ANS Academy Limited

ANS Academy Limited

Address: 1 Archway, M15 5QJ Unique reference number (URN): 2526604

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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 Strong standard

Leaders have established a culture of inclusion that permeates throughout the provider and ensures that apprentices feel welcomed, valued and supported. They foster a highly effective partnership with a professional inclusion specialist to provide individually tailored learning and mental health support services for apprentices who face considerable barriers to their learning or wellbeing.

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Inclusion Strong standard

At the start of the apprenticeship, staff identify swiftly and accurately apprentices’ individual learning needs through sound screening processes. Staff carefully create additional learning plans for each apprentice’s individual needs. Staff and trainers work very closely to set, monitor and adjust apprentices’ target dates when needed.

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Inclusion Strong standard

Trainers go to great lengths to get to know their apprentices. Learning mentors and trainers create safe spaces for apprentices to talk in confidence. Apprentices feel that this helps them to maintain an appropriate balance between the demands of their apprenticeship and their workload. The barriers to apprentices’ learning and wellbeing reduce significantly over time.

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Inclusion Strong standard

Leaders ensure that staff benefit from focused training to help them to confidently and consistently provide the support and supervision that apprentices need. For instance, they provide high-quality training in creating a workplace that embraces neurodiversity, incident response, mental health awareness and making reasonable adjustments.

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Leadership and governance Strong standard

Leaders and governors work collaboratively and meticulously to achieve their ambition of providing high-quality and up-to-date training for apprentices who want to work or who already work in the digital transformation sector. They systematically promote equality throughout the organisation and make caring and considerate decisions for their apprentices, whatever barriers they face.

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Leadership and governance Strong standard

Leaders and governors have an incisive understanding of the quality of training that apprentices receive. Senior leaders provide comprehensive information for governors who identify specific actions for leaders to take, and target dates for completion. Governors hold leaders to account to make swiftly any changes needed to improve the quality of apprentices’ training. Leaders provide trainers with extensive training to develop their teaching skills and technical subject knowledge. This includes training in artificial intelligence, cyber security and building psychological safety. Trainers improve their teaching skills in probing questioning techniques, coaching and using artificial intelligence (AI) in their teaching practice, such as in marking, designing activities and teaching online. New teachers receive a comprehensive and individualised programme of professional development during their first year.

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Leadership and governance Strong standard

Leaders collaborate routinely and consistently with a wide network of stakeholders to understand what specific skills employers need. Consequently, trainers teach apprentices additional and up-to-date industry-relevant skills in topics such as generative AI and cloud fundamentals.

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Leadership and governance Strong standard

Governors and leaders have a strong focus on staff wellbeing. All staff, including apprentices, have unlimited access to an employee assistance programme that provides services such as bereavement counselling and financial advice.

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Achievement Strong standard

Apprentices achieve very well, with around three quarters gaining distinction grades in their final assessments. They develop their English and mathematical skills well. Almost all apprentices achieve their functional skills English and/or mathematics qualifications on their first attempt.

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Achievement Strong standard

Apprentices make significant progress from their starting points. Level 3 information communications technician apprentices are highly competent in cloud computing and open source and windows operating systems. Level 3 and 4 cyber security apprentices learn in detail about risk management, networking, and cryptography. They develop advanced practical skills in securing systems, managing vulnerabilities and digital forensics.

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Achievement Strong standard

Apprentices produce theoretical and practical work of a high standard. They demonstrate their thorough technical knowledge in professionally presented projects. They routinely reflect on their learning and use well-chosen work-based scenarios for their projects.

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Achievement Strong standard

Almost all apprentices remain in employment or move on to further study. Many apprentices take on additional responsibilities or gain a promotion.

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Curriculum and teaching Strong standard

Leaders have a very comprehensive understanding of their apprenticeships and continue to maintain high standards. They ensure that apprenticeships are relevant to local, regional and national priorities. Leaders include in the apprenticeships a range of additional qualifications, so that apprentices develop a broader understanding of the technology sector and gain highly relevant skills.

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Curriculum and teaching Strong standard

Trainers think carefully about what, when and how they teach topics. They begin with the essential elements that apprentices need to master, such as the main components of different operating systems. Trainers then move on to cover computer hardware and logical and physical networking. They conclude with a focus on maintaining and protecting information technology operations as well as preparing apprentices for their final assessments.

