ABP School of Automation Limited

ABP School of Automation Limited Monitoring visit report

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Name of lead inspector: Russ Henry, His Majesty’s Inspector

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Inspection dates: 17 and 18 December 2024

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Type of provider: Independent learning provider

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Address: The Print Rooms 164–180 Union Street London SE1 0LH Monitoring visit: ABP School of Automation Limited, 17 and 18 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

ABP School of Automation Limited was established in March 2020 to provide training for software developers working in business workflow automation. It began offering Skills Bootcamps in 2024, with courses aimed at unemployed learners and those seeking a career change. It has also recently introduced a Skills Bootcamp to improve the skills of individuals already working in this field. At the time of the visit, there was one of each type of Skills Bootcamp running, with a total of 21 participants. Courses are taught entirely online to learners across the whole of England.

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Reasonable progress

Managers and technical trainers have developed courses that include suitable content to help novice learners become junior software developers. Topics include the fundamentals of software development, the principles of coding, and product- specific skills for workflow automation. Technical trainers make suitable use of vendor training materials to ensure that course content is relevant and up to date.

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Reasonable progress

Leaders have established strong links with employers and use these to help improve the content of courses. This has resulted in the addition of business analysis topics into the bootcamps and an increased focus on developing customer relationships.

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Reasonable progress

Technical trainers have extensive experience in workflow automation, and they use their knowledge well to provide clear explanations and to answer learners’ questions. However, they do not have backgrounds in technical training, and managers have not yet done enough to help them to develop their teaching skills, including those relevant to teaching in online environments.

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Reasonable progress

Managers monitor the progress of learners well. They hold weekly review meetings with technical trainers in which they check the progress of learners in each group. They also have monthly academic and pastoral tutorials with individual learners. Monitoring visit: ABP School of Automation Limited, 17 and 18 December 2024 These reviews and tutorials help to ensure that most learners complete and pass their courses.

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Reasonable progress

Managers ensure that learners have job interviews at the end of their courses and several recent learners have secured employment because of their studies. However, it is too early to judge the overall success of the courses in helping learners into employment.

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Reasonable progress

A senior manager checks the content of courses to ensure that it is suitable and accurate, and managers use learners’ and employers’ feedback to check that teaching is satisfactory. However, managers have not yet implemented structured processes to check directly the standard of teaching, assessment or learning resources.

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Reasonable progress

Managers have worked with subject experts to identify the skills and attributes that learners require to become successful software developers. These include the ability to work as part of a team, to communicate effectively and to follow detailed technical instructions. They have devised a set of activities that potential learners complete, and these help to ensure that they only recruit learners for whom the course is suitable.

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Reasonable progress

Technical trainers adjust course content well to meet the needs of different groups of learners. For example, current learners who are employed by the NHS learn about a specific development tool used in their workplaces. Unemployed learners, on the other hand, study a different tool that is used in a wider range of businesses, as this opens up more employment opportunities for them. Technical trainers organise topics well so that learners develop a secure understanding of software development fundamentals before moving on to study the specific tools used to automate workflows.

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Reasonable progress

Technical trainers make appropriate use of online systems to provide explanations and demonstrations. They set tasks that help learners to practise applying their new knowledge. However, technical trainers do not do enough in lessons to check that all learners understand topics. In addition, although technical trainers answer learners’ questions well, they do not always respond quickly enough.

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Reasonable progress

Technical trainers mark learners’ assignment work carefully. They provide clear and precise written and oral feedback. They meet with learners who have struggled with a topic to provide them with additional instruction. However, trainers do not require learners to resubmit work that does not meet the required standard, and as a result Monitoring visit: ABP School of Automation Limited, 17 and 18 December 2024 they do not always know whether learners have fully understood topics.

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Reasonable progress

Managers have developed adequate policies and procedures for safeguarding. However, these have been derived from other areas of the provider’s business and are not tailored fully to the education and training context of their work.

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Reasonable progress

Leaders and managers check technical trainers’ identities and professional qualifications. Technical trainers undertake basic safeguarding and ‘Prevent’ duty training. Leaders have appointed a designated safeguarding lead (DSL) who is undergoing training to support him in his role.

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Reasonable progress

The DSL has developed a suitable ‘Prevent’ duty risk assessment and action plan. He is in contact with the regional ‘Prevent’ duty coordinator to ensure that he fully understands his duties. Monitoring visit: ABP School of Automation Limited, 17 and 18 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 and child protection.

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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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