The IT Skills Management Company Limited

Further education and skills inspection report

p.1

Inspection of The IT Skills Management Company Limited

p.1

Overall effectiveness Good

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

p.1

Information about this provider

The IT Skills Management Company Limited is an independent training provider. In July 2024, it became part of Lifetime Training Group (Lifetime). The provider offers apprenticeships at levels 3 and 4 in the digital subjects. The provider operates nationally with its head office in Bristol.

p.1

Information about this provider

At the time of the inspection, there were 185 apprentices in learning across 4 digital apprenticeships. Of these, 82 were on the level 3 information communications technician apprenticeship (ICT), 31 were on the level 3 multichannel marketer, 27 were on the level 3 data technician and 45 were studying the level 4 data analyst apprenticeship. Training and support sessions take place online. Apprentices mostly work in small and medium sized businesses across the United Kingdom in a wide range of sectors that includes hospitality, care and retail. Around 20 apprentices are aged 16 to 18 years. 16 to 19 June 2025

p.1

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

Apprentices quickly gain the professional behaviours required in the workplace because of trainers’ and coaches’ high expectations of them. They value highly learning in a welcoming and calm online environment and attend well. This helps them to grow and develop their confidence.

p.2

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

Apprentices thrive in the workplace because of the new digital skills they learn. Apprentices studying ICT skilfully strip out and reinstall data rooms and understand that data cables must be kept isolated from power cables. Apprentices studying data analyst confidently use well-known business intelligence platforms to replace static reports with dynamic dashboards that improve their employers’ business decision making. Apprentices are valued by their employers.

p.2

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

Most apprentices receive suitable careers advice and guidance to help them plan their next steps. Many who complete their apprenticeship take on additional responsibilities at work. However, in a few cases, apprentices do not recall receiving careers guidance and are unclear about the career choices available to them at the end of their apprenticeship.

p.2

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

Apprentices feel safe in the digital environment and in the workplace. They understand the importance of taking frequent breaks from their computer screen and have a very good understanding of cybercrime and online safety. They know to whom they should report safeguarding concerns.

p.2

better?

Senior leaders have a very clear vision for the digital apprenticeships that they have chosen to offer. Since the provider’s transition into Lifetime, the new senior leadership team has streamlined the apprenticeship offer and added globally recognised professional qualifications from a major software company into the curriculums. This results in apprentices benefiting from ambitious, high-quality, up- to-date training that prepares them well for successful careers in the digital sector.

p.2

better?

Leaders have designed curriculums that are well structured and allow apprentices to build their learning in meaningful steps. Trainers plan logically, so that apprentices build foundation knowledge before tackling more complex topics. For example, apprentices studying multichannel marketer learn fundamental marketing concepts before they move on to creating digital content. Apprentices studying ICT learn the basics of hardware components before they tackle fault-finding in circuits.

p.2

better?

Trainers are digital experts. They use a range of effective activities to create interesting online lessons which help apprentices understand new and difficult concepts. They provide clear explanations and demonstrations so that apprentices can follow and understand new topics. In ICT lessons, trainers demonstrate how to 16 to 19 June 2025

p.2

3

use specialist software. Apprentices then apply this new learning to run multiple operating systems simultaneously. Most apprentices grasp new concepts well.

p.3

3

Most trainers and coaches use a range of appropriate assessments and strategies to check apprentices’ understanding and recall of knowledge. They use questions, discussions, written exercises and practical tasks effectively. Coaches review apprentices’ progress frequently with their workplace managers and ensure that apprentices can apply their new learning in the workplace. However, in a few cases, trainers do not check that apprentices have understood new concepts well enough before they move on to new topics in lessons.

p.3

3

Apprentices produce work of a good or better standard. Trainers and coaches provide apprentices with helpful feedback that enables them to improve and develop their work further, such as by adding diagrams to support their writing. Apprentices are prepared well for their final assessments and most achieve distinction grades.

p.3

3

Trainers and coaches support apprentices successfully to further develop their good English and mathematics skills. For example, apprentices convert binary numbers to hexadecimal and then into decimal to enable them to recognise the formation of an IP address. They quickly develop their use and understanding of technical language. Staff support the very few apprentices who need to pass functional skills examinations well to do so.

p.3

3

Leaders have suitable arrangements to identify and support apprentices with special educational needs and disabilities (SEND). Trainers and coaches provide a range of appropriate support, such as assistive technology and in-class support. This helps apprentices with SEND to make the same good progress as their peers.

p.3

3

Leaders have rigorous arrangements in place to manage and monitor effectively the quality of education that apprentices receive. They are acutely aware of their strengths and areas for improvement. They rightly recognised that in 2023/24 too many apprentices left their training early. They have taken swift action to remedy this. As a result of leaders’ actions, the proportion of apprentices who leave early has declined substantially in the current year and in several cases the proportion is very low. Leaders recognise that they have more work to do to increase the proportion of apprentices that stay in learning across all apprenticeships.

p.3

3

Leaders monitor the progress that apprentices make closely. They identify quickly where apprentices fall behind with their studies and implement actions to help them catch-up. Because of these actions, the proportion of apprentices that remain on programme beyond the planned timescale has reduced rapidly and is now low. Most apprentices who remain in learning achieve their apprenticeship.

p.3

3

Governors have rich experience, knowledge and appropriate skills to provide leaders with strong support and challenge. They have access to extensive performance data, which they use to scrutinise and challenge leaders effectively. 16 to 19 June 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Increase the proportion of apprentices that stay in learning and complete their studies in the expected timeframe.  Help trainers to use assessment effectively in online lessons.  Provide effective careers advice and guidance for apprentices so that they are confident about their next steps and career choices. 16 to 19 June 2025

p.4

Provider details

Address Floor 11, Clifton Heights Triangle West Bristol BS8 1EJ

p.5

Provider details

Principal, CEO or equivalent Charlotte Bosworth

p.5

Provider details

Provider type Independent Learning Provider

p.5

Provider details

Date of previous inspection 11 to 14 February 2020

p.5

Provider details

Main subcontractors None 16 to 19 June 2025

p.5

Information about this inspection

The inspection team was assisted by the quality 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.

p.6

Inspection team

Maggie Fobister, lead inspector Ofsted Inspector Beth Selwood Ofsted Inspector Julia Stevens Ofsted Inspector Lucinda Sanders Ofsted Inspector Jon Barker Ofsted Inspector Helen Kinghorn Ofsted Inspector 16 to 19 June 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