Data and Marketing Association Limited

Further education and skills inspection report

p.1

Inspection of Data and Marketing Association Limited

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

The Data and Marketing Association Limited (DMA) is a not-for-profit trade association of over 500 corporate members. In addition to offering privately funded training to the sector, DMA began teaching Skills Bootcamps in September 2022. At the time of the inspection, there were 32 learners studying the digital marketing strategy Skills Bootcamp. This course is mostly aimed at upskilling existing employees in small- to medium-size businesses. As part of the training, learners study for a level 5 qualification. Training takes place online. 25 to 27 March 2025

p.1

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

Learners are motivated and positive about their experience of the Skills Bootcamp. They attend well and join their lessons on time. Learners enjoy the opportunity that the training provides to work with peers from different marketing backgrounds. This helps them understand how different agencies work and the different techniques they use.

p.2

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

Learners quickly develop new knowledge and skills that they use at work. For example, they learn how to adapt email marketing strategies and create client profiles to make sure information is sent to the right people. Trainers teach learners how to use different artificial intelligence (AI) tools to create marketing ideas and content for social media campaigns and staff newsletters. Learners quickly become more confident and valued employees. Almost all complete their training and pass their exams at the first attempt.

p.2

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

Learners benefit from a range of well-planned personal development opportunities. For example, tutors teach leadership skills sessions, which help learners understand the importance of emotional intelligence and empathy and how to motivate their teams. Tutors link the digital marketing code to the rule of law in their teaching well. This helps learners understand the importance of and how to apply general data protection regulations when analysing and using data for marketing campaigns.

p.2

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

Learners feel safe, including when studying online. Tutors create a strong community of support among learners. Learners quickly develop new friendships and feel safe and confident to ask questions and ask for help if needed. Most value the opportunity to share their opinions with their peers.

p.2

better?

Leaders have a clear rationale for their Skills Bootcamps. As the trade association for the data and marketing industry, they work daily with industry leaders and business owners who provide leaders with a good understanding of their training needs and skills shortages. Leaders use this information well to inform their decision-making. For example, leaders now focus mostly on upskilling learners who work in the digital marketing industry.

p.2

better?

Tutors use their knowledge of the data and marketing industry well to plan interesting, relevant and mostly effective lessons. They adapt training to meet the current needs of employers. For example, at the request of employers, they have added content into their curriculum to teach learners how to use AI to analyse marketing data.

p.2

better?

Tutors make good use of online teaching tools and methods. They use breakout rooms effectively to share learners’ experiences and to discuss topics such as marketing theories. For example, in one breakout session, learners held a useful discussion about omnichannel marketing and how this applies to the 4Ps marketing 25 to 27 March 2025

p.2

3

theory. Using small-group discussions enabled learners to share how marketing theories are used in their workplace and how they will include these theories in their end-of-course assessments.

p.3

3

In most cases, tutors use a range of assessment techniques effectively. They provide learners with helpful feedback that prepares them well for their final presentations. For example, they highlight to learners how different marketing channels could improve the impact of a campaign. However, tutors do not consistently use questioning to check learners’ understanding effectively. Too often, they only question a few learners and do not allow sufficient time for learners to respond to questions in full. Consequently, tutors do not always have an accurate understanding of the progress learners make.

p.3

3

Leaders and tutors provide effective careers advice and guidance to learners who work in the digital marketing sector. They provide helpful information about different roles in the industry and support learners well in creating their own brands on social media. As a result of the training and advice they receive, many learners take on additional responsibilities and gain promotions at work. Leaders and tutors provide some effective support to learners who work outside of the digital marketing sector. For example, they provide support to create CVs and training on how to prepare for interviews. However, this support is not provided sufficiently early in the course. Consequently, too few of these learners gain interviews or progress into jobs.

p.3

3

Since the monitoring visit, leaders have worked effectively to improve the experience and training that learners receive. Leaders have implemented a thorough quality assurance process, which includes lesson visits and evaluating learners’ feedback. Leaders use this information well. For example, through their lesson observations, leaders identified that tutors needed to include group work and discussions more frequently in their lessons. Leaders provided effective training to tutors to improve their skills when teaching online. Tutors appreciate the training they receive. They use what they have learned to improve their lessons, for example by using breakout rooms more frequently and effectively for group discussions and activities.

p.3

3

Leaders provide a good range of continuous professional development opportunities for staff. Tutors attend industry events such as webinars frequently and act as judges for the Digital Marketing Association national awards to keep their skills and knowledge up to date. Leaders support teachers without teaching qualifications to gain them.

p.3

3

Leaders keep board members well informed about the strengths and areas for improvement of the training they provide. Board members have a good range of skills and experience, which they use well to support and challenge the senior team. They use their industry experience and contacts effectively to enhance the curriculum. For example, they attend learners’ final presentations and provide industry-specific feedback to learners on the content and style of their presentations. 25 to 27 March 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Make sure that tutors use questioning effectively to check learners’ understanding of new topics.  Provide all learners with access to high-quality impartial careers advice and guidance at suitable points in their training. 25 to 27 March 2025

p.4

Provider details

Address 1st Floor, Rapier House 40-46 Lambs Conduit Street London WC1N 3LJ

p.5

Provider details

Principal, CEO or equivalent Rachel Aldighieri

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 25 to 27 March 2025

p.5

Information about this inspection

The inspection team was assisted by the general manager people and talent, 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.

p.6

Inspection team

Paul Manning, lead inspector His Majesty’s Inspector Paul Breheny Ofsted Inspector 25 to 27 March 2025

p.6

7

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.

p.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7