Sumo Digital Ltd.

Further education and skills inspection report

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Inspection dates: 18 to 20 February 2025

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Apprenticeships Outstanding Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Sumo Digital Limited is an employer provider that offers apprenticeships under the name of Sumo Digital Academy. The head office is in Sheffield, and the provider has game studios across England and in other countries around the world. Sumo Digital Academy began delivering apprenticeships in March 2020 and was part of the trailblazer group that designed the level 7 game programmer apprenticeship. At the time of the inspection, there were 15 apprentices enrolled on this apprenticeship. Most apprentices were graduates in science, technology, engineering and mathematics subjects (STEM). A few were art graduates, following a technical art route. All apprentices are aged 19 and over. 18 to 20 February 2025

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What is it like to be a learner with this provider?

Apprentices develop very advanced technical knowledge. They can explain clearly how programming concepts, such as object orientation, are used when developing a game. Apprentices on the technical art route demonstrate impressive technical knowledge while evaluating the aesthetic qualities of the games they create. They thoroughly enjoy attending the academy, where they work in a real-work environment on commercial projects.

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What is it like to be a learner with this provider?

Apprentices receive exceptional support during their apprenticeship, which enables them to develop a wide range of technical skills they need for game development. They benefit greatly from working on projects where they are involved in the development and publication of games. Apprentices’ self-esteem grows considerably, and they feel an immense sense of pride when they see members of the public playing games they were involved in developing.

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What is it like to be a learner with this provider?

Lecturers support apprentices very well to understand the importance of fundamental British values. They use high-quality learning materials and allow time for discussion, which promotes positive debate. Lecturers make topics relating to values relevant to the games industry. The academy has worked with local MPs to establish their apprenticeship provision, and this is used as an example to help apprentices understand democracy.

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What is it like to be a learner with this provider?

Apprentices feel safe at the academy. They receive high-quality information from staff and participate in valuable discussions, enabling them to gain a deep understanding of the potential risks of working in the game industry. Apprentices are aware of the risks of being drawn into misogynist activities and acutely aware of the risks of extremism and radicalisation they could be exposed to online.

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better?

Leaders have a very clear purpose for the apprenticeship they provide. They have responded to the local, regional and national shortage of games developers in the industry. They provide unique opportunities for graduates in STEM subjects and graduates with an art background to enter this sector.

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better?

Leaders have developed a highly ambitious curriculum which has relevant and contemporary content that apprentices need to become professionals in the games industry. This enables apprentices to develop swiftly the new knowledge, skills and behaviours they need to work as junior programmers or technical artists.

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better?

Leaders work very well with external stakeholders to shape the curriculum and ensure it meets the needs of employers. For example, employers suggested leaving object-orientated programming (OOP) until later in the apprenticeship to allow apprentices to develop core skills and knowledge first. Leaders revised the curriculum in response to this advice. 18 to 20 February 2025

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Lecturers meticulously plan the order in which the curriculum is delivered. Apprentices start by learning about procedural programming before progressing to OOP and ultimately learning about Unreal Engine programming. This helps apprentices make rapid progress in developing advanced programming skills and the skills and knowledge to use Unreal Engine tools to meet specific needs.

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Lecturers have considerable academic and industrial experience. A high proportion of lecturers hold relevant high-level degrees and doctorates and have taught at a high level in universities. All have significant experience working in the games industry. They use their experience to plan and deliver a demanding curriculum that helps apprentices develop relevant, advanced skills and technical knowledge very rapidly.

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Lecturers’ presentation of new learning in very complex subjects is exceptional. For example, in lectures exploring sound technology, essential theory and technical detail are constantly linked back to the use of sound in games. Well-chosen examples, such as sound samples, are used to illustrate points and promote discussion.

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Lecturers use tutorial sessions and specialist resources exceptionally well to help apprentices apply and consolidate their learning. They explore what apprentices already know about user interface and user experience development to explore the characteristics of specific development tools. Lecturers contextualise new learning very well and reinforce key learning thoroughly.

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Lecturers check learning constantly and very well. Alongside formal topic and skills tests, they work closely with apprentices as they work on projects and undertake tutorial tasks. Lecturers observe apprentices and ask questions to test their understanding and to provide guidance. They have a thorough understanding of each apprentice’s progress and plan activities to reinforce learning when required.

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Staff provide effective support to apprentices with additional support needs to enable them to make good progress. For example, they adjust the environment by fitting up lights. This helps apprentices with attention deficit hyperactivity disorder to concentrate more easily.

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Leaders provide staff with high-quality professional development to enable them to maintain and enhance their teaching skills. Lecturers attend training to learn about a range of teaching approaches and how they can use them in their teaching. Staff keep up to date with changes in the gaming industry through forums and networking and often take a lead in specific initiatives in the games industry.

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Most apprentices achieve their apprenticeship. A very high proportion achieve merits and distinctions. Most progress to permanent positions as junior programmers or technical artists within the company.

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Lecturers provide high-quality careers information to apprentices. They use their significant knowledge of the industry to give apprentices valuable knowledge to 18 to 20 February 2025

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enable them to plan their next steps. Lecturers discuss opportunities outside the company and in other professions such as banking. Lecturers work with staff at the University of Sheffield to help apprentices write high-quality CVs and produce good- quality portfolios that they can present to employers.

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Governors have significant knowledge of apprenticeships and the games industry. They use this knowledge to provide effective scrutiny and challenge to leaders. Governors and leaders have an accurate oversight of the quality of the provision and the progress of apprentices.

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Safeguarding

The arrangements for safeguarding are effective. 18 to 20 February 2025

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Provider details

Address Unit 37 800 Brightside Lane Sheffield S9 2RX

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Website

Principal, CEO or equivalent Jacob Habgood

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Website

Date of previous inspection Not previously inspected

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Website

Main subcontractors None 18 to 20 February 2025

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Information about this inspection

The inspection team was assisted by the director of education partnerships, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Jacquie Brown, lead inspector His Majesty’s Inspector Jon Barker Ofsted Inspector 18 to 20 February 2025

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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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