The West Midlands Creative Alliance Limited

Further education and skills inspection report

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Inspection of The West Midlands Creative Alliance Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

The West Midlands Creative Alliance Limited is an independent learning provider and a not-for-profit social enterprise. It works with 64 employers across England, and provides Skills Bootcamps and apprenticeships in the creative media industry. These employers include national theatres, dance companies, media and advertising agencies and production houses. Apprentices work in the creative, digital, and marketing sectors. Most apprentices and learners are taught online. At the time of the inspection, there were 137 apprentices in learning, of whom the majority were studying at level 3 in subjects such as multi-channel marketer, production technician and event assistant. Fewer than five apprentices were studying level 4 marketing executive, and seven apprentices were studying level 6 marketing manager. There were 58 learners participating in Skills Bootcamps, of whom 40 were on a level 3 digital design course and 18 on a level 3 digital marketing course.

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Information about this provider

The provider works with one subcontractor, which has fewer than five apprentices on the level 3 event assistant apprenticeship. 13 to 16 May 2025

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

Learners and apprentices enjoy the training that they receive. Apprentices relish working with local and prestigious national employers to develop their creative skills and further their careers. Development coaches, who are industry experts, encourage adult learners to develop their professional expertise to gain employment in the industry and enhance their freelance portfolios. Apprentices and learners thrive in a supportive and inclusive environment.

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

Learners and apprentices are highly motivated to complete their course and have positive attitudes to their learning success. They appreciate the support that they receive from their coaches and are keen to develop their expertise to secure work in the creative sector.

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

Learners’ and apprentices’ behaviours are exceptional. They are professional in their approach and enthusiastically contribute to discussions and group exercises. Staff support them to build resilience and overcome setbacks.

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

Learners and apprentices feel safe while attending their online learning and at work. They know the procedures to follow if they have any concerns and are confident that staff will take swift action if necessary. They also receive useful welfare support from their development coaches, including additional help with their learning and other challenges they may face.

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better?

Leaders have exceptionally high aspirations for the curriculums they have created and the apprentices and learners they work with. They have actively collaborated with employees across the creative sector to develop apprenticeships that meet the commercial needs of local organisations, national theatres, ballet companies, arts venues and several media creation organisations. As a result, the provider has an exemplary reputation and is an innovator in developing education programmes and creating work opportunities in the sector.

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better?

Managers are ambitious for their apprentices. Staff are determined to provide apprentices with the opportunities to achieve distinction grades and develop work- related skills that will serve them well in the future. For example, on the level 3 content creator apprenticeship, staff have created bespoke and tailored learning plans based on apprentices’ aspirations and current industry needs, such as specialised video editing, using artificial intelligence and typography.

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better?

Leaders actively support emerging talent and encourage those who face barriers to employment or have no experience to enter the sector. Leaders have developed specific Skills Bootcamps to unlock learners’ creativity. They offer courses that enhance and build on individuals’ skills to support their success in their chosen careers and gain long-term employment. 13 to 16 May 2025

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Leaders have created curriculums that enable learners and apprentices to develop significant new knowledge, skills, and behaviours. For example, in Skills Bootcamps, coaches ensure that learners understand digital marketing basics before moving on to brand awareness, teamwork and time management. Learners then learn how to use various online graphics design platforms and digital analytics tools. They then apply their learning to create websites and produce marketing plans.

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Apprentices develop a deep understanding of their industry and acquire the technical skills that they need to progress in their chosen sector. Production assistant apprentices begin with the foundation aspects of working in the creative industries. They first learn how to set and maintain project budgets and about the relevant legislation that affects their work, and then progress to more practical elements, which include planning and producing storyboards, camera work, voice-overs and working on location.

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Development coaches have substantial industry experience, which they use well to provide apprentices and learners with current examples of work practices. Leaders encourage coaches to develop and update their sector knowledge continually. However, they have not focused adequately on developing the teaching skills of coaches, which has resulted in some aspects of teaching not being consistency effective, particularly teachers’ use of questioning and their checking of learners’ and apprentices’ understanding.

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Apprentices achieve well. A high proportion of apprentices who complete their apprenticeship achieve merit or distinction grades. However, in Skills Bootcamps, leaders recognised that the proportion of learners who stay until the end of their course and achieve their qualifications was too low. They have recently taken steps to improve this, including more rigorous initial assessment procedures and increasing the number of teaching staff.

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Staff ensure that apprentices and learners can access a broad range of advice and guidance regarding their careers and next steps. This includes a comprehensive career toolkit detailing the skills that employers require. Apprentices and learners have access to master classes taught by industry experts to expand their knowledge. Adult learners are clear on the pathways that are open to them, including self-employment and freelance work.

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Leaders have developed thorough quality assurance procedures, including frequent quality review meetings. Their processes include rigorous monitoring of subcontracted provision. Leaders use the information they gained from their processes to develop an accurate quality improvement plan and are committed to the continuous improvement of the curriculums they offer.

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Leaders have appointed a board of advisers to develop the provider’s work further. Board members are highly skilled and experienced individuals working in the creative industries and apprenticeship sectors. They receive information about the provision’s growth and work in the creative industry. However, board members do not receive sufficiently precise information to offer challenge, particularly in relation 13 to 16 May 2025

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to the quality of support, education and training that apprentices and learners receive.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Provide learners on Skills Bootcamps with appropriate advice and guidance that enables them to find employment at the end of their course.  Develop a programme of continuous professional development to help coaches improve their teaching skills.  Provide governors with the information that they need to provide appropriate support and challenge to leaders. 13 to 16 May 2025

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Provider details

Address LG01/LG02 The Custard Factory Gibb Street Birmingham B9 4AT

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 6 to 8 November 2019

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Provider details

Main subcontractors Artswork Limited 13 to 16 May 2025

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Information about this inspection

The inspection team was assisted by the managing 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

Steve Kelly, lead inspector His Majesty’s Inspector Stuart Collett His Majesty’s Inspector Ravinder Jhite Ofsted Inspector Julia Stevens Ofsted Inspector Karen Tucker Ofsted Inspector Maggie Fobister Ofsted Inspector Saskia Niderost Ofsted Inspector 13 to 16 May 2025

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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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