Primary Goal Ltd

Further education and skills inspection report

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Inspection dates: 10 to 13 September 2024

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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 Requires improvement

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Information about this provider

Primary Goal is a national training provider based in Birmingham, which specialises in offering digital apprenticeships. At the time of inspection, Primary Goal had 222 apprentices in training. This included 155 apprentices studying level 3 digital support technician, 47 apprentices studying information communications technician, 18 apprentices studying network engineering, and two apprentices studying digital marketing. The provider does not work with any subcontractors. 10 to 13 September 2024

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

Apprentices have good attendance. They arrive on time and are ready to learn. When they miss a lesson, coaches provide a recording of the lesson to help them keep up with their studies. This approach helps most apprentices to stay on track and make good progress throughout their apprenticeship.

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

Apprentices actively contribute to creating a respectful environment that values diversity and promotes equality. Consequently, they feel confident participating in lessons, asking questions and sharing their views. Apprentices report that the atmosphere allows everyone to express themselves in a supportive and respectful space.

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

Apprentices build strong personal skills, such as confidence, which enables them to interact with customers effectively. Level 3 information communication technician apprentices can diagnose faults on their own and handle situations like server outages while communicating clearly with customers to keep them informed and reassured. Even when under pressure to fix issues quickly, apprentices learn to manage customer interactions professionally. This prepares them well for successful careers in the digital industry.

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

Most apprentices have a secure understanding of the dangers of radicalisation and extremism. Coaches teach them how radicalisation can occur on digital platforms and how to protect themselves and others from these risks. However, a small number of apprentices studying level 4 network engineering do not have a clear understanding of these issues.

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

Apprentices feel safe and know how to report any safeguarding concerns. They feel confident that staff will not tolerate bullying or harassment and will address these issues quickly and effectively.

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better?

Leaders have designed apprenticeships with a clear aim to develop the digital skills employers need. For example, in the Level 3 information communications technician apprenticeship, leaders have designed a curriculum that addresses the national demand for information and communications technology staff, particularly in education settings. The curriculum focuses on developing the skills and knowledge required for these roles.

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better?

Leaders ensure that apprentices are supported by coaches with extensive industry experience. In the level 3 digital support technician apprenticeship, many coaches have previously worked as teachers in primary or secondary education. This background enables them to understand and respond to the specific digital support skills gaps within the teaching profession.

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better?

Leaders organise the curriculum in a way that allows apprentices to progressively 10 to 13 September 2024

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build upon their knowledge and skills. In the level 4 network engineering apprenticeship, apprentices start with basic topics such as binary systems and network addressing. They then move on to more advanced concepts, including IP addressing and subnet masks, with a focus on variable-length subnet masks. This approach ensures apprentices develop a strong understanding of networking principles.

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Staff accurately assess apprentices’ starting points and plan learning based on their individual needs. At the start of the apprenticeship, apprentices complete detailed skills scans, which coaches use to tailor their lessons. This personalised approach helps most apprentices to make sustained progress from their initial starting points.

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Apprentices benefit from skilled coaches who use a range of teaching methods to enhance their learning. Level 4 network engineering coaches provide opportunities for apprentices to practise new skills through simulation software and utilise peer learning well during lessons. This approach helps apprentices to develop a secure understanding of key concepts during their apprenticeship.

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Coaches help apprentices to improve their English and mathematical skills. They create opportunities throughout the apprenticeship to strengthen their writing and communication skills, providing regular feedback to guide apprentices on how to improve in these subjects. This focused support helps apprentices develop the skills they need to succeed in both their studies and in the workplace.

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Coaches use a range of assessment methods to check that apprentices retain knowledge over time. They use reflection activities, professional discussions, written assessments and verbal questioning to assess what apprentices have learned. Coaches identify any misunderstandings and address these quickly.

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Coaches provide detailed feedback, highlighting what apprentices have done well and how to improve their work. Level 3 digital support technician coaches encourage apprentices to submit draft work for early feedback. They also thoroughly annotate reflective diaries and portfolio submissions, offering specific guidance on improvements and how to achieve high grades. As a result, most apprentices consistently produce high-quality work.

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Most apprentices successfully complete their apprenticeship. Following the previous inspection, leaders have taken effective action to improve the quality of education. As a result, the proportion of apprentices successfully completing their studies has increased.

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Coaches ensure apprentices develop knowledge and skills valuable to the workplace. For example, level 3 digital support technician apprentices working in education settings learn to provide feedback that children with special educational needs can easily understand and access by using digital systems. Apprentices are highly valued by employers, with many receiving promotions after completing their apprenticeship.

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Apprentices receive clear and comprehensive careers advice from their coaches, 10 to 13 September 2024

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which helps them to make informed decisions about their future. The guidance coaches provide covers potential career paths and how to overcome challenges. This gives apprentices a solid understanding of their career options once they complete their apprenticeship.

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Governors are experts in the digital sector, finance and apprenticeships, which benefits senior leaders. Their expertise enables them to provide informed guidance and oversight. Through comprehensive governance reports, governors are well informed to enable them to hold senior leaders to account and drive improvements in the quality of education apprentices receive.

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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 all apprentices have a clear understanding of the dangers of radicalisation and extremism.  Sustain and continue to improve the proportion of apprentices who successfully complete their apprenticeship. 10 to 13 September 2024

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Provider details

Address Chester Court High Street Knowle Solihull West Midlands B93 0LL

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Provider details

Principal, CEO or equivalent Louise Campton

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 19 to 22 July 2022

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Provider details

Main subcontractors None 10 to 13 September 2024

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Information about this inspection

The inspection team was assisted by the head of learning, quality and performance, 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

Joel Dalhouse, lead inspector His Majesty’s Inspector Steve Kelly His Majesty’s Inspector Susan Gay Ofsted Inspector Kay Hedges Ofsted Inspector Carole Loader Ofsted Inspector 10 to 13 September 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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