IN4.0 Group Limited (Skills City)

Further education and skills inspection report

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Inspection of IN4.0 Group Limited (Skills City)

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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

IN4.0 Group Limited is an independent learning provider located in Salford, Greater Manchester. It teaches Skills Bootcamps in digital and creative technologies under its Skills City brand. At the time of the inspection, 121 learners were enrolled on Skills Bootcamps related to two different commercial game engines. The Skills Bootcamps are mostly taught online and run in the daytime or evenings for 12 or 16 weeks. Learners are based across the UK. The provider also offers Skills Bootcamps in cloud security, software engineering and data analytics. However, these were not running at the time of the inspection. 6 to 9 May 2025

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

Learners enjoy their Skills Bootcamps and have a positive attitude towards their learning. They appreciate the respectful learning environments instructors create in online classrooms. They feel empowered to take part and apply their new learning to the challenging tasks instructors set.

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

Learners benefit from course content that links both the creative and technical elements of game engine development effectively. They develop their understanding of source control, how to apply agile methodologies and the importance of collaborative working in the technology sector. Working with industry-standard technology, they learn about the use of artificial intelligence and other specialist skills that they need to get closer to their career goals.

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

Learners work closely and productively with employers, particularly when they complete a project brief set by industry partners. These projects help learners develop their confidence and resilience to work in a highly competitive sector. Learners make professional presentations and overcome their anxieties about presenting their ideas to others. They maintain industry standards in following confidentiality agreements to protect the privacy of clients’ work.

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

Learners feel safe and know how to keep themselves safe. At the start of the course, they receive useful safeguarding information, including how to be safe online and the dangers of scams and phishing.

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better?

Leaders have developed effective digital curriculums to help meet the emerging skills needs in the technology sector. They plan curriculums using input from leading experts, employers and universities to make sure that training is relevant, up to date and fit for purpose.

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better?

Instructors plan and teach courses in a clear and logical order. They begin by teaching the core elements of game engines to make sure that learners understand the basics of editors and interfaces. In the second half of the course, instructors move on to specialist topics such as virtual reality and augmented reality. Learners are then able to create character animation systems.

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better?

Curriculum leaders assess learners’ prior knowledge and experience to tailor the content of the course to their starting points. Although leaders check if learners have any barriers to learning, a few learners with learning difficulties wait too long for support and sometimes struggle with the pace of the course.

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better?

Instructors are subject experts who continue to work in digital technology. They use their experience to bring learning to life with real-life examples. Leaders support instructors to maintain industry-recognised qualifications that they need to work in 6 to 9 May 2025

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the sector. However, instructors do not benefit from training to develop their teaching skills.

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Instructors create positive and productive learning environments. They illustrate theory with visual support and use effective questioning to check on learning. They support learners in deepening their knowledge and linking their prior learning to new concepts. However, in a few instances, instructors do not manage learning activities successfully in practical workshops. They support learners to resolve technical difficulties but leave others with little to do.

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Instructors mostly track and monitor learners’ progress effectively using a range of assessment methods, such as weekly technical quizzes. However, in a few instances, instructors do not make it clear to learners that coursework is mandatory and use the outcome to understand the progress that learners make fully. Most learners receive timely feedback that lets them know what they are doing well and what they need to do better. At times, instructors only highlight what learners have done well rather than what they need to improve.

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The vast majority of learners complete their Skills Bootcamp and gain valuable skills for their future employment. The proportion of learners who gain sector-specific jobs has increased but remains fairly low. However, most learners progress to positive destinations in related sectors and roles.

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Leaders and instructors have high expectations around attendance and professional behaviours. Most learners attend their training regularly. When unavoidably absent, learners quickly catch up on any missed learning and get back on track. However, a few learners have low attendance and look to have left the course.

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Learners enjoy dedicated career development lessons. They develop CVs to gain attention in the digital sector and learn how to use social media to promote their work and to network with industry partners. Learners find out about developer roles in careers beyond the gaming sector, including designing kitchens, interior design or car showrooms. Learners receive further support with gaining employment for six months after they have completed their course.

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Leaders use appropriate quality assurance processes to check on the quality of training. Instructors benefit from lesson visits where they receive useful feedback on how to improve their teaching. However, there remains some inconsistency in the standard of training learners receive.

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Senior leaders have effective oversight of learners’ progress. They receive quarterly reports that provide them with appropriate information such as the reasons why learners leave the course early. Although there are no external members on the board, leaders work with external partners to ensure the curriculum content meets the needs of the industry. 6 to 9 May 2025

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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 instructors receive training about how to teach, particularly online, so that learners benefit from a consistently high standard of training and assessment.  Take swift action to support learners with learning difficulties who struggle with the demands of the course.  Increase the proportion of learners who gain sector-specific job roles after their Skills Bootcamp. 6 to 9 May 2025

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Provider details

Address HOST Salford Blue Tower Media City Uk Salford M50 2ST

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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 None 6 to 9 May 2025

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Information about this inspection

The inspection team was assisted by the director of learning, 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

Helen Whelan, lead inspector His Majesty’s Inspector Elaine Price Ofsted Inspector Jaqui Scott Ofsted Inspector Pete Alston Ofsted Inspector Alastair Mollon His Majesty’s Inspector 6 to 9 May 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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