Reform Radio

Name of lead inspector: Paul Cocker, His Majesty’s Inspector

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Inspection dates: 19 and 20 February 2025

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Type of provider: Independent learning provider

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Address: Bonded Warehouse 18 Lower Byrom Street Manchester Greater Manchester M3 4AP Monitoring visit: Reform Radio, 19 and 20 February 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

Reform Radio is a small independent learning provider based in the centre of Manchester. It was awarded a contract through the Greater Manchester Combined Authority in May 2024 to provide Skills Bootcamps in video production and video podcast production.

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Context and focus of visit

At the time of the visit, there were 16 learners on the video production and 13 on the video podcast production Skills Bootcamps. All learners complete a non- accredited level 3 certificate in social media for e-commerce. Learners attend the course for two days per week for 10 weeks. They learn skills such as story board creation, and how to use studio hardware and software to respond to clients’ project requirements.

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Reasonable progress

Leaders have a clear rationale for their Skills Bootcamps. They have been developed to meet an identified skills need in the Greater Manchester creative sector. Leaders completed a detailed analysis of skills, engaging with more than 60 employers. They used this information as the basis of the content of the video and podcast production Skills Bootcamps.

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Reasonable progress

Leaders have worked closely with a handful of employers to co-design the curriculum to ensure that the skills that are required in the region are fully integrated into the course. These skills include storyboard development, video editing, content creation and graphics development.

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Reasonable progress

Creative practitioners, who teach learners, have a range of industry experiences that make them well placed to support learners to develop the skills they need to progress onto their next steps. They maintain these skills through retaining a Monitoring visit: Reform Radio, 19 and 20 February 2025 freelance portfolio in specialisms such as audio/visual development, artistry and music production in the gig economy. However, they do not receive sufficient professional development activities to improve their standard of teaching.

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Reasonable progress

Leaders’ arrangements for the quality assurance and improvement of their courses are not sufficiently rigorous. They do not accurately identify how well learners are taught. Too often, the feedback that creative practitioners receive, following observations of their sessions, is cursory and does not clearly identify what they need to do to improve their teaching practice. This means that learners do not always receive an effective learning experience and achieve their potential.

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Reasonable progress

Governance is not effective. The supervisory body has not had any representation from an educational specialist since the start of delivery of the Skills Bootcamp. This means that there has not been any challenge of leaders relating to the quality of the education that learners receive, and weaknesses in their quality assurance processes have not been identified.

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Reasonable progress

Leaders organise their curriculums in a clear and sensible order which allows learners to learn some of the knowledge, skills and behaviours that they need to start a career in video and podcast production. Creative practitioners teach the course in small, manageable components so that learners can incrementally build their confidence and sense of achievement.

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Reasonable progress

Creative practitioners sequence the 10-week courses effectively. On video production they start with an introduction to media platforms before they move on to learning the distinct roles and responsibilities in a shoot. They then learn about audio and visual equipment, including wireless microphones, audio mixing desks and lighting. Learners then consider wider themes such as brand identity, licensing and sustainability. As the course progresses, learners work on a ‘live’ brief and prepare for production and post-production activities. The course concludes with a showcase and presentation of learners’ work to prospective recruiting employers.

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Reasonable progress

Leaders provide information, advice and guidance on careers in the creative sector throughout the curriculum so that learners understand the opportunities that are available to them. Leaders train mentors to support learners with CV writing and job applications. This support continues for six months after learners have completed their course, with most learners from the first three cohorts gaining employment.

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Reasonable progress

Leaders’ assessments that are completed at the start of the course are not sufficiently rigorous. The assessment is primarily based on learners’ confidence Monitoring visit: Reform Radio, 19 and 20 February 2025 rather than their aptitude in relation to video and podcast production. This means that creative practitioners are not able to set challenging curriculums based on what learners already know and can do, nor can they accurately monitor learners’ progress.

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Reasonable progress

Although creative practitioners provide learners with ongoing verbal feedback on their work, learners are not sure about how well they are doing on their course. They are unable to discuss what they are doing well and what they need to do to improve.

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Reasonable progress

Leaders have put in place appropriate safeguarding policies and procedures. They have developed and use reporting procedures to support learners swiftly and effectively.

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Reasonable progress

Leaders and staff have received the correct level of training to support learners effectively. Moreover, leaders reacted decisively in responding to learners’ mental health needs by appointing an experienced counselling team which has helped learners to become more resilient and remain on their courses.

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Reasonable progress

Learners say they feel safe at the provider. However, too many learners do not have an appreciation of the risks associated with radical and extremist views where they live and work. Monitoring visit: Reform Radio, 19 and 20 February 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 and child protection.

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Reasonable progress

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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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