The Development Manager Ltd

The Development Manager Ltd

Address: County House, St Mary's Street, Worcester, WR1 1HB Unique reference number (URN): 1270853

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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 implemented a range of thorough procedures to identify barriers to learners' and apprentices' learning or wellbeing. They provide opportunities for self-disclosure and ensure that all learners and apprentices complete screening activities to identify any special educational needs and/or disabilities that have not been disclosed.

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Inclusion Strong standard

Leaders provide highly effective training that enables coaches to identify when learners and apprentices may need additional support throughout their studies. Coaches are vigilant during lessons and other interactions. They report to managers during weekly meetings any concerns that could indicate that learners or apprentices may need support. Leaders review this information regularly and put in place highly effective individualised strategies. They also review the implementation of existing actions and adjust the level of support provided or withdraw it as necessary.

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Inclusion Strong standard

Staff provide highly effective support for learners and apprentices facing barriers to learning. Coaches ensure that level 6 apprentices with dyslexia receive adapted teaching and support strategies, allowing them time to understand assignment questions fully before submission. Leaders also provide digital-writing support tools to improve the quality of apprentices' work in classes and the workplace. As a result, learners and apprentices with barriers build their confidence and achieve well.

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Leadership and governance Strong standard

Leaders have an in-depth understanding of the strengths and areas for development in the programmes that they provide. They monitor closely the progress of apprentices and adult learners, including those from disadvantaged groups and those with barriers to their learning. Leaders work very effectively with their curriculum teams to identify rapidly and take steps to resolve any concerns that arise.

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Leadership and governance Strong standard

Leaders have considerably strengthened their external governance with educational expertise. Well-experienced governors receive detailed information on the quality of teaching and learning and outcomes for apprentices and learners, which they use well to hold leaders to account. Governors share leaders' passion for education and provide highly effective challenge to leaders to raise the quality of teaching that learners and apprentices receive.

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Leadership and governance Strong standard

Leaders and staff work closely with a range of long-standing employer partners and other stakeholders. They use their links well to ensure that apprentices’ experiences in the workplace are of a consistently high quality and are linked closely to their learning. Where applicable, leaders work with employers to align their pastoral support for apprentices with that already in place at their workplace.

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Leadership and governance Strong standard

Staff enjoy working at the provider. They feel that their workloads are fair and well managed. They share leaders’ passion for supporting learners and apprentices to achieve their goals and move forward in their careers. Leaders ensure that staff participate in a wide range of high-quality professional development opportunities which serve to improve their teaching skills and to widen their technical knowledge across the disciplines they teach.

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Achievement Strong standard

Adult learners, including those with barriers to their learning, make extensive progress from their starting points. Learners develop significant, industry-relevant and in-demand knowledge and skills in subjects such as data analysis and artificial intelligence and automation. This helps them to enter employment in the technology sector or supports them in developing their existing careers further.

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Achievement Strong standard

Learners produce work of a very high standard. They create high-quality e-portfolios, which showcase their technical and professional skills, to share with prospective employers. Coaches help learners to develop their awareness of the opportunities available to them in the future and prepare them well for their next steps.

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Achievement Strong standard

The proportion of learners who complete their Skills Bootcamp is very high. An increasing number of learners who were unemployed at the start of the course go on to start careers in the sector. Employed learners secure promotions or take on extra responsibilities.

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Participation and development Strong standard

Leaders share clear expectations for behaviour with learners at the start of the course, which coaches revisit in every group and individual session. Coaches use a useful framework to check that learners have the ability, motivation and time to commit to their course. As a result, learners are aware from the outset of the commitment required and meet these expectations well.

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Participation and development Strong standard

Learners demonstrate the professional behaviours expected in sessions. These include the use of cameras in online lessons, being respectful of others' opinions and beliefs, actively participating and attending punctually and regularly. Attendance to lessons is high and increasing with each cohort.

