Enterprise4All (North West) Limited

Enterprise4All (North West) Limited Monitoring visit report

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Name of lead inspector: Alison Humphreys, His Majesty's Inspector

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Type of provider: Independent learning provider

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Address:

Unit 313 Daisyfield Mill Appleby Street Blackburn BB1 3BL Monitoring visit: Enterprise4All (North West) Limited, 17 and 18 July 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. 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

Enterprise4All (North West) Limited is an independent learning provider based in Blackburn. Enterprise4All provides Skills Bootcamps for adults in digital marketing skills (DMS) and website development. Learners are based across the North West, Yorkshire, and West Midlands regions. At the time of the visit there were 31 learners enrolled on the web development Skills Bootcamp and no current learners on the DMS Skills Bootcamp. Bootcamps run for eight weeks and training is conducted online. Learners have the option to attend a weekly ’drop-in’ session face to face.

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Insufficient progress

Leaders have a clear strategy for providing Skills Bootcamps. They work with a range of partners, such as community groups, local authorities, and employers, to design a curriculum that meets regional and national priorities. Leaders provide training to learners that are unemployed, wishing to change careers or who are self-employed. Self-employed learners develop the skills that they need to improve their business website or digital marketing campaigns. Learners that are unemployed develop digital skills, such as developing content for websites, to enter the job market.

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Insufficient progress

Leaders do not develop a sufficiently ambitious enough curriculum for all learners. They do not carry out robust assessments at the start of the course to identify the knowledge and skills that learners already have and what they need to learn. This means that a few learners do not make the progress of which they are capable.

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Insufficient progress

Leaders have not fully developed their systems and processes to support them to focus sufficiently on the key priorities for improvement. Many of the weaknesses identified in the quality improvement plan remain. Leaders have recruited additional staff to create capacity to improve the quality of training. They have recently put in place actions to monitor the quality of training more effectively. However, leaders have been too slow to make these changes. At the time of the visit, it is too early to see the impact of these changes on the quality of education that learners receive. Monitoring visit: Enterprise4All (North West) Limited, 17 and 18 July 2024 Leaders do not put in place training to develop trainers’ teaching skills. They do not use the outcomes of observations to provide targeted actions and support. This means that trainers do not know how to improve their teaching skills.

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Insufficient progress

Leaders are not held to account for the effectiveness of training that they provide. They are in the process of formalising the peer support that they receive to provide a formalised governance arrangement.

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Insufficient progress

Leaders plan the curriculum in a logical order. Learners develop the foundational knowledge before moving on to more complex topics. In website development, learners are taught about essential designs for websites and basic programming languages. They use this knowledge to develop skills in editing content before learning how to analyse website performance.

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Insufficient progress

Trainers do not sufficiently recap learning from previous sessions or use assessment strategies effectively to check what learners know and can do. Teaching sessions are taught as stand-alone topics, which means that trainers do not ensure that learners retain their learning in the long-term memory from one lesson to the next. This means that trainers do not identify gaps in learners’ knowledge swiftly.

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Insufficient progress

For the recent DMS Skills Bootcamp, leaders have used inappropriate and inexperienced staff to mark learners’ work. This means that learners do not receive effective feedback. Where trainers mark learners’ work, they do not provide useful feedback on what learners need to do to improve. In a few instances, feedback does not identify where learners use poor language choices. Learners’ work does not improve over time.

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Insufficient progress

Trainers do not use information about learners to establish what they already know and can do. They do not plan activities to ensure that learners with prior knowledge and skills make sustained progress from their when they started the course. Learners with previous experience of web design feel the pace of their learning is too slow. This means that a few learners do not progress as quickly as they could.

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Insufficient progress

Most trainers use their industry experience to explain key concepts clearly. Learners appreciate the new knowledge and skills that they gain because of the training that they receive. Learners who are self-employed, describe how the skills that they have gained have made a positive impact to their business. For example, they use their knowledge of search engine optimisation to monitor website hits digitally and allows respond their customer base more effectively. Learners value the support that they Monitoring visit: Enterprise4All (North West) Limited, 17 and 18 July 2024 receive from the trainers which they say keeps them motivated to complete their course.

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Reasonable progress

The designated safeguarding lead and their deputy have received appropriate training to carry out their role effectively. All staff benefit from annual training in safeguarding and the ‘Prevent’ duty. Staff know how to report any concerns they may have. Where concerns are raised, staff provide support to learners timely and signpost learners to external agencies where appropriate.

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Reasonable progress

Leaders do not ensure that learners cover topics linked to safeguarding or risks associated with radicalisation and extremism, relevant to the digital sector. Learners do have discussions about treating peers with respect while online and online etiquette such as leaving cameras on. Monitoring visit: Enterprise4All (North West) Limited, 17 and 18 July 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 children's services, and inspects services for children looked after, safeguarding

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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