IN4.0 Group Limited (Skills City)

IN4.0 Group Limited (Skills City) Monitoring visit report

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Name of lead inspector: Suzanne Horner, His Majesty's Inspector

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Type of provider: Independent learning provider

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Address:

HOST Salford Blue Tower Media City UK Salford M50 2ST Monitoring visit: IN4.0 Group Limited (Skills City), 20 and 21 March 2024

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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.

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Context and focus of visit

IN4.0 Group Limited is an independent learning provider. They teach Skills Bootcamps in digital technologies. The Group operates several brands including Skills City, one of the country’s largest digital Skills Bootcamps operations.

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Context and focus of visit

At the time of the visit, 269 learners were participating on Skills Bootcamps. There were 154 studying cloud security, 58 on software engineering and 57 on data analytics Skills Bootcamps.

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Reasonable progress

Leaders and managers have a clear strategy and rationale for the Skills Bootcamps they provide. They have implemented ambitious courses that are aligned to their mission. Leaders and managers priority is to enable fair access to technology careers for all learners, many of whom are from disadvantaged backgrounds, unemployed or are returning to work after taking a career break.

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Reasonable progress

The leadership team have planned courses around the needs of both employers and learners. They have extensive links with employers who speak highly of their partnerships. Employers work closely with the leadership team to ensure that the courses meet the needs of their businesses. For example, employers provide project briefs for learners to create realistic industry experiences, where they can hone the skills that they have developed.

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Reasonable progress

Technical instructors are well qualified and experienced to teach learners. They complete training to develop their teaching skills, such as supporting learners with learning difficulties or disabilities. Staff complete industry certifications to ensure that they have the most up-to-date knowledge and expertise to teach their learners.

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Reasonable progress

Leaders and managers track and monitor the progress of learners’ knowledge, skills and behaviours effectively. They review learners’ progress against their starting Monitoring visit: IN4.0 Group Limited (Skills City), 20 and 21 March 2024 points at weeks four, eight and at the end of the Skills Bootcamp. This enables leaders and managers to have an effective oversight of how learners are progressing. They can quickly intervene to support learners to catch up if they fall behind.

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Reasonable progress

Leaders and managers have a clear understanding of the strengths and weaknesses of their provision. They have implemented effective changes to improve the Skills Bootcamps. For example, they have extended the duration of the cloud security Skills Bootcamp to provide additional time for learners to prepare for their examinations. This has ensured that most learners remain on their course and achieve their qualifications.

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Reasonable progress

Board members are suitably qualified to undertake their roles. They receive accurate information from leaders and managers about the provision. This enables them to provide effective scrutiny and challenge to leaders, and to hold them to account for their actions. For example, board members ensure that leaders have made improvements to learners’ induction and pastoral support. There are currently no external board members.

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Reasonable progress

Instructors use a range of assessments to identify learners’ starting points. They use this information skilfully to plan and implement the curriculum for learners. Learners that do not meet the requirements for the Skills Bootcamp are provided with a six- week tech introduction course. This enables many more learners to develop the skills and knowledge they need to access Skills Bootcamps.

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Reasonable progress

Leaders and instructors have sequenced the curriculum to support learners to develop substantial new knowledge and skills. Cloud security learners begin with basic cloud computing before progressing to cover file systems, managing file permissions, networking security and threat mitigation. This prepares learners effectively for employment in the sector.

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Reasonable progress

Staff support learners effectively for their next steps. Learners are aware of the career opportunities available to them in the tech sector, many have high ambitions to gain employment. Learners participate in career sessions to develop high-quality CVs, complete job applications and develop interview techniques and skills that are specific to the tech sector. Employers provide guaranteed interviews for all learners. Many employers provide employment for learners when they have completed their course.

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Reasonable progress

Learners develop their English and mathematical skills because of their Skills Bootcamp. They develop new technical language and write high-quality reports for Monitoring visit: IN4.0 Group Limited (Skills City), 20 and 21 March 2024 their industry projects. They use their mathematics skills to complete analysis on health care insurance data.

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Reasonable progress

Technical instructors use assessment effectively to check learners’ understanding, by using quizzes and technical tests. Where gaps in their learning is identified, learners are supported with additional sessions to enable them to catch up quickly. This ensures that learners are prepared well for their final examinations.

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Reasonable progress

Most learners receive useful feedback on their work. However, learners on the data analytics Skills Bootcamp are not provided with feedback on their written tasks. Therefore, these learners do not know what they need to do to improve their work.

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Reasonable progress

Leaders and managers place a high priority on keeping learners safe. The designated safeguarding lead (DSL) receives appropriate training; they are experienced and well qualified to undertake their role. They record, report and deal with the well-being concerns of learners effectively. The DSL has contacts with external agencies, such as the police, the local authority designated safeguarding officer and the multi- agency safeguarding hub. These links are yet to be tested as no safeguarding referrals have taken place.

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Reasonable progress

Learners feel safe. They know who they can talk to if they have any concerns. Learners know how to keep themselves safe online and can identify phishing and spam emails. Learners receive training at the beginning of their course on fundamental British values and the dangers of radicalisation and extremism. However, most learners could not recall the content of this training. Monitoring visit: IN4.0 Group Limited (Skills City), 20 and 21 March 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

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Reasonable progress

children's services, and inspects services for children looked after, safeguarding and child protection.

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Reasonable progress

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

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