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Expected standard

Leaders provide high-quality opportunities for learners to participate in activities outside of their course. These activities help learners to develop confidence in the knowledge and skills they develop and to network with prospective employers. For example, learners attend events designed to help individuals to transition into the digital and technology sectors, which are attended by local employers.

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Expected standard

Learners receive very effective coaching that prepares them well for applying for jobs and subsequent interviews. Coaches support them to tailor applications for roles, complete CVs, develop and adapt their portfolios and create videos that highlight their skills and abilities.

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Curriculum and teaching Expected standard

Leaders have an appropriate understanding of the quality of the online Skills Bootcamps that they offer. They have developed well-considered curriculums that focus on local and national priorities, covering areas such as data analytics and technology and cyber security, as well as providing opportunities for learners to gain the work-ready skills and knowledge sought by local employers.

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Curriculum and teaching Expected standard

Leaders have ensured that curriculums are well planned and enable learners to build on the knowledge and skills they gain as they go through the course. For example, learners on the data-analyst course learn about data validation and verification before moving on to data cleansing.

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Curriculum and teaching Expected standard

Most coaches use effective teaching and assessment strategies, including direct questioning and supervised breakout rooms, to check that learners understand what they are being taught and adapt their teaching to fill gaps in learners’ knowledge. However, the range of teaching techniques used to involve learners actively in online sessions is limited, and learners sometimes find it difficult to remain focused in their learning.

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Curriculum and teaching Expected standard

Leaders ensure that adult curriculums are accessible for all learners, including those with barriers to learning. They carefully consider the needs of each learner and put in place the necessary support. For example, coaches provide transcriptions of sessions and offer a variety of ways for learners to access additional one-to-one support.

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Achievement Strong standard

Apprentices, including those with high needs or who face barriers to learning, make rapid progress from their starting points and achieve very well. The proportion of apprentices who successfully complete their apprenticeships is high, and the large majority achieve high grades.

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Achievement Strong standard

Apprentices consistently produce work at, or above, their level of study, and they develop the knowledge, skills and behaviours that they need to have an impact in the workplace. As a result of their learning, many apprentices take on additional responsibilities in the workplace, both during and after their apprenticeship.

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Achievement Strong standard

Coaches support and prepare apprentices well for their next steps, including those with barriers to their learning. Apprentices develop the English, mathematics and digital skills that they need to be successful in their current and future learning or employment. Apprentices move on to destinations that reflect their career goals and aspirations.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the strengths and areas for development of their curriculums, which they have carefully aligned to meet national and local skills shortages.

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Curriculum and teaching Expected standard

Coaches plan highly individualised curriculums, which they adjust in collaboration with employers. They plan curriculums to link closely with the skills that apprentices need in their individual workplaces and job roles, to support them in preparing for their next steps.

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Curriculum and teaching Expected standard

In monthly coaching sessions, most coaches use effective strategies to help apprentices understand what they have learned both in the workplace and in their studies. For example, coaches review and assess apprentices’ understanding of software development techniques. They provide guidance and identify further resources to help apprentices build their knowledge and competency further.

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Curriculum and teaching Expected standard

Coaches work closely with employers to link on- and off-the-job training. During reviews and consolidation sessions, coaches identify opportunities in the workplace and arrange these with the apprentice and their employer to help close any gaps in skills and knowledge or to give apprentices opportunities to widen their understanding of topics further.

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Curriculum and teaching Expected standard

Coaches have significant relevant sector experience and appropriate qualifications in a range of areas appropriate to the curriculums they teach. Most coaches use this knowledge well to contextualise learning for apprentices and support the development of apprentices’ technical vocabulary.

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Curriculum and teaching Expected standard

Leaders support apprentices with barriers to their learning to access the curriculum alongside their peers. Coaches use the assessed needs of all apprentices to develop learning plans, putting in place appropriate support strategies relevant to apprentices’ needs.

