iungo Solutions Limited

iungo Solutions Limited Monitoring visit report

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Name of lead inspector: Steve Battersby, His Majesty's Inspector

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Inspection dates: 5 June and 6 June 2024

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Type of provider: Independent learning provider

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Address:

30 Queen Charlotte Street Bristol BS1 4HUJ Monitoring visit: iungo Solutions Limited 5 and 6 June 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

During our monitoring visit, iungo Solutions Limited (iungo) was providing two skills bootcamps for adults. One was in software development with 22 adult learners and the other was in games development with 25 adults. Both bootcamps run over 16 successive weeks with three, three-hour taught sessions each week and a full day session each Saturday. Adults can choose whether to attend online or face to face. iungo Solution offers two other skills bootcamps, which were not taking place at the time of our visit. These are software engineering and data analytics.

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Reasonable progress

Leaders have a strong rationale for providing skills bootcamps to adult learners. They have created and implemented a series of bootcamps that aim to address skills gaps in Bristol and the wider southwest region. They work closely with employers to ensure that the bootcamps offered, such as data analytics and software development, help to fill existing skills gaps. Additionally, leaders use various research methods, including analysing local job vacancies and regional skills plans, to make well informed decisions regarding the content and timing of the bootcamps. Consequently, the bootcamps offered by iungo align closely to local and regional needs.

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Reasonable progress

Leaders involve employers in the design of the bootcamps. They work well with employers to agree on the curriculum content from the start of the course. Tutor practitioners then adjust the curriculum to ensure it includes the specialist knowledge and skills required to enhance adults' employability. Employers take part in effective ‘lunch and learn’ sessions, where they share information about their businesses with bootcamp adults. When employers interview bootcamp adults, they are impressed by the new knowledge and skills they have gained in such a short time. Monitoring visit: iungo Solutions Limited 5 and 6 June 2024 The Chief Financial Officer (CFO) fulfils the governance role effectively. The CFO uses performance data well to challenge leaders and hold them to account for the quality of the skills bootcamps. They have a good understanding of strengths and areas needing improvement, such as increasing the number of employers the provider

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Reasonable progress

works with so more adults gain employment within the required timeframe. Senior leaders are working on establishing an advisory board to provide more oversight of the quality of education adults receive.

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Reasonable progress

Leaders recognise that more must be done to ensure that all adults have a good understanding of fundamental British values and know how to keep themselves safe from radicalisation and extremist views, and how this relates to their possible future job roles.

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Reasonable progress

Tutor practitioners use a range of different teaching methods effectively and have high expectations of the adults. Adults share their screens, confidently explaining to the group what they are working on and the problems they are facing. Both tutor practitioners and adults readily offer hints and tips to solve each other’s problems. In all teaching sessions, support tutor practitioners are available to provide rapid one- to-one help to any participant who needs it. As a result, adult learners make good progress.

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Reasonable progress

Tutor practitioners ensure that adults in software development learn foundational software skills. For example, they create increasingly complex front- and back-end applications, which they prototype in line with the requirements of the end user. They also learn testing methodologies to ensure that their software solutions are reliable. As a result, they become digitally literate, with well-developed practical technical skills and work-ready behaviours.

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Reasonable progress

Tutor practitioners on the games development bootcamp teach adults the necessary skills. For example, the programme involves storyboarding, designing, and building a 3D animated game from concept to a working demonstration. They gain confidence in creating complex digital worlds, characters and storylines. As a result, these adults gain new knowledge, practical skills and experience in various aspects of the gaming industry.

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Reasonable progress

The majority of bootcamp adults have improved their knowledge and skills since starting. This allows them to handle increasingly complex tasks as time goes on. Adults have a well-informed understanding of their next steps, such as transitioning to an apprenticeship or pursuing work as freelance developers in software design or game development. Adults who have gained employment since completing their Monitoring visit: iungo Solutions Limited 5 and 6 June 2024 programme, say the programme has increased their knowledge. Consequently, they have a good idea of what employers are looking for when being interviewed.

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Reasonable progress

Tutor practitioners are specialists in software and/or games development. Their dual role means that they still practise in their areas of expertise, which helps to ensure that tutor practitioners teach the adults the latest sector knowledge. However, more needs to be done to ensure that all tutor practitioners receive ongoing professional development to continually improve their teaching practice.

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Reasonable progress

Leaders have established age-appropriate safeguarding arrangements. Staff use effective procedures for reporting concerns. The designated safeguarding lead (DSL) promptly investigates concerns and takes appropriate action. Safeguarding records are clear and concise, and actions taken are effective. For example, adults occasionally feel anxious about completing assignments in the planned timescales. The DSL responds quickly and supports them to develop coping strategies.

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Reasonable progress

Tutor practitioners take part in comprehensive training and annual updates in equality and diversity, safeguarding, and the ‘Prevent’ duty. Leaders ensure that all tutor practitioners have enhanced Disclosure and Barring Service checks, which are updated every three years.

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Reasonable progress

Leaders recognise the need to review their safeguarding staffing structure to ensure enough capacity to manage all safeguarding matters. They also need to update all policies to ensure that they are in line with current English legislation. Monitoring visit: iungo Solutions Limited 5 and 6 June 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 and child protection.

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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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