Screen Yorkshire

Screen Yorkshire Monitoring visit report

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Name of lead inspector: Chloe Rendall, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Studio 30 46 The Calls Leeds LS2 7EY Monitoring visit: Screen Yorkshire, 8 and 9 January 2025

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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

Screen Yorkshire is an independent learning provider that delivers Skills Bootcamps for the television and film screen industries across Yorkshire. There are currently 22 learners on the screen crafts and digital Skills Bootcamp. There were 14 learners on the first Skills Bootcamp that the provider offered in digital skills which concluded in February 2024. All learners are aged over 18.

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Reasonable progress

Leaders and managers deliver Skills Bootcamps that prepare learners well for the screen industry. They use their experience, knowledge and links with industry professionals to identify digital technological developments that are rapidly changing pre- and post-production work in television and film. They then plan innovative training for learners who are either new to or already working in screen industries, which fills increasingly evolving digital production skills gaps.

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Reasonable progress

Leaders ensure the resources needed to deliver effective Skills Bootcamps are in place. They recruit tutors who are experienced and experts in screen crafts who use their extensive knowledge and skills to plan and teach an ambitious curriculum. Leaders connect effectively with partners in screen industries to secure opportunities to deliver training in professional production studios and on television and film location shoots. As a result, learners experience training locally that is of a professional industry standard and of high quality.

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Reasonable progress

Leaders and managers closely monitor the progress individual learners make during their time on Skills Bootcamps. They have recently introduced a tracking system to record learners’ progress more formally to allow for closer monitoring of new learners on the screen crafts and digital Skills Bootcamp. For the few learners on the first digital Skills Bootcamp who did not successfully progress, leaders and managers continue to offer support and guidance to help these learners navigate alternative routes to employment. Monitoring visit: Screen Yorkshire, 8 and 9 January 2025 Leaders and managers conduct a range of quality assurance activities to evaluate the success of the provision. They have reviewed the curriculum and the delivery model since the conclusion of the first digital Skills Bootcamp and have used the findings from this process to make improvements and strengthen the implementation of the curriculum.

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Reasonable progress

Leaders and managers ensure learners develop new knowledge, skills and behaviours from their starting points. Staff use information from learners’ applications and CVs to identify their career goals and aspirations and establish prior knowledge and experience in television and film production. On the screen crafts Skills Bootcamp, they use this information to recruit learners correctly onto one of four pathways in either art direction, lighting, post-production or factual documentary.

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Reasonable progress

Tutors sequence the curriculum carefully so learners first learn the basic knowledge and skills they need to operate production equipment and use digital pre- and post- production software. They then extend the training so learners apply what they learn following taught sessions to professional studio production environments. For example, tutors teach learners how to use a digital software design tool widely used in the industry to create high-quality, virtual interior and exterior environments. They then facilitate sessions held in production studios where learners apply their virtual designs to filmmaking and bring their work to life on screen. As a result, learners develop the knowledge and skills they need to enter junior roles in screen industries or upskill their existing digital screen craft skills and knowledge.

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Reasonable progress

Leaders and managers ensure learners develop their English and mathematical skills and knowledge during the course. Tutors teach learners to refine their English skills in preparation for a funding application for screen projects. They support learners in developing their mathematical skills by calculating lighting density during the design of virtual environments that will then be used on set in a production studio.

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Reasonable progress

As a result of their training, learners who successfully progress from Skills Bootcamps use their knowledge and skills in new employment or their freelance work. A few learners have gained promotions such as moving from a junior role in sound to assistant roles in camera operation or pre- and post-production remits. Monitoring visit: Screen Yorkshire, 8 and 9 January 2025

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Reasonable progress

Leaders and managers take their safeguarding responsibilities seriously and promote an effective culture of safeguarding. They have suitable policies and procedures in place that help protect adult learners from the historical risks associated with the screen industry, such as sexual harassment and bullying. Learners know how to raise safeguarding concerns to responsible persons on location and in production studios.

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Reasonable progress

Leaders and managers ensure that staff know how to report safeguarding disclosures and concerns. They have appointed an experienced designated safeguarding officer who carefully monitors safeguarding concerns and takes appropriate action to safeguard adult learners who require additional support. Monitoring visit: Screen Yorkshire, 8 and 9 January 2025 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

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 .

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Reasonable progress

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 .

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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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