Michael D Akers Management Consulting

Further education and skills inspection report

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Inspection of Michael D Akers Management Consulting

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Inspection dates: 10 to 12 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 Not previously inspected

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Information about this provider

Michael D Akers Management Consulting (MDA) is a small, independent learning provider based in Canterbury, Kent. It specialises in training apprentices in business improvement strategy and methods, using Lean Six Sigma and project management principles and tools.

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Information about this provider

At the time of the inspection, there were 22 apprentices in learning. Of these, 15 apprentices were studying level 4 improvement practitioner. The remainder were studying level 5 improvement specialist and level 6 improvement leader. All apprentices were aged over 19 and none were in receipt of high needs funding.

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Information about this provider

Level 4 apprentices attend training and one-to-one coaching in their workplace on three days of each month. Those on level 5 and 6 programmes receive most of their training and coaching online.

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Information about this provider

In a new provider monitoring visit in November 2022, inspectors judged MDA to have achieved ‘significant progress’ in two areas and ‘reasonable progress’ in one area. 10 to 12 September 2024

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

Apprentices benefit from a professional and supportive learning environment. They rightly value the high-quality teaching and support they receive from expert trainers, who help them to master complex Lean Six Sigma improvement methods effectively. Apprentices are keen to learn and apply innovative solutions to problems in the workplace. Consequently, they attend well and are motivated to achieve successfully, which the majority do.

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

Apprentices develop new knowledge, skills and behaviours quickly. They are equipped well to question previous quality improvement systems at work and suggest new approaches. For example, level 5 specialists and level 6 leaders use Lean Six Sigma techniques to reduce waste in manufacturing processes and improve the performance of teams successfully. As a result, apprentices make a significant contribution to increasing quality and productivity, and reducing costs, in their organisations. Many gain additional responsibilities or promotion at work.

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

Apprentices demonstrate positive and respectful attitudes. Level 4 practitioners work together purposefully on group projects, offering valuable encouragement and mutual support. They listen carefully to their peers and trainers, share ideas and respect the views of others, even when they differ from their own. Apprentices grow in confidence and resilience because of their training. For instance, trainers coach them to become more fluent in giving presentations and responding to feedback. This helps apprentices to improve their personal impact when they present projects to senior leaders at work.

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

Apprentices improve their understanding of relevant and helpful topics, such as online safety, managing stress, and equality and diversity. For example, apprentices use their knowledge of the Equality Act to make suitable adjustments in the workplace for staff with health problems and disabilities. As such, they become better leaders and managers.

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

Apprentices feel safe and know how to report concerns should they need to. Most know how to stay safe from the risks of radicalisation. They participate in training to help them identify potential threats, such as right-wing extremism. Trainers support apprentices well. They check regularly on apprentices’ well-being at work and in training.

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better?

Leaders have well-established relationships with national and global industries in manufacturing, pharmaceuticals and nuclear waste management. They work closely with these employers to make sure that the curriculum is ambitious and meets their essential business needs. Leaders tailor programmes carefully to the industry context of the employer and working patterns of apprentices. For example, leaders and employers agree the priorities for apprentices’ projects, such as how to accurately forecast the demand for critical care medicine. Consequently, employers 10 to 12 September 2024

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value the knowledge and skills that apprentices develop to improve business efficiency in their organisations successfully.

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Leaders and trainers plan and teach the curriculum in a logical order. They make sure that apprentices have the essential knowledge they need before progressing to more challenging topics. For example, level 4 practitioners learn about project design before they are taught to use complex Lean Six Sigma improvement tools, such as measuring systems analysis. As a result, most apprentices build their knowledge and skills over time and make positive progress.

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Leaders recruit apprentices appropriately. They work closely with employers to assess apprentices’ starting points using skills scans and one-to-one discussion. Trainers use this information to adapt their teaching to meet apprentices’ needs well. They use effective teaching strategies and provide helpful support for apprentices with additional support needs, such as dyslexia. As a result, the majority of apprentices, including those with additional needs, achieve their qualifications successfully.

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Highly experienced and qualified trainers teach new and challenging concepts expertly. They break down complex improvement techniques into simple steps, using clear explanation and real-world examples skilfully. They check apprentices’ understanding carefully. For example, trainers help level 4 practitioners to understand and use value stream mapping methods correctly. Consequently, apprentices apply their knowledge and skills to increasingly challenging tasks effectively, such as improving human resource management.

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Trainers help apprentices to develop their literacy and numeracy skills to a high level. For example, apprentices are taught to use statistical tools such as T tests and regression accurately in their project work. They produce useful visual graphs including Pareto, histograms and time series plots to identify problems and solutions. However, a small number of apprentices who require functional skills qualifications are not taught these early enough in the programme. Although apprentices do achieve these qualifications before their planned end date, their progress in developing these skills is slowed.

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Trainers provide helpful feedback on apprentices’ work. This helps them to understand the quality of their work and improve it further. Apprentices benefit from careful preparation for their assessments. Trainers coach them skilfully using practice discussions and mock presentations. Consequently, most apprentices achieve merit and distinction grades.

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Trainers work closely with most employers to co-ordinate apprentices’ training in or away from the workplace effectively. They make sure that most employers understand and support apprentices’ progress well. As a result, apprentices quickly develop fluency in their skills and use these to make improvements at work.

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Trainers provide most apprentices with useful careers advice and guidance in training sessions and progress reviews. For example, they help apprentices to 10 to 12 September 2024

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consider how their transferrable skills in lean improvement can be used in different jobs and sectors. Consequently, most apprentices are well informed about their next steps.

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Leaders understand the strengths and weaknesses of their provision well. They identified rightly that too many apprentices at one employer were leaving their programme early. They have taken decisive action to strengthen employers’ commitment, so that apprentices have sufficient time to train away from work to complete their studies. Trainers monitor apprentices’ progress carefully with employers to make sure that they do not fall behind. As a result, the number of apprentices who complete and achieve their qualifications has increased significantly.

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Governors are suitably familiar with the strengths and weaknesses of the provision. They use their skills and experience to provide effective support and challenge to leaders, which leads to improvements in training. For example, they monitor closely the number of apprentices completing their courses.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Continue to work closely with employers to make sure that all apprentices achieve their qualifications in a timely manner.  Support apprentices who require functional skills qualifications to make the quick progress of which they are capable. 10 to 12 September 2024

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Provider details

Address Chapel Lane Blean Canterbury CT2 9HA

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Provider details

Principal, CEO or equivalent Michael D Akers and David Hampton

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors N/A 10 to 12 September 2024

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Information about this inspection

The inspection team was assisted by a director, 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

Sara Woodward, lead inspector His Majesty’s Inspector Karen Squire Ofsted Inspector 10 to 12 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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