The Developer Academy Limited

Further education and skills inspection report

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Inspection of The Developer Academy Limited

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Inspection dates: 11 to 14 February 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

The Developer Academy Limited is an independent learning provider based in Sheffield. It began offering training in computer coding in 2018. It offers three Skills Bootcamps in software development, data science and software tester, all of which are taught online. At the time of the inspection, 38 learners were studying on the three programmes. The largest cohort of 24 learners were studying on the data science Skills Bootcamp. All learners were aged 19 years or over. 11 to 14 February 2025

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

Learners quickly develop the knowledge and skills required to become valuable employees to businesses in the sector. They gain technical understanding and become adept at solving problems. Learners grow in confidence and feel well prepared to take up positions with employers who need flexible and knowledgeable staff who can swiftly adapt to new technologies. As a result, a high proportion of learners move into employment in related industries on completion of the Skills Bootcamps.

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

Learners are very well motivated and demonstrate good attitudes to learning. Many learners put in extra time and effort to consolidate their learning. Learners feel comfortable to contribute and ask questions in a safe and supportive space. On the software development course, learners make valuable contributions to sessions and group projects. Learners work together effectively to solve problems within set deadlines and present their findings to the group.

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

Leaders do not provide learners with sufficient information to develop their understanding of life in modern Britain. Learners have a basic understanding of the risks posed by radicalisation and extremism but cannot recall covering the topics during the course. While learners are not fully aware of the principles of fundamental British values, they demonstrate respect and tolerance to their peers in sessions.

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better?

Leaders have developed a highly relevant digital curriculum. They help teach learners the required knowledge and skills to fill shortages in the digital sector locally, regionally and nationally. Instructors have suitable expertise to ensure that learners benefit from rich, up-to-date curriculums. They consult with industry networks to keep learners informed of advancements in the sector, such as artificial intelligence. For example, on the software tester course, learners benefit from visits to Sheffield digital skills network events that provide access to local business and technology experts.

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better?

Leaders have sequenced the curriculum sensibly to ensure that learners gain an understanding of the fundamental concepts of their course, before moving on to more complex project-based learning. For example, on the data science course, learners explore how to write simple python code and then move on to create predictions in Python and more complex coding methods. Learners on the software development course move swiftly from simple hypertext markup language on to Java script coding. They then apply these methods in the complex weekly projects that they complete in the academy.

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better?

Instructors use a wide range of effective teaching strategies in online sessions. They include presentations, pose challenging technical questions, set activities to help learners practise their skills and facilitate a daily ‘stand-up’ discussion. Learners 11 to 14 February 2025

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successfully gain the knowledge and skills they need in future job roles in the digital sector.

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Instructors use assessment well to plan further learning and inform their teaching. When instructors identify learners’ misconceptions, they use alternative teaching strategies to help fill any gaps in learning. Instructors assess learners’ work frequently and provide very helpful developmental feedback for learners to improve their work.

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Leaders have implemented quality assurance processes that help them to identify a few of the strengths and weaknesses of the provision, including in the quality of teaching. Where they identify areas for improvement, they provide feedback to instructors. However, leaders do not ensure that the improvement actions focus sufficiently on improving the quality of teaching and learning.

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Leaders provide well-structured careers information, advice and guidance throughout the course and beyond to ensure that learners are prepared for their next steps. Learners on Skills Bootcamps attend ‘career essential sessions’ to help them prepare a CV and cover letter. Instructors coach learners in job research, applications and preparation for interviews and recruitment activities. Learners appreciate the support that staff give them to help them to move into employment.

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Leaders are considerate of instructors’ well-being and workloads. Instructors have autonomy to manage their own time. They meet frequently with managers in one- to-one online sessions to ensure they feel fully supported in their roles.

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Leaders allocate instructors with time on a weekly basis for course administration and professional development activities. However, too often the activities that instructors undertake focus on sector updating. Leaders do not plan an effective programme of development to enhance instructors’ teaching practice.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that learners receive appropriate information to prepare them for life in modern Britain.  Monitor and identify actions to improve the quality of teaching and learning.  Provide instructors with a well-planned professional development programme to enhance their teaching practice. 11 to 14 February 2025

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Provider details

Address Oxo House 4 Joiner Street Sheffield S3 8GW

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Provider details

Website https://thedeveloperacademy.com/

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors N/A 11 to 14 February 2025

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Information about this inspection

The inspection team was assisted by the head of education, 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

Joanne Stork, lead inspector His Majesty’s Inspector Steve Hunsley Ofsted Inspector Alison Loxton Ofsted Inspector Alex Miles Ofsted Inspector 11 to 14 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 looked after children, safeguarding and child protection.

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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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