AKR Growth Ventures Ltd

AKR Growth Ventures Ltd

Address: 6a Luton Road, ME4 5NA Unique reference number (URN): 2765310

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Needs attention

Leaders have only recently sought out specialist expertise to understand fully and support apprentices’ individual needs. Their processes to record and review the support they provide to apprentices, who have declared special educational needs and/or disabilities (SEND) at enrolment, are not effective enough. Very recent applicants have had their needs assessed. However, it is too early to fully appreciate how leaders will use this information to plan individualised support for apprentices. Leaders have started to provide teaching staff training to recognise and support apprentices with challenges associated with SEND. Teachers make some appropriate adjustments to remove barriers to learning. For example, they provide extra one-to-one meetings, additional teaching sessions, and allow more time for assignment submission.

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Inclusion Needs attention

Leaders are supportive of apprentices' well-being needs. They support apprentices who need personal support or are anxious about elements of the apprenticeship effectively. They identify those at risk of not completing and help them to continue in learning.

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Inclusion Needs attention

Leaders work with regional partners and associations to promote their qualifications to those individuals furthest from the workplace and who would most benefit from the courses they offer.

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Leadership and governance Needs attention

Leaders' and governors' understanding of the areas they need to improve, particularly in relation to the quality of the apprenticeships they offer, is underdeveloped. Governors support and challenge leaders effectively to ensure they meet their statutory responsibilities. They bring about positive change in areas, such as reviewing the effectiveness of the workforce and ensuring appropriate recruitment of teachers. However, leaders do not fully inform governors of the outcomes of quality assurance processes so that governors can support them to improve the taught elements of the apprenticeships.

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Leadership and governance Needs attention

Leaders and governors have a clear vision to offer qualifications that support individuals to gain sustained employment. Leaders understand local and regional skills needs and have developed an apprenticeship curriculum that responds effectively to these demands.

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Leadership and governance Needs attention

Leaders provide only limited support for new or existing teachers to develop their pedagogical skills. They make sure that staff complete the training they require to carry out their roles and teach the technical elements of the apprenticeship effectively. Leaders and governors are considerate of staff workload and wellbeing. Staff value working at the provider. They recognise work can be challenging at times but feel supported to carry out their roles successfully.

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Achievement Needs attention

The few apprentices who need to study English or mathematics as part of their apprenticeship make slow progress towards achieving these qualifications. They do not consistently receive the support they need to improve these essential skills.

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Achievement Needs attention

Most apprentices make at least the expected progress from their starting points and produce work that meets the required standard of the apprenticeship. Apprentices develop new knowledge, skills and behaviours that they apply well in the workplace. For example, marketing apprentices create effective social media campaigns to promote their employers’ products.

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Achievement Needs attention

Apprentices who complete their training achieve their apprenticeships. Most apprentices gain sustained employment within their current workplace and, where appropriate, have taken on additional responsibilities on completion of their apprenticeship.

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Curriculum and teaching Needs attention

Leaders have developed a curriculum offer that meets the recruitment demands of employers locally and regionally. Teachers plan and teach much of the training in a logical order. For example, digital marketing apprentices learn how to carry out market research before using this knowledge to plan digital marketing campaigns. Apprentices develop the technical skills that will enable them to achieve their career ambitions. However, due to staff recruitment challenges, the few apprentices who require functional skills do not currently receive training in English and mathematics to enable them to swiftly achieve these qualifications.

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Curriculum and teaching Needs attention

While leaders and staff understand and aim to meet the requirements of apprenticeships, these are not fully realised in all cases. Employers have a limited involvement in the design of the apprenticeships, and not all apprentices have consistently well-planned, on-the-job training to practise and apply at work what they learn on their training. Teachers do not hold reviews to monitor apprentices' progress frequently or well enough with employers. As a result of their limited involvement, employers are not aware enough of the progress their apprentices make in their training or how to best support them at work.

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Curriculum and teaching Needs attention

Teachers are suitably qualified and experienced in the subjects they teach. They use their expertise to teach and support apprentices effectively. They explain new concepts clearly and plan activities that help apprentices retain what they teach them.

