Get Skills Employment and Training Ltd (trading as Get Set UK)

Further education and skills inspection report

p.1

Inspection of Get Skills Employment and Training Ltd

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

Get Skills Employment and Training Ltd (Get Set UK) is a national independent training provider with its head office in south east London. Get Set UK has 15 years’ experience of delivering people services to all age groups from age 16 and above.

p.1

Information about this provider

At the time of the inspection, 18 adult learners were studying digital marketing on a Skills Bootcamp programme. Programmes have a three-month duration, with most teaching taking place online. 9 and 10 October 2024

p.1

What is it like to be a learner with this provider?

Learners quickly develop and apply new knowledge and skills to produce work that is of industry standard. This is because expert tutors plan and teach the content of the curriculum well so that learners can practise their new knowledge. For example, learners learn how to create good-quality website landing pages with functions including navigation bars, videos and slide shows. Trainers provide helpful feedback to learners on the quality of images used and how the content can be more accessible for the visually impaired. This feedback helps learners to improve their work.

p.2

What is it like to be a learner with this provider?

Learners receive effective careers information, advice and guidance. Trainers support learners well to create professional social media profiles and to prepare for interviews. They provide effective support to learners who want to start their own businesses or work as freelancers. Frequent guest speakers share their experiences of the digital marketing industry and provide useful insights to learners on potential career routes.

p.2

What is it like to be a learner with this provider?

Learners feel safe. They enjoy learning in a supportive environment free from bullying and harassment. Leaders make sure learners are aware of the potential risks they may face working online, such as the consequences of clicking on phishing links and the importance of locking their computers to prevent data breaches. As a result, learners know how to keep safe when working online.

p.2

What is it like to be a learner with this provider?

Learners are aware of the local risks in the areas in which they live. Leaders provide helpful training to learners about issues such as radicalisation. However, they do not revisit the topic frequently enough. As a result, a few learners are not aware of the risks associated with knowing someone who has extremist views.

p.2

better?

Since the most recent monitoring visit, leaders have adapted the training they offer. In 2022, leaders stopped recruiting to traineeship programmes. They recognised that the training they provided was not good enough. Leaders invested in additional staff to focus on quality improvements and learner satisfaction and began to teach the level 3 digital marketing Skills Bootcamp in late 2022.

p.2

better?

Leaders and trainers plan and teach a challenging and ambitious curriculum. In three months, trainers teach learners how to build a website, how to create appropriate content, how to use artificial intelligence (AI) effectively and how to successfully manage a digital marketing project within a budget. Through the programme, learners gain valuable skills essential to the digital marketing sector. Learners’ achievement rates are now good. Just over two thirds of learners who complete their training attend interviews and are now in work.

p.2

better?

Leaders have recently taken effective action to improve the initial advice and guidance they provide to learners. In doing so, retention has improved markedly and 9 and 10 October 2024

p.2

3

is now high. The enrolment process now includes an overview to learners of the content of the course and the weekly time commitment required to complete the programme. However, leaders recognise that, in early cohorts, the initial advice and guidance were not clear enough, and too many learners left early.

p.3

3

Staff assess learners’ knowledge of mathematics, English and information technology at the start of the course; however, they do not routinely share the results with trainers. Consequently, teachers do not routinely adapt the curriculum to meet learners’ needs, many of whom speak English as an additional language. Trainers do not always consider learners’ previous work experience or training. As a result, a few learners are not sufficiently challenged by all aspects of the curriculum.

p.3

3

Trainers use their industry expertise effectively to teach the content of lessons. They use a range of effective techniques to teach learners new knowledge and skills. For example, trainers use examples of genuine and fake emails to illustrate important points when discussing cybersecurity. This helps learners to quickly become skilled in identifying spelling mistakes in web addresses and content that would not be included in genuine emails, tipping them off to those created for illegitimate purposes.

p.3

3

Trainers make effective use of a range of assessment methods to check the progress that most learners make. For example, they use the chat facility well to check learners’ understanding of different AI platforms and their uses. However, in a few cases, trainers do not check learners’ understanding thoroughly before moving on to new content, and so do not know the progress these learners make.

p.3

3

Most learners know their intended next steps and what they need to do to progress. However, staff do not provide all learners with impartial information about the future training opportunities available to them. Consequently, a few learners are not aware of the full range of training and apprenticeship options that could help them to achieve their career goals.

p.3

3

Leaders know their provision’s strengths and areas for improvement. They have taken effective steps to improve their quality assurance activities since the most recent monitoring visit. They now gather evidence from suitable activities and use the outcomes of these activities effectively to improve the training they provide. For example, following feedback from learners and employers, leaders adapted the curriculum to increase their focus on AI to help learners to make effective use of AI tools.

p.3

3

Leaders provide good-quality continuous professional development for staff. They use the outcomes of quality assurance activities effectively to plan useful monthly staff training. For example, leaders provided helpful training on how to identify and support learners with additional needs and/or disabilities. As a result, trainers can confidently identify and support learners who require extra help. Learners with additional needs are well supported and achieve in line with their peers. 9 and 10 October 2024

p.3

4

Governors provide effective support and challenge to the senior leadership team. They have an appropriate range of expertise in education, human resources and mental health, which they use well to support and hold leaders to account. For example, they supported leaders to restructure their team to make sure that they had sufficient focus on quality improvement and increasing employer engagement.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 The provider should capture learners’ starting points effectively and adapt the curriculum based on learners’ needs to ensure it is sufficiently challenging.  The provider should thoroughly assess the progress that learners make.  The provider should provide learners with high-quality information and advice about apprenticeships and further training.  The provider should continue to increase retention so that it is consistently high. 9 and 10 October 2024

p.4

Provider details

Address Quadrant House 250 Kennington Lane London SE11 5RD

p.5

Provider details

Principal, CEO or equivalent Thomas Harley

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors Not applicable 9 and 10 October 2024

p.5

Information about this inspection

The inspection team was assisted by the director of service improvements and strategic projects, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

p.6

Inspection team

Paul Manning, lead inspector His Majesty’s Inspector Ramin Narimani His Majesty’s Inspector 9 and 10 October 2024

p.6

7

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.

p.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7