Corecom Technology Academy Ltd

Corecom Technology Academy Limited Monitoring visit report

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Name of lead inspector: Philippa Firth, His Majesty's Inspector

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Type of provider: Independent learning provider

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Address:

Yorkshire House Greek Street Leeds LS1 5SH Monitoring visit: Corecom Technology Academy Ltd, 9 – 10 May 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

Corecom Technology Academy Limited is an independent learning provider based in Leeds. At the time of the monitoring visit, 14 adult learners were studying on digital skills bootcamps. Six were studying software test engineering and eight were studying cyber security. Apart from the initial induction, all learning takes place remotely through online teaching sessions.

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Reasonable progress

Leaders and managers work closely with employers and use their extensive technical experience to develop skills bootcamps that help learners to improve the knowledge and skills that they need to work in the digital industry, particularly in software test engineering and cyber security. They tailor courses to meet employers’ needs, such as including penetration testing to find vulnerabilities in a computer system. Learners develop the skills, knowledge and behaviours that they need to progress to employment.

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Reasonable progress

Trainers are experts in the subjects that they teach. They are highly experienced and qualified in their digital technology roles. Leaders recognise that trainers need to improve their teaching skills, such as their questioning techniques. However, they have not provided any professional development for trainers to improve their teaching practice, and trainers do not have a teaching qualification.

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Reasonable progress

Leaders have a reasonable overview of the quality of the training that they provide and the actions that they need to take to make improvements. They visit the face-to- face induction sessions to check on the quality of information that learners receive. However, they do not visit online lessons to check that the quality of training is of a suitable standard. Leaders recognise this and intend to monitor training in online sessions imminently. Monitoring visit: Corecom Technology Academy Ltd, 9 – 10 May 2024 Leaders and trainers have a good overview of the progress that learners are making. They have frequent individual meetings with learners to track their progress and identify areas of concern. They then put suitable actions in place to support learners who are struggling, particularly with the fast pace of learning.

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Reasonable progress

Most learners complete their skills bootcamps. Leaders map learners’ new skills to the skills which employers need and to the current vacancies in the region. All learners have a guaranteed interview, and most gain employment as a result of their learning.

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Reasonable progress

Managers and trainers plan the curriculum effectively to enable learners to steadily develop the skills that they need for working in software engineering and cyber security. Courses start with basic computing principles including networking and computer fundamentals, core technology and threat modelling. Learners then apply their knowledge and skills to business scenarios. For example, in software test engineering learners write projects that demonstrates their skills in topics such as system hardening and vulnerability scanning.

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Reasonable progress

Managers and trainers provide learners with clear training plans that explain what they will be learning, how they will be assessed and how they will be able to apply their new knowledge and skills in the workplace. Learners complete a reflective diary to help them to identify what they are doing well, what they need to improve and any support needs that they require. Trainers encourage learners with additional learning needs to use literacy support tools such as text-to-speech generators and coloured overlays. As a result, these learners make progress in line with their peers.

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Reasonable progress

Trainers use effective methods to teach learners about new concepts. They use simple, easy to understand terminology and discuss real-life examples to illustrate concepts well. For example, trainers discuss the differences between digital networks in different sectors and how the nature of cyber security is changing to ensure that organisations remain resilient to developing threats.

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Reasonable progress

Trainers carry out useful and frequent assessments of learners' knowledge and skills. They conduct weekly tests and set learners assessment tasks such as developing a website using coding skills and designing a database using structured query language (SQL). Trainers provide helpful feedback to learners on their work that identifies strengths and areas to improve. Learners value this feedback and use it to improve their work through, for example, refining their website design by using code more efficiently. Monitoring visit: Corecom Technology Academy Ltd, 9 – 10 May 2024 Learners make good progress from their starting points. They quickly develop skills in website and database design and coding skills, including using specific languages such as SQL that they will be using in their job roles as software testing technicians.

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Reasonable progress

Learners benefit from helpful support to prepare them for their next steps into employment with high-profile companies. Trainers provide guidance on compiling an up-to-date curriculum vitae, specific interview question practice and feedback from mock interviews. Learners feel well prepared for their next steps.

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Reasonable progress

The designated safeguarding leads are suitably qualified. They have sensible policies and procedures for reporting and supporting learners who may be at risk. Trainers ensure that they teach safeguarding as part of the curriculum. Learners feel safe and know how to report any safety and well-being concerns that they may have.

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Reasonable progress

Leaders have in place a ‘Prevent’ duty action plan to help keep learners safe from radicalisation and extremism. Managers recognise that the action plan needs further development and they intend to work with the regional Prevent coordinator to make sure it is accurate and covers all the possible threats. Monitoring visit: Corecom Technology Academy Ltd, 9 – 10 May 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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