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Curriculum and teaching Needs attention

Teachers use effective assessment methods to check apprentices’ understanding and provide useful feedback on what they do well and what they need to do to improve. Teachers recap topics, ask targeted questions and link what they teach to workplace practice. For example, in early years, teachers link content in statutory guidance on safeguarding to processes and practices apprentices carry out at work.

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Participation and development Needs attention

Leaders ensure that apprentices receive appropriate careers information, advice and guidance. Apprentices discuss with staff further training opportunities they can access after completing their apprenticeship and explore potential career routes, such as becoming a teaching assistant or roles in the NHS. Most apprentices have clear plans in place for when they finish their apprenticeship. Apprentices value their training as they recognise that the skills they develop through it will enable them to achieve their career ambitions. Therefore, they have a positive attitude to their training, attend well and behave professionally.

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Participation and development Needs attention

While most apprentices recall covering the risks associated with being influenced by someone with extremist views early in their training, teachers do not revisit these frequently enough during training. Consequently, apprentices’ recall and understanding of radicalisation and extremism lacks depth. Leaders do not provide enough opportunities for young apprentices to further develop their understanding of the importance of recognising and maintaining healthy relationships.

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Participation and development Needs attention

Leaders offer a range of suitable wider development opportunities for apprentices. They plan sessions on topics such as computer fundamentals and understanding cybersecurity risks and threats.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices demonstrate consistently high standards of professional behaviour. They maintain good attendance and punctuality, and arrive prepared for their work. For example, early years apprentices are respectful of others and interact positively with the children in their care. Managers speak highly of apprentices' professionalism and reliability in the workplace. However, leaders do not routinely ensure that employers are aware of the progress apprentices make or how best to support them to practise new skills in the workplace.

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What it's like to be a learner and/or an apprentice at this provider

Most apprentices make positive progress with their studies. Those who complete their training and attempt their final assessments achieve their apprenticeship. The few apprentices who require English or mathematics do not benefit from the teaching and support they need to achieve these qualifications.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices with special educational needs and/or disabilities do not receive the support they need to overcome these barriers. Leaders have recently started to assess apprentices' individual support needs but recognise that further work is required to adapt learning to meet them. Apprentices who face personal challenges receive positive support from staff to continue with their studies.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices value their learning and enjoy the interesting activities teachers plan to help them retain new information. As such, apprentices receive mostly positive teaching that enables them to develop the new knowledge, skills and behaviours they require for the workplace. However, where improvements are required in teaching, leaders do not consistently recognise these or offer training for staff to support apprentices better. Staff do not consistently support apprentices to fully recognise the risks associated with radicalisation and extremism or support young apprentices to identify what constitutes a healthy relationship.

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Lead inspector:

Richard Kirkham, His Majesty's Inspector

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Next steps

• Leaders should improve how they plan and review the support for learners with special educational needs and/or disabilities to ensure they provide effective support that meets their needs over time. • Leaders should identify any areas for improvement in taught lessons and use these to inform suitable professional development for staff. • Leaders should ensure that employers are involved in the planning of apprentices' training and reviewing the progress they make. • Leaders should ensure that apprentices who need to study English and mathematics receive effective teaching and support to achieve qualifications in these subjects. • Leaders should ensure they teach young apprentices how to recognise and maintain healthy relationships. • Leaders should ensure apprentices are aware of and understand the risks associated with radicalisation and extremism.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with leaders, teachers, apprentices and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

AKR Growth Ventures Ltd is an independent learning provider based in Kent. Leaders started offering apprenticeships in March 2023. They specialise in training apprentices in early years education, information technology and marketing in London and the south-east of England.

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About this inspection

At the time of the inspection, there were 22 apprentices in learning. Of these, 15 apprentices were studying level 3 early years educator. There were fewer than 5 apprentices aged 16 to 18 years old.

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About this inspection

Leaders have very recently started to offer skills bootcamps for 28 adult learners. This provision is too new to be able to make a judgement on its effectiveness and was not graded.

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About this inspection

Managing Director: Dayo Ogunjobi Georgina Ager, His Majesty's Inspector Paul Manning, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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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Urgent improvement

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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Urgent improvement

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Urgent improvement

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

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