OpenClassrooms Ltd

OpenClassrooms Limited Monitoring visit report

p.1

Name of lead inspector: Andrea McMahon, His Majesty’s Inspector

p.1

Inspection dates: 14 and 15 February 2024

p.1

Type of provider: Independent learning provider

p.1

Address:

Gridiron Building 1 Pancras Square Kings Cross London N1C 4AG Monitoring visit: OpenClassroms Limited, 14 and 15 February 2024

p.1

Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

OpenClassrooms Limited is an independent learning provider. It is a subsidiary of the French-based company OpenClassrooms SAS. Its London head office is based in the Borough of Camden. In March 2022, OpenClassrooms gained a direct contract with the Department for Education to offer Skills Bootcamps. At the time of the monitoring visit, there were 180 learners studying programmes in data analyst, web developer, digital project manager and agile product management. All teaching takes place online. OpenClassrooms works with an external organisation to recruit learners to their programmes and provide employability support.

p.2

Reasonable progress

Leaders and managers have a clear rationale for their Skills Bootcamps. This is to address skills shortages in the digital and project management sectors at local, regional and national levels. Leaders and managers have sensibly focused on developing curriculums in their areas of experience and expertise.

p.2

Reasonable progress

Leaders and managers plan their curriculums carefully with help from industry experts. Together, they design effective workplace assessments that enable learners to apply the new knowledge and skills they learn on their training. For example, digital project manager learners complete projects that require them to apply research skills to develop campaigns relevant to specific market audiences and trends.

p.2

Reasonable progress

Leaders and managers have recruited suitably qualified and experienced staff. Tutors and mentors are experts in their fields and maintain up-to-date knowledge of their sectors. They use their knowledge of real client scenarios well to help learners link theory to practice. Monitoring visit: OpenClassroms Limited, 14 and 15 February 2024 Staff use a range of high-quality learning resources, such as well-structured project briefs, video conferences and quizzes. Learners enrol on optional free courses, such as coding, to learn additional content that complements their main programmes. As a result, learners quickly gain new and useful knowledge and skills.

p.2

Reasonable progress

Leaders and managers regularly review and evaluate their training. They take effective action to tackle the areas for improvement they identify. For example, they provided more thorough guidance on the assessment requirements for their web developer course. The number of learners who stay on course is now higher than it was for earlier cohorts of learners. Leaders and managers have appropriate checks in place to monitor the quality of the teaching delivered by tutors. However, they do not monitor the performance of their mentors. As such, the quality of sessions varies.

p.3

Reasonable progress

Tutors and mentors make sure that learners develop essential knowledge and skills for a variety of job roles in the digital and project management sectors. Through the workplace projects learners complete, they learn how to develop websites, cleanse data and manage projects. Consequently, learners are prepared well for their next steps.

p.3

Reasonable progress

Managers and tutors design courses that are suitably structured. They sequence the content logically so that learners study foundation concepts before they apply them to different types of projects. For example, digital marketing learners first learn how to use online channels such as emails and websites to implement marketing campaigns. They then apply their knowledge and skills to undertake projects in different types of business context. As a result, learners develop their skills incrementally over time.

p.3

Reasonable progress

Most tutors use suitable strategies to teach learners. They revisit previously taught topics. Learners deepen their knowledge through practical application and can recall accurately what they learn. However, a few tutors do not consistently make sure that learners have suitable opportunities to ask questions in whole-group teaching sessions. As a result, these learners miss out on valuable opportunities to clarify their understanding.

p.3

Reasonable progress

Assessors and mentors assess what learners know and understand effectively. They review learners’ projects thoroughly and provide detailed feedback on what they need to do to improve. Learners produce good-quality work and demonstrate an accurate application of their technical skills. Monitoring visit: OpenClassroms Limited, 14 and 15 February 2024 Since the completion of their first few cohorts, leaders and managers have taken suitable action to improve outcomes for learners. They now work more closely with their external partner to identify job opportunities. They provide ongoing help with interview preparation and writing CVs. As a result, the number of learners who have confirmed job interviews has increased.

p.3

Reasonable progress

Leaders and managers have suitable safeguarding arrangements in place. The designated safeguarding leads are appropriately qualified and understand their responsibilities well. Staff complete relevant training and update their knowledge regularly. Learners describe confidently to whom they should report any concerns.

p.4

Reasonable progress

Leaders and managers have put in place a suitable ‘Prevent’ duty action plan. However, staff do not teach learners well enough about the risks associated with online grooming by extremists or the threats of being radicalised online. Learners therefore have a limited understanding of how these issues relate to their lives and work. Monitoring visit: OpenClassroms Limited, 14 and 15 February 2024 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

p.4

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5