Kent Business College Ltd

IBIS Consultancy Limited Monitoring visit report

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Name of lead inspector: Jo-Ann Henderson, His Majesty’s Inspector

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Type of provider: Independent learning provider Address: 39 Maidstone Innovation Centre Gidds Pond Way Weavering Maidstone ME14 5FY Monitoring visit: IBIS Consultancy Ltd, 8 and 9 May 2025

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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.

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Context and focus of visit

IBIS consultancy Limited is based in Maidstone. It has been offering apprenticeships since September 2024. At the time of the monitoring visit, there were 25 apprentices, of which eight were studying the level 4 market research executive standard, 11 were studying the level 4 marketing executive standard and six were studying the level 6 project control professional standard. All apprentices were aged over 19 years old.

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Reasonable progress

Leaders have developed relevant curriculums to prepare apprentices to work in market research, marketing and project management to align with industry needs and standards. Leaders work closely with employers to design training that reflects industry practice, such as work projects that help apprentices practise the skills they need.

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Reasonable progress

Leaders support apprentices to register with professional membership bodies. As a result, apprentices benefit from access to additional resources and complete additional professional qualifications in areas such as risk management. Consequently, apprentices gain additional skills, which enriches their work and enhances their employment opportunities.

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Reasonable progress

At the start of the course, staff check what apprentices already know and can do, including prior mathematics and English levels as well as their prior experience and qualifications. They use this information well to place apprentices on the right level course and tailor learning to meet their needs. Tutors adjust apprentices’ modules and course duration appropriately to make sure they do not have to revisit topics they already know.

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Reasonable progress

Leaders make sure apprentices receive their entitlement to off-the-job training. Tutors monitor the progress apprentices make in their assessments, along with their Monitoring visit: IBIS Consultancy Ltd, 8 and 9 May 2025 attendance to help keep learners on track. As a result, most apprentices make expected progress. Where apprentices fall behind, tutors give additional, useful one- to-one support to help them to catch up.

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Reasonable progress

Apprentices benefit from useful reviews in which staff help them to understand the progress they are making on their course. However, tutors and employers do not make sure that on- and off-the-job training is consistently aligned and do not reflect sufficiently on the knowledge and skills that apprentices use in the workplace. Consequently, apprentices are not clear about the improvements they need to make or what they need to learn next.

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Reasonable progress

Tutors make sure that apprentices know about the requirements of their final assessments. However, in the early stages of their assessments, apprentices are not aware of how to achieve the merit and distinction grades available to them or know what they are working towards.

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Reasonable progress

Apprentices gain substantial new knowledge, skills and behaviours because of their training. For example, they learn about primary and secondary data collection, marketing audits and data analysis. Apprentices learn to communicate more effectively with clients, such as giving professional presentations about their products and services.

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Reasonable progress

Leaders have sequenced the curriculum logically. In marketing, apprentices first learn the theory of identifying types of customers and personas and how this applies to all marketing, before specialising in social media campaigns. In project management, apprentices learn which methodologies, such as Agile and Waterfall, are appropriate to use in different contexts. This helps apprentices build their knowledge over time.

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Reasonable progress

Tutors explain new concepts and adeptly use analogies and real-life examples to give explanations. Tutors challenge assumptions effectively, such as different project management models only being used in certain sectors, which helps apprentices to reflect and adapt their practice appropriately.

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Reasonable progress

Tutors use assessments well to monitor the progress apprentices make. For example, tutors set quizzes and assignments. Tutors provide helpful feedback on strengths and areas for improvement and give clear explanations on any misconceptions. Consequently, apprentices improve their work over time. However, in lessons, tutors do not routinely check that all apprentices have understood each concept before moving on. Monitoring visit: IBIS Consultancy Ltd, 8 and 9 May 2025 Many apprentices work in roles where they use and apply the knowledge they have gained from their training to implement new processes in their organisations. For example, apprentices use their new knowledge to conduct competitor analysis and to create marketing plans. Employers value the increase in the use of new processes that apprentices bring to their businesses.

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Reasonable progress

Leaders have developed a strong culture of safeguarding. They share relevant and helpful information with staff, apprentices and employers on safeguarding and well- being. Staff are suitably qualified in safeguarding and the ‘Prevent’ duty so that they know how to identify signs of concern. Leaders recruit staff appropriately.

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Reasonable progress

Apprentices feel safe in their study and at work. Leaders provide apprentices and employers with helpful information about the risks of radicalisation and extremism. Staff teach apprentices about the risks of working online, such as identifying suspicious links and the appropriate sharing of personal information. Monitoring visit: IBIS Consultancy Ltd, 8 and 9 May 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 looked-after children, safeguarding

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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

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Reasonable progress

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Reasonable progress

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

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