Tech Educators Ltd

Tech Educators Ltd Monitoring visit report

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Name of lead inspector: Penny Fawcus, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Fuel Studios Pottergate Norwich NR2 1DX Monitoring visit: Tech Educators Ltd, 17 and 18 April 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

Tech Educators Ltd was established two years ago, specifically to offer Skills Bootcamps for the digital sector. Tech Educators is based in Norwich and has two additional centres in Cambridge and Liverpool. Tech Educators initially started to offer software development courses. More recently, it has since introduced games development courses.

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Context and focus of visit

Tech Educators has 29 adult students currently on the software development course. At the time of the monitoring visit, the provider had fewer than five students enrolled in the games development course.

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Significant progress

Leaders have developed an ambitious curriculum in response to skills gaps in the digital sector. They are driven to widen participation in the sector to meet local and national employers’ needs. They strive to provide alternative entry routes for adults into careers in the sector.

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Significant progress

Leaders have planned to offer courses from office spaces shared with other digital companies. As a result, students experience working in digital workplace communities. The working environment prepares students very effectively for employment in the sector. Furthermore, tutors work alongside software and games development employers. As a result, tutors are keeping up to date with the latest developments in the sector.

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Significant progress

Students are swiftly gaining the skills they need for employment in the digital sector. Leaders work with employers to improve the course structure and content. On the games development course, leaders reduced the time spent on teaching the physics and shading of games. They prioritised time spent on testing games in response to employers’ feedback. Employers value greatly the pipeline of new potential talent for Monitoring visit: Tech Educators Ltd, 17 and 18 April 2024 their digital businesses. As a result, most students are successful in their job applications and gain employment.

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Significant progress

Leaders have planned a very effective careers education programme from the start of the programme. Students select different job roles to review how their skills meet the job requirements. Early in the programme, students apply for jobs to build their confidence and resilience for possible rejection.

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Significant progress

Leaders have developed a reflective culture to support continuous improvement. They use a broad range of tracking metrics to ensure effective oversight and quality assurance. Tutors benefit from a broad range of technical and teaching staff development activities. Leaders have plans to introduce external governing board members. They recognise the benefit of impartial support and challenge to hold them to account. At the time of the visit, this external oversight was not yet in place.

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Significant progress

Leaders use initial assessment very effectively to check students’ suitability for the programme. Leaders run taster programmes to ensure that students are well- informed and suited to the intense nature of the courses. Leaders assess students’ ability to understand and carry out instructions independently. Leaders task students with completing a self-assessment of their technical skills and knowledge at the start of the programme. Tutors use this information very effectively to tailor the learning activities. Leaders ensure that students with support needs receive the adjustments they need to access their learning.

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Significant progress

Leaders have planned a highly effective and well-structured programme. Tutors start by introducing the web fundamentals. Students learn about how websites work and the different coding languages used in industry. Learners develop the professional skills to be able to research, learn and apply new coding languages. Tutors move on to teach students about databases and how to ensure the websites are accessible to all. As a result, after five weeks on the programme, students can build a website from the start.

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Significant progress

Students receive highly developmental feedback from their tutors for submitted assignment work. Students know what they have done well and what they need to do to improve. As a result of this good feedback, students rapidly improve the quality of their work and their grades on the course.

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Significant progress

Leaders involve employers very effectively in the course teaching. Employers provide mock interviews and talk to students about non-traditional routes into the industry. Monitoring visit: Tech Educators Ltd, 17 and 18 April 2024 Employers advise students on how to compile their portfolio to be successful at interviews. As a result, students are being prepared effectively for their next steps.

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Significant progress

Leaders have designed a curriculum that develops students’ workplace skills very effectively. Tutors challenge students to research, learn, and apply new coding languages to build on existing coding skills. Tutors discuss and set high expectations with students. Tutors ensure that students know the importance of respecting the views of others. Students understand how to avoid controversial subjects that could affect the group dynamics and working environment negatively. As a result, students are developing the skills necessary to adapt to different workplaces and employers in the future.

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Reasonable progress

Leaders place a high priority on safeguarding arrangements because of the intense nature of the courses they offer. Safeguarding topics are standing agenda items in team meetings. Leaders have developed well-being and safeguarding software applications. The technology repeatedly checks in with students to monitor their welfare. Students are repeatedly reminded about safeguarding information and support available. Consequently, students have a good understanding of safeguarding.

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Reasonable progress

Students do not have a deep enough understanding of the local risks in their area and how that might impact them at work or in their personal lives. They understand how to spot the signs of radicalisation and extremism. Students know who to talk to should they have any concerns, and are confident to do so. Monitoring visit: Tech Educators Ltd, 17 and 18 April 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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