Core AI Limited

Name of lead inspector: Darrell Bate, Ofsted Inspector

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Type of provider: Independent learning provider

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Address: 71-75 Shelton Street London WC2H 9JQ Monitoring visit: Core AI Limited, 4 and 5 December 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

Core AI Limited is a training provider that offers training in artificial intelligence (AI), data and cloud computing. Core AI began offering commercial courses in 2019 and in 2023 gained a Department for Education contract to deliver Skills Bootcamps in data analytics, data engineering, cloud engineering and DevOps engineering. Skills Bootcamp and employability support is taught entirely online. At the time of the monitoring visit, there were 42 learners on Skills Bootcamps funded by Norfolk and Suffolk and West of England mayoral regions. All learners were aged 19 or older. The provider was not working with any subcontractors.

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Reasonable progress

Leaders and managers have designed well-planned training courses that enable learners to gain advanced technical skills in data analytics, cloud and data engineering. This prepares them well for employment in jobs where these skills are in demand. The Skills Bootcamp provides positive social impact and mobility by giving learners opportunities to realise their career aspirations to gain jobs or new roles in the industry.

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Reasonable progress

Leaders use labour market intelligence tools well to align courses to the computing skills that technology employers say they need. They have created industry boards through which employers contribute by designing project assignments that reflect the demands learners will face in future jobs. As a result, learners practise with data software tools used by industry and gain relevant skills.

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Reasonable progress

A high proportion of learners complete their course, and, at the time of the visit, just over half of these had secured relevant employment. Leaders analyse data well to identify the performance of different groups. They track the progress of learners assiduously through the online learning platform. As a result, they are able to make timely interventions to keep learners on track, for example by providing taught Monitoring visit: Core AI Limited, 4 and 5 December 2024 sessions after hours for those who need more support. Leaders rightly recognise that it is more challenging for older learners to move into technology jobs.

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Reasonable progress

Leaders have employed a team of well-qualified support engineers who teach on the Skills Bootcamp. Many hold postgraduate qualifications and are themselves graduates of Core AI. A few also work as data engineers in the industry. All tutors are working towards gaining a teacher training qualification and undertaking professional development in cloud certifications to keep their skills updated.

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Reasonable progress

Leaders have put in place effective processes to assure the quality of provision. They correctly identify the strengths and weaknesses of the organisation and have devised an improvement plan to address these. Governance is in the early stages of development. The quality consultant is experienced in delivering government-funded programmes and is adding rigour to quality processes, for example by improving documentation and carrying out evaluations of teaching.

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Reasonable progress

Tutors plan and sequence the training effectively. Learners first develop basic programming and then apply coding techniques using Python language to encode data structure and patterns. This enables them to apply these skills to solving complex project briefs. Tutors adapt what they teach based on learners’ existing knowledge, allowing more able learners to study at their own pace. Learners develop technical skills in object orientation programming, data visualisation and analysis using industry-standard cloud platforms. As a result, learners gain the right skills to work in industry and achieve their career goals and personal aspirations.

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Reasonable progress

Tutors use a comprehensive onboarding process to assess learners’ prior knowledge and skills, including in English and mathematics. They use this information to recruit learners who have the ability needed to cope with the technical demands of the course. Tutors work closely with learners to help them create an effective CV and provide practice giving presentations and mock interviews. This develops learners’ communication skills, and, as a result, learners are confident and secure job interviews that lead to new employment.

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Reasonable progress

Support for learners is readily accessible via the online chat function. Tutors respond rapidly to learners’ queries, and learners state they feel supported throughout their studies. At frequent reviews, tutors record the progress of each learner and provide the additional help they require, especially for those who need extra help, for example due to neurodivergence. This contributes to a high proportion completing their course. Monitoring visit: Core AI Limited, 4 and 5 December 2024 Tutors use a range of effective teaching techniques in online sessions. They use their technical knowledge well to teach coding language and software development. As a result, learners are able to explain concepts and use technical vocabulary and become confident in using programming language and tools to solve specific work- related problems. However, a small number of learners attempt to complete the ‘notebook’ content too quickly and have to repeat their learning in order to progress

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Reasonable progress

Leaders and managers have suitable policies and procedures in place that protect learners’ safety and well-being. Leaders recruit and train staff appropriately, and this ensures they are safe to work with adult learners. They have put in place appropriate risk assessments for staff awaiting their enhanced Disclosure and Barring Service checks. The new safeguarding working group is placing a greater focus on safeguarding.

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Reasonable progress

The designated safeguarding lead carefully logs any concerns raised by learners. He engages external agencies to support learners’ welfare needs. However, links with local authority safeguarding officers and ‘Prevent’ duty coordinators are not yet established.

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Reasonable progress

Learners feel safe during online training sessions. They know how to report any concerns. Staff advise learners about safeguarding and the dangers of radicalisation and extremism. However, they do not contextualise this to the computing industry. As a result, learners are not sufficiently aware of the risks posed by cyberthreats or how to stay safe online. Monitoring visit: Core AI Limited, 4 and 5 December 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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