Step8Up Ltd

Name of lead inspector: Darrell Bate, Ofsted Inspector

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Type of provider: Independent learning provider

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Address: Office 4, Unit 6, First Floor, Stanhope Gate Stanhope Road Camberley Surrey GU15 3DW Monitoring visit: Step8Up Ltd, 17 and 18 March 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

Step8Up Ltd is an independent training provider based in Camberley, Surrey. It was incorporated in 2017 and specialises in software and web development. In 2024, it gained a contract with Hampshire County Council to offer Skills Bootcamps in full- stack web development.

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Context and focus of visit

At the time of the monitoring visit, there were 27 adult learners in training and a further 38 who had completed the full-stack web development course and were receiving support to gain employment.

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Reasonable progress

Leaders use their thorough and up-to-date understanding of the skills needs in the digital sector in the region to offer a well-designed and ambitious Skills Bootcamp in full-stack web development. They have developed the course to meet the growing need for employees who have practical coding skills. Demand for places is high.

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Reasonable progress

Leaders have fostered effective partnerships with employers. They gain insight into the changing landscape of the digital sector. Leaders understand the impact artificial intelligence (AI) and automation have on those working in the sector and adapt their curriculum accordingly, for example adding AI modules to the Skills Bootcamp in response to the fast growth of this technology.

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Reasonable progress

Leaders have put in place effective quality assurance. This leads to continuous improvement. They routinely observe teaching sessions to check the quality of teaching. Trainers closely monitor the progress each learner makes using effective tracking both during and after they complete their course. Leaders correctly identify a range of actions needed to improve the provision. However, they do not evaluate the full range of strengths and areas for development. Monitoring visit: Step8Up Ltd, 17 and 18 March 2025 Leaders rightly recognise the need for external oversight and challenge and have recently appointed a governing board to hold them to account. It is too early to measure the impact of these arrangements.

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Reasonable progress

Leaders employ experienced industry professionals with a high level of expertise to teach specialist coding skills. All trainers’ complete initial teacher training and undertake frequent personal development to keep professionally updated. They draw on their experience well when teaching.

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Reasonable progress

Staff use a range of strategies to help those who complete the course apply for jobs in digital. Learners research job vacancies and share CVs and profiles with recruiters. However, too few adults have gained an offer of employment since completing their course, and, as a result, a few have become demotivated.

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Reasonable progress

Staff make sure that learners understand coding languages. They apply these skills to build and style a personal portfolio of their work, which they can showcase to potential employers via collaboration sites.

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Reasonable progress

Staff thoroughly assess learners’ prior knowledge and abilities to make sure the course is appropriate for their needs. They use this information well to tailor learning activities. Where learners need extra help, trainers provide effective support as required.

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Reasonable progress

Trainers effectively teach learners both ‘front end’ and ‘back end’ web fundamentals and programming skills. Learners watch videos on each topic and access the learning materials before the lesson. This enables them to attend class ready to revisit and deepen their knowledge further. Trainers set useful weekly practical assignments for learners to hone their skills further.

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Reasonable progress

Trainers make sure learners gain the essential mathematics and English skills they need for the course. Trainers explain and reinforce technical language and the meaning of acronyms such as sequential query language. They help learners improve their communication skills by getting them to present their projects to the group and external professionals.

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Reasonable progress

Learners receive verbal and written feedback on their work. However, this is often limited to congratulatory statements. It does not explain the steps they need to take to improve their work further. Learners do receive useful feedback from peers and external professionals when they present their final project. This helps them prepare for any future interviews. Monitoring visit: Step8Up Ltd, 17 and 18 March 2025 Trainers provide learners with effective support. This improves their progress. For example, if they miss a lesson, they are offered one-to-one support and can access the well-developed resources online. This helps them to catch up. Most learners produce work at the expected standard and a few produce work to a very high standard.

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Reasonable progress

Leaders have now added a specialist qualification to the course. This helps learners with their future progression.

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Reasonable progress

Leaders place a high importance on keeping learners safe. Leaders carry out appropriate vetting of staff to check their suitability. They have also put in place suitable policies and procedures to minimise safeguarding risks and protect learners’ safety.

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Reasonable progress

The designated safeguarding lead (DSL) has completed appropriate training. All staff complete training in safeguarding and the ‘Prevent’ duty. The DSL works with the local authority ‘Prevent’ coordinator and attends regional ‘Prevent’ forums. Leaders have not ensured that the ‘Prevent’ risk assessment sufficiently reflects the full range of risks of working in the digital sector.

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Reasonable progress

Learners feel safe in online sessions. They know how to report any concerns they may have. Trainers routinely remind learners about safeguarding and the dangers of radicalisation and extremism. However, not all learners understand how these relate to their work or personal lives. Monitoring visit: Step8Up Ltd, 17 and 18 March 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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