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Participation and development Expected standard

Leaders ensure that apprentices study in safe and respectful environments, free of judgement, where coaches set expectations for professional behaviours and monitor adherence to them consistently. Apprentices recognise that leaders will not tolerate bullying, harassment or discrimination, and they know that staff will act quickly to resolve any issues or concerns.

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Participation and development Expected standard

Leaders and staff set high expectations for attendance and for completing periods of unsupervised study. They understand and consider work pressures on apprentices. Apprentices have high attendance and, where necessary, coaches support them well to catch up if they have been unable to attend.

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Participation and development Expected standard

Typically, apprentices benefit from opportunities to engage in their wider development, such as attending events and conventions, or through participating in initiatives which promote physical and mental wellbeing.

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Participation and development Expected standard

Apprentices receive clear guidance about their potential next steps. Coaches explain career pathways within their organisation and further learning options. However, apprentices do not routinely receive information about how the skills that they have learned can be transferred to other sectors, should they wish to pursue this.

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Participation and development Expected standard

Leaders have developed a separate personal development curriculum focused on the needs of young apprentices as they begin their careers, which includes a wide variety of relevant and helpful topics.

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

Apprentices and adult learners develop significant new knowledge, skills and behaviours throughout their learning. The proportion of adult learners and apprentices who complete their learning is high, and the large majority of apprentices are successful in achieving merit or distinction grades. Learners and apprentices with barriers to their learning receive highly effective support and achieve at the same, and in some cases higher, rates than their peers.

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

Adult learners, most of whom are new career entrants and currently unemployed, develop their confidence in using the new digital skills and critical skills that they need to enter the workplace. These include interview skills, professionalism in the workplace and CV building. As part of leaders' commitment to offer career pathways, adult learners are encouraged to continue their learning through an apprenticeship with the provider.

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

Apprentices grow in confidence to apply their new skills and quickly have an impact in the workplace. As a result of their studies, apprentices take on additional responsibilities at work, and some move on to further learning or higher-level positions when they complete their apprenticeship. Adult learners and most apprentices develop their understanding of life in modern Britain, the risks of radicalisation and extremism, online safety and healthy relationships. Young apprentices benefit from focused additional support when starting their careers, which includes life skills, financial awareness, peer pressure and consent and boundaries.

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

Adult learners and apprentices enjoy their learning. They speak highly of their coaches and workplace mentors and value the support they receive to make progress. They often find their courses challenging, but they are committed and resilient. They recognise that the new skills and knowledge that they develop will support them with their career aspirations.

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Next steps

Leaders and managers should continue to improve the consistency of the quality of teaching, so it is of a similarly high level of quality across all apprenticeships and Skills Bootcamps. Leaders should ensure that topics related to British values and life in modern Britain are well embedded throughout apprenticeship curriculums, so that apprentices develop a deeper understanding of these topics throughout their learning.

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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 HMI.

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About this inspection

Inspection activities: Inspectors spoke with independent governors, directors, managers, staff, apprentices, employers and adult learners during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: The Development Manager Ltd is an independent learning provider based in Worcester. Leaders offer apprenticeships nationally and adult Skills Bootcamps in the West Midlands, with teaching taking place predominantly online. Funding for Skills Bootcamps is provided by the West Midlands Combined Authority and Worcestershire County Council.

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About this inspection

There were 281 apprentices studying digital and marketing apprenticeships at levels 3 to 6, with the largest being the digital and technology solutions professional apprenticeship at level 6. There were also 11 adult learners on a Skills Bootcamp.

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About this inspection

Operations and Delivery Director: Elizabeth Kent

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Team inspectors:

Joel Dalhouse, His Majesty's Inspector Jaswant Mann, Ofsted Inspector Julia Stevens, Ofsted Inspector Simon Kent, Ofsted Inspector Richard Deane, Ofsted 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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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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 standard 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 standard 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.

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Urgent improvement

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

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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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