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Curriculum and teaching Strong standard

Trainers are technical experts in their field. They use their expertise to teach complex topics skilfully. When teaching networking fundamentals, trainers explain carefully how to convert freely between binary, denary and hexadecimal. They connect this learning well to apprentices’ existing knowledge about placeholders. Trainers make good use of use quizzes and games for apprentices to practise their skills.

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Curriculum and teaching Strong standard

Trainers set well-designed assessments. They provide precise feedback so that apprentices understand what they have done well and how they can improve their work.

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Curriculum and teaching Strong standard

Leaders have highly effective partnerships with employers, who support apprentices to apply their learning consistently at work. Employers provide valuable opportunities for apprentices to work in other departments, shadow colleagues and complete simulation activities on topics such as disaster recovery.

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Participation and development Strong standard

Governors, leaders and trainers successfully promote an inclusive culture. They are passionate about ensuring that apprentices feel they belong, are valued and have a voice. Apprentices enjoy their training and attend consistently well.

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Participation and development Strong standard

Leaders provide apprentices with extensive opportunities to develop their confidence, independence and work skills. Apprentices attend monthly ‘power skills’ workshops that cover a range of useful topics. These include using professional language, conflict resolution and work prioritisation.

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Participation and development Strong standard

Apprentices are informed very well about fundamental British values and the risks associated with radicalisation and extremism. They understand the importance of respectful behaviour and working to industry legislation and guidelines. Apprentices know how to report any concerns they may have about themselves or others.

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Participation and development Strong standard

Leaders ensure that apprentices who face barriers to their learning or wellbeing receive highly-tailored support. Trainers provide additional workshops, one-to-one coaching and supplementary learning resources. Apprentices develop the independence they need to manage professional tasks and grow in their work roles. Leaders provide effective careers information, advice and guidance to apprentices. They help apprentices to develop up-to-date CVs and professional social media profiles. Apprentices are very well aware of the further career options available to them.

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Participation and development Strong standard

Leaders cultivate a strong sense of support and belonging for apprentices by providing access to a range of networks. These include LGBTQ+, menopause, ex-military, mental health and neurodiversity groups which are highly valued by apprentices.

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

Apprentices thrive at ANS Academy. They are highly motivated and committed to their studies. Apprentices are very well prepared to work in their chosen sector. They quickly gain technical competence in information communications and cyber security.

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

Leaders’ and trainers’ nurturing approach gives apprentices a deep sense of belonging. Apprentices appreciate the extensive support they receive, which helps them to maintain their wellbeing and work-life balance. For example, apprentices enjoy free breakfasts, access to gym facilities, social activities such as pool and a prayer room. Apprentices do not experience any form of discrimination, bullying or harassment.

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

Apprentices with barriers to learning, such as not having English or mathematics qualifications, receive highly tailored support. Trainers adapt delivery and assessment methods to meet individual needs, providing additional workshops, one ‑ to ‑ one coaching and resources to help apprentices to develop their English and/or mathematical skills quickly.

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

Apprentices successfully gain the skills they need for work. Those studying level 3 information communications technician quickly develop skills to manage servers efficiently and configure and troubleshoot virtual machines. Apprentices develop the competence and independence needed to manage professional tasks. They are well prepared for future learning, sustained employment or progression into roles with greater responsibility.

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

Apprentices study in safe, respectful and professional environments. Their attendance at training sessions is very high.

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

Apprentices develop their confidence considerably in making decisions at work and communicating with clients. They develop their self-esteem and evolve into skilled and successful practitioners who are trusted by their line managers.

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

Trainers teach apprentices complex topics beyond the requirements of the apprenticeship standards. They include topics closely aligned to fundamental British values. This enables apprentices to develop highly relevant skills and knowledge, such as using artificial intelligence responsibly and ethically, and supporting customers within cloud platforms to store data and host databases within strict industry guidelines.

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Team inspectors:

Helen Whelan, His Majesty's Inspector Michael Worgs, 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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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 the provider staff, apprentices, and employers during the inspection.

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About this inspection

ANS Academy Limited was previously known as UKFast.Net Limited. It provides managed hosting, including dedicated servers and cloud services, to a wide range of businesses. The head office is in Manchester and has training facilities on site.

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About this inspection

At the time of inspection, there were 25 apprentices. Most were on the level 3 information communications technician apprenticeship, and a few were on the level 3 cyber security technician and level 4 cyber security technologist apprenticeships.

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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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