Imeta Training and Solutions Ltd

iMeta Training and Solutions Ltd Monitoring visit report

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Name of lead inspector: Helen Morgan, His Majesty’s Inspector

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Inspection dates: 12 and 13 February 2025

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Type of provider: Independent learning provider

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Address: Coach House 93a Hagley Road Edgbaston Birmingham West Midlands B16 8LA Monitoring visit: iMeta Training and Solutions Limited, 12 and 13 February 2025

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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

iMeta Training and Solutions limited is an independent training provider in Birmingham. It specialises in digital skills and digital-focused leadership. Since 2023, it has taught short adult education courses, funded by the West Midlands Combined Authority (WMCA), to learners across the Midlands.

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Context and focus of visit

At the time of the visit, there were 172 learners in training. Learners study digital business services, cyber infrastructure technician, professional pen+ cybersecurity, business data analytics and digital leadership and management. Courses are taught online in the afternoons and evenings. The provider does not work with any subcontractors.

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Reasonable progress

Leaders have developed courses aligned with and updated according to local and national employer needs. They work closely with industry bodies such as Women in Tech, Greater Birmingham Chamber of Commerce, WMCA and TechWM to understand emerging digital skills needs. Leaders have recently created an employer advisory group to ensure the skills learners develop meet current employment needs and to support learners into employment.

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Reasonable progress

Leaders and trainers are committed to ensuring their curriculums are innovative in teaching and skills development. They recognise the need for learners to evidence their skills through industry-recognised qualifications. Leaders offer learners additional opportunities to sit professional industry-specific examinations, such as Prince2 project management and CISCO certification, following their training. However, they do not accurately record the number of learners who successfully achieve these qualifications to establish the impact of their offer.

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Reasonable progress

Leaders have recruited trainers who are highly skilled digital experts. Trainers use external training and certification to develop their industry skills. Leaders observe Monitoring visit: iMeta Training and Solutions Limited, 12 and 13 February 2025 lessons and set targets for trainers to improve their teaching practice. However, in too many cases, targets are not developmental enough to help trainers understand how to improve. Too few trainers take part in training that improves their craft of teaching.

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Reasonable progress

Leaders frequently seek feedback from learners to help improve their training. Learners have previously identified difficulties working in groups with learners who have differing levels of digital skills. As a result, leaders have put actions in place to ensure they better understand learners’ previous knowledge and experience at the start of their training. Leaders ensure learners feel supported during their training.

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Reasonable progress

Leaders have recently created an advisory board with experts who have significant experience in education to support their decision-making. Advisory board members provide challenge to leaders to ensure they drive improvements, for example in improving observation processes and a broader focus on safeguarding.

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Reasonable progress

Leaders ensure curriculums are appropriately sequenced and planned so that learners learn the knowledge and skills they need to work in digital industries. Trainers use artificial intelligence to create detailed feedback for learners on their participation and attendance and areas for development from tests and quizzes. Learners use a wide range of learning technologies in their learning to encourage online participation.

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Reasonable progress

Trainers capture information about what learners already know and can do at the start of their course. Learners complete entry tests to assess their initial knowledge and experience. However, trainers do not use this information to tailor their curriculums or set specific learning targets to ensure learners learn the specific knowledge and skills they need to make rapid progress.

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Reasonable progress

Most trainers use effective teaching strategies to help learners learn. Trainers use online tools to demonstrate new skills to learners. They use engaging quizzes to test learners’ recall of prior learning effectively. However, in a few cases, trainers did not use questioning well enough to check all learners understood new ideas.

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Reasonable progress

Leaders and trainers quickly identify learners with additional learning support needs. They provide additional help to learners that helps them cope with the demands of their training. Neurodivergent learners are given clear explanations of key concepts and frequent breaks to ensure they are able to maintain their concentration during online classes. Learners feel well supported by trainers. Monitoring visit: iMeta Training and Solutions Limited, 12 and 13 February 2025 Most learners successfully complete their studies. However, too few learners progress into employment or promoted roles as a result of their learning. Leaders have recently enhanced their focus on employability with additional workshops for learners, but it is too soon to see the impact on the number of learners who gain employment.

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Reasonable progress

Leaders have ensured there is a designated safeguarding lead (DSL) and a deputy DSL. The DSL has implemented safeguarding policies and procedures for the recording and referral of safeguarding cases and the safer recruitment of staff. They carefully consider the welfare and well-being concerns and vulnerabilities of their learners. This includes referring learners to external agencies for support with welfare needs such as housing and food bank access.

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Reasonable progress

Learners feel safe. They know how to keep themselves safe online and are aware of the risks and vulnerabilities associated with radicalisation and extremism. Monitoring visit: iMeta Training and Solutions Limited, 12 and 13 February 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 and child protection.

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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 .

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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 .

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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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