Game-On Coaching Limited

Game-On Coaching Limited Monitoring visit report

p.1

Name of lead inspector: Mark Parton, His Majesty’s Inspector

p.1

Inspection dates: 14 and 15 January 2025

p.1

Type of provider: Independent learning provider

p.1

Address:

Office 3 Little Heath Industrial Estate Old Church Road Coventry CV6 7NB Monitoring visit: Game-On Coaching Limited, 14 and 15 January 2025

p.1

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.

p.2

Context and focus of visit

Game-On Coaching Limited is an independent learning provider in Coventry that began training apprentices in February 2024. At the time of the monitoring visit, there were 33 apprentices in learning. There were around 30 apprentices studying the level 3 multi-channel marketer apprenticeship and fewer than five studying the level 4 market research executive apprenticeship. Three apprentices were under the age of 19.

p.2

Reasonable progress

Leaders have a clear rationale for the apprenticeships that they offer. They offer apprenticeships that meet the increasing regional demand for high-quality marketers that can use a wide range of online marketing channels.

p.2

Reasonable progress

Leaders have recruited trainers who are suitably qualified sector experts and possess high levels of prior industry knowledge. Apprentices use their trainers’ expertise to gain a better developed understanding of their working roles.

p.2

Reasonable progress

Leaders recruit apprentices with little prior knowledge of marketing and take clear actions to identify what they know and can do at the start of the apprenticeship. They use this information to make sure that apprentices are suitable to study and that they follow individualised curriculums that close any identified gaps in learning quickly.

p.2

Reasonable progress

Leaders work with employers to plan, design and adapt curriculums successfully. For example, through employer requests, apprentices often study additional learning or develop specifically required skills. For example, apprentices gain additional skills in artificial intelligence image generation and use these images to market the companies for which they work successfully. Monitoring visit: Game-On Coaching Limited, 14 and 15 January 2025 Leaders recognise that their current quality assurance systems do not evaluate fully the strengths and weaknesses of the curriculums that they offer. The current systems in place do not determine well enough the quality of training that trainers provide and whether the teaching offered improves over time.

p.2

Reasonable progress

Leaders ensure that those who govern have high levels of expertise in the teaching of apprenticeships. Leaders have begun to use this expertise effectively to support curriculum design and teaching. However, the governing board has only been in place for a short time. It is too early to measure the impact of governors’ actions on the quality of education apprentices receive.

p.3

Reasonable progress

Leaders and trainers plan and teach curriculums in a well-sequenced way. Apprentices first learn about the fundamentals of marketing before they learn to create and implement their own marketing campaigns. They build on their prior knowledge well. This allows them to carry out more complex tasks in their daily roles. Apprentices, towards the end of their studies, frequently use artificial intelligence to improve their marketing campaigns.

p.3

Reasonable progress

Apprentices gain substantial new knowledge and skills through the teaching they receive. They use these skills and knowledge confidently in their places of work. For example, apprentices use specialist graphics tools to design visually appealing websites and professional social media content. Apprentices routinely produce content that increases their employers’ engagement with customers.

p.3

Reasonable progress

Trainers and skills coaches provide apprentices with feedback that is helpful. Through the feedback they get, apprentices know what their strengths and their areas for improvement are. Apprentices act on their feedback quickly and produce subsequent work of a higher quality. For example, apprentices add visual prompts to support their written work, which helps to ensure that their work is easier to understand.

p.3

Reasonable progress

Leaders and skills coaches make sure that apprentices improve their English and mathematics as they move through their studies. For example, apprentices can proofread websites and apply copywriting techniques. They set budgets and use equations to calculate the potential returns for their employers following marketing campaigns. However, those few apprentices who need to achieve functional skills qualifications do not receive the teaching to achieve these qualifications early enough in their studies.

p.3

Reasonable progress

Trainers use a range of effective assessment activities to check apprentices’ understanding. They recap prior learning at the start of lessons, ask probing Monitoring visit: Game-On Coaching Limited, 14 and 15 January 2025 questions and use group presentations to assess what apprentices know and remember. Through the teaching they receive, most apprentices improve their knowledge of marketing concepts over time.

p.3

Reasonable progress

Leaders have put in place clear safeguarding policies. Leaders complete a range of appropriate checks when appointing new staff to ensure they are suitable to work with both younger and adult apprentices.

p.4

Reasonable progress

The designated safeguarding lead is suitably trained. They understand the requirements of the role.

p.4

Reasonable progress

Leaders work with external agencies to establish relevant information about the dangers of extremist and radical behaviours. However, leaders do not share this information with apprentices successfully. As a result, too few apprentices routinely deepen their understanding of the risks they may face in their everyday lives. Monitoring visit: Game-On Coaching Limited, 14 and 15 January 2025 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

p.4

Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Reasonable progress

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5