Coaches use their subject knowledge effectively to plan and teach the apprenticeship in a logical order. Apprentices incrementally build on their knowledge from previous topics as they move to more advanced concepts such as mobile and desktop operation systems. Because of this, apprentices have a better understanding of mobile applications and apply these skills in the workplace.

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Reasonable progress

Leaders assess accurately what apprentices know and can do at the start of the programme. However, coaches do not plan their teaching to consider apprentices’ different levels of skill. For apprentices who have previous knowledge, for example in upgrading computers and providing remote access to clients, aspects of the training are not challenging enough.

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Reasonable progress

Coaches provide apprentices with helpful and developmental written and verbal feedback that makes it clear to apprentices how they can improve their work. For example, coaches explain to apprentices how to improve their work to achieve merit and distinction grades. Coaches provide helpful spelling, punctuation and grammar feedback, which apprentices use to improve their written work.

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Reasonable progress

Leaders have planned the off-the-job training effectively to complement the on-the- job training they teach. They work with employers to make sure that apprentices have the opportunity to practise the skills they are taught in their training. For example, apprentices studying the service desk engineer apprenticeship develop technical vocabulary, problem-solving skills and questioning techniques to help them identify faults with service users while at work. As a result, most apprentices quickly develop new skills and knowledge and apply them well in their workplace. Monitoring visit: AKR Growth Ventures Ltd, 30 April and 1 May 2024

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Reasonable progress

Leaders have put in place an effective safeguarding policy. They ensure that the policy is regularly updated to reflect changes in guidance. The designated safeguarding lead is appropriately trained and has the experience to undertake the role.

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Reasonable progress

Leaders make sure that the staff they recruit are safe to work with their apprentices. They make sure that staff complete safeguarding and ‘Prevent’ duty training. However, their records of safeguarding training are not completely up to date.

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Reasonable progress

Leaders have effective partnerships with local safeguarding and ‘Prevent’ duty agencies. They understand their responsibilities under the ‘Prevent’ duty and have an appropriate risk assessment. Apprentices know the dangers of, and can identify the signs of, radicalisation or being influenced by those who hold extremist views. Apprentices feel safe in their training sessions and at work. Monitoring visit: AKR Growth Ventures Ltd, 30 April and 1 May 2024 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

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Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

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Reasonable progress

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

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