Breakthrough Social Enterprise Limited

Breakthrough Social Enterprise Limited Monitoring visit report

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Name of lead inspector: Montserrat Pérez-Parent, His Majesty’s Inspector

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Inspection dates: 18 and 19 December 2024

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Type of provider: Independent learning provider

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Address:

Better Space 127 Farringdon Road London EC1R 3DA Monitoring visit: Breakthrough Social Enterprise Limited, 18 and 19 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

Breakthrough Social Enterprise Limited started offering Skills Bootcamps as a subcontractor. Leaders gained their own contract from the Department of Education in 2024. At the time of the visit, there were 28 learners enrolled on a digital Skills Bootcamp. Learners attend two full days of remote lessons and one day of face-to- face teaching each week. Those who live outside from London have the option to attend all sessions remotely.

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Reasonable progress

Leaders are passionate about enhancing the lives and employment prospects of those with criminal records and from low socio-economic backgrounds. They use their expertise in digital technologies and their lived experiences very effectively to train learners facing such barriers to education and employment.

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Reasonable progress

Leaders work very well with employers in digital services to plan their Skills Bootcamps. They gather frequent feedback from employers about developments and trends in this fast-changing sector. Leaders use the information they gather well to review and redesign what they teach before the start of each new cohort. For example, they have recently introduced sessions on blockchain and the metaverse following feedback from employers. Leaders ensure that tutors teach learners skills that help them to stand out when applying for jobs, such as building chat bots. Learners learn relevant and up-to-date knowledge and skills that employers value highly.

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Reasonable progress

Leaders identified high levels of withdrawals from their first cohorts of Skills Bootcamps. They recognised the reasons for this and made effective changes to their processes for recruiting learners and their teaching methods. Leaders now make clearer to prospective learners the time commitment required to complete the course. Leaders also introduced some remote teaching to their course to reduce the Monitoring visit: Breakthrough Social Enterprise Limited, 18 and 19 December 2024 cost for learners of travelling to lessons. As a result, the proportion of learners who remain on their course has increased.

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Reasonable progress

Leaders gather information about the quality of the training they provide through observing lessons, including those taught by guest speakers. They gather extensive feedback from learners and from those teaching and coaching them. However, leaders do not quality assure coaching sessions. Therefore, they cannot advise coaches on how to improve their practice.

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Reasonable progress

Leaders keep members of the advisory board well informed about the provider’s performance and as such know its strengths and weaknesses well. They support and challenge leaders effectively.

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Reasonable progress

Leaders have designed a highly relevant curriculum for learners aspiring to enter the digital sector or enhance their skills in this area. They sequence the curriculum sensibly so that learners learn technical knowledge and skills incrementally, alongside developing personal skills and professional behaviours.

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Reasonable progress

Tutors and external guest speakers use their considerable experience and knowledge to make online sessions interesting and relevant for learners. For example, when teaching the importance of business planning, guest speakers link this well to businesses that learners can relate to. Tutors use questioning effectively to include learners in discussions and encourage them to share their ideas. They explain key terminology, such as dividends and royalties, clearly so that learners quickly grasp it.

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Reasonable progress

Throughout their training, learners gain substantial new knowledge and skills. Those new to digital technology learn how to use a range of digital tools with confidence. Those who have previous digital experience widen their knowledge, learning about web design and artificial intelligence.

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Reasonable progress

Trainers assess the progress that learners make frequently through assignments, projects, and presentations. They give learners structured feedback on their work and helpful tips on how to improve it. Learners appreciate this feedback and use it to refine their work.

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Reasonable progress

Leaders prepare learners well for the next steps they aspire to. Coaches help learners to write a CV and to prepare for interviews. Leaders arrange visits to technology companies where learners attend mock interviews with employers. Monitoring visit: Breakthrough Social Enterprise Limited, 18 and 19 December 2024 Learners have a good understanding of the roles available to them and the attributes they need to apply for them.

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Reasonable progress

Many of the learners who complete the course go on to positive destinations. They gain employment, start apprenticeships, or use their skills to set up their own business. Learners enjoy the Skills Bootcamp and speak very highly of how it has been a transformative experience for them.

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Reasonable progress

Leaders have a suitable understanding of their safeguarding responsibilities towards learners. They have appropriate policies in place, which include detailed processes for reporting and investigating any incidents raised and supporting those affected.

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Reasonable progress

Leaders prepare learners well to keep themselves safe online. For example, they teach learners how to create algorithms to block online content they do not wish to see.

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Reasonable progress

Leaders do not teach learners well enough about the dangers associated with those with extreme views or how to recognise the signs that someone is being groomed or radicalised. Monitoring visit: Breakthrough Social Enterprise Limited, 18 and 19 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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