Capslock Education Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

Capslock Education Limited is an independent learning provider with registered offices in Manchester. It began delivering government-funded Skills Bootcamp training in cyber security in 2022. At the time of the inspection, there were 36 learners studying on the certified cyber security practitioner course. Throughout the year, there have been 274 learners on the course. At the time of the inspection, the largest cohort of 29 learners were in their last week of training. The smaller cohort with seven learners were halfway through the 16-week course. All training is delivered online to learners from locations throughout the country. All learners are adults. 3 to 5 June 2025

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

Most learners attend well and engage positively with their training. Tutors create supportive and inclusive environments in sessions. Learners demonstrate professional, respectful attitudes and adhere to online etiquette. Most learners contribute well to online sessions and follow the expectations, such as to keep their cameras on. During group work, learners report that in a few cases, others do not contribute effectively to the tasks set.

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

Tutors do not use information about learners’ starting points well enough. They do not provide learners with individual targets to ensure that all learners make continuous progress and reach their potential.

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

Learners develop useful new knowledge and skills. They apply their knowledge and skills through team-based activities and scenarios in a simulated company. Learners use subject-specific terminology accurately. They explain the specific International Organisation for Standardization (ISO) cybersecurity controls and how to apply them. They develop their understanding of security operations centres (SOC) and penetration testing.

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

Learners develop confidence during the course. They have access to a coach, who provides support to help improve their work. Learners use an online help button to access support from staff. Employers report that learners develop increased confidence, independence and teamwork skills. As a result, learners contribute effectively to the workplace. For example, learners practise their presentation skills and then apply these skills when they deliver presentations to colleagues.

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

Learners have a limited understanding of the risks posed by radicalisation and extremism or any potential risks in the areas they live. Tutors provide basic information during induction and provide learners with a link to a website to find information on risks in geographical areas. However, leaders and tutors do not revisit these topics to deepen learners’ understanding or check if learners have accessed and understood the information.

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

Learners feel safe. Tutors reinforce online safety through use of multifactor authentication and a virtual private network (VPN) to keep learners safe when working online.

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better?

Leaders and managers have a clear purpose to provide training in cyber security to help remove barriers to education and employment. However, too few learners are successful in gaining employment on completion of the course and in the subsequent months. 3 to 5 June 2025

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Leaders sequence the curriculum effectively. They plan learning to engage learners in problem-based scenarios that they may encounter in industry. Tutors teach fundamental business principles first, followed by more complex topics, including industrial control systems, incident management and business resilience. Leaders plan learning so tutors revisit concepts using team-based assessments. This helps to consolidate learners’ understanding. Most learners complete their course and gain their qualifications.

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Leaders recruit tutors who are occupationally qualified to carry out their roles. Tutors have relevant qualifications in cyber security. They use their knowledge well to extend learners’ understanding. For example, using an aerial view of a site, they encourage learners to consider physical security risks of sites in residential areas and how the proximity of sites to major roads can present risks. However, most tutors do not hold higher level cyber security qualifications. In a few cases, learners say that tutors do not have enough experience to teach beyond the prepared lesson content. As a result, a few learners do not have access to an appropriately ambitious curriculum.

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Leaders and managers do not have enough staff with the expertise to provide appropriate support for learners with special educational needs and/or disabilities. They have recently identified a member of staff to undertake online accessibility training. They expect the training to improve the support provided for learners with additional learning needs. However, at the time of the inspection, the knowledge held by staff is limited and support for learners who need extra help is insufficient.

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Leaders do not have clear enough oversight of the provision to identify accurately the strengths and weaknesses of the bootcamps. They have in place basic quality assurance processes. Leaders sample recordings of online sessions; they team teach with tutors and informally observe tutors teaching. Leaders have follow-up discussions with tutors to address some performance issues. However, leaders do not use these findings well enough to bring about improvement or to identify training needs.

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Leaders do not plan staff development activities well enough to ensure that tutors have the opportunity to develop and enhance their teaching practice. Leaders provide opportunities for tutors to update their industry practice, and staff undertake mandatory training, such as safeguarding and the ‘Prevent’ duty. However, there is very limited focus on improving tutors online teaching skills.

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Leaders and managers are considerate of staff workloads and well-being. Staff have frequent one-to-one meetings with managers. They have access to mental health support through staff responsible for well-being and coaching. Leaders have in place a system to share out responsibilities, such as marking learners’ work. Tutors feel that their workloads are manageable.

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Learners appreciate the careers support they receive from staff. They have personalised sessions and coaching to develop CV writing and personal statements. 3 to 5 June 2025

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Staff remain in touch with learners on completion of the course to support them towards employment. However, throughout the course, learners have limited access to employers or guest speakers from industry. Leaders do not do enough to support learners to secure interviews and cyber security related jobs on completion of the course.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have arrangements in place to monitor that staff complete mandatory training such as safeguarding and the ‘Prevent’ duty. However, at the time of the inspection a few staff had out-of-date training.

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Safeguarding

Leaders have been slow to implement safer recruitment checks when recruiting staff. They have recently developed a policy to improve recruitment processes including reference checks. However, this has not previously been in place for any of the staff working at the provider.

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What does the provider need to do to improve?

 Ensure that safeguarding processes are adhered to.  Increase the number of learners who gain employment in the cyber security sector.  Improve oversight of the provision to accurately implement improvement actions.  Provide tutors with a well-planned professional development programme to develop and enhance their teaching practice.  Ensure that learners receive appropriate teaching to develop an awareness of the potential risks of radicalisation and extremism. 3 to 5 June 2025

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Provider details

Address 30-32 Charlotte Street Manchester M1 4FD

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Provider details

Principal, CEO or equivalent Andrea Cullen

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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 3 to 5 June 2025

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Information about this inspection

The inspection team was assisted by the chief operating officer, 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 Zoe Ibbotson His Majesty’s Inspector Ed Lack Ofsted Inspector Simon Farrar Ofsted Inspector 3 to 5 June 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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