Britasia TV Network Ltd

Britasia TV Network Ltd

Address: 158 Broad Street, Birmingham, B15 1DT Unique reference number (URN): 2748191

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders are proactive in identifying the barriers to learning and wellbeing that their learners face. They have implemented a thorough enrolment process, during which they hold valuable initial discussions that encourage disclosure. Leaders take the time to understand their learners' needs, and support arrangements are discussed and agreed. For example, learners with dyslexia receive suitable support, such as additional one-to-one sessions, when needed, and leaders take account of medical guidance when reviewing and agreeing support arrangements for those with medical conditions.

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Inclusion Expected standard

Leaders recognise the financial barriers faced by learners, since many accessing the Skills Bootcamps are unemployed or on low incomes. They have designed the curriculum to deliver high-quality experiences for all learners while reducing financial burdens. For example, staff provide financial assistance to help learners pursue creative opportunities that boost their commercial profiles and help them into self-employment. They also provide funding for software licences and transportation to events, which further develop learners’ knowledge and skills.

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Inclusion Expected standard

Leaders ensure that key staff members are trained to identify support needs, implement measures to help overcome barriers, monitor the progress that learners make and review these plans to make appropriate adjustments when necessary. This approach helps most learners to overcome the barriers they face.

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Leadership and governance Needs attention

Leaders have a clear vision and strategy. They collaborate closely with stakeholders to develop film, television and content creation courses that meet the demand for these highly sought-after skills in the West Midlands.

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Leadership and governance Needs attention

Leaders have appointed governors with a wide range of relevant skills to provide support and challenge. Governors have experience in education, safeguarding, preparing individuals for work and finance. They work closely with leaders, visit lessons and speak to learners to understand their experiences, and use what they learn to make decisions in learners' best interests. In most cases, leaders have a clear understanding of the strengths and areas for development in the curriculums that they offer. Usually, they use this information effectively to make prompt improvements. However, in a few instances, areas for development are not identified quickly enough, slowing the pace of improvement.

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Leadership and governance Needs attention

Leaders do not provide trainers with enough training on how to improve their teaching. They have recently recognised this as an area needing improvement and have developed plans to address it. Leaders also recognise that the processes they have in place to analyse teaching practice require further development to make sure their analysis informs the training that they provide. Leaders' plans to improve this aspect of their work have not yet been fully implemented.

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Leadership and governance Needs attention

Leaders care about their staff and actively manage their workloads. Staff members say their workload is manageable, and they feel comfortable approaching their leaders whenever they need support or guidance. This contributes to staff feeling supported and valued.

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Achievement Strong standard

Learners make rapid progress from their starting points. They gain substantial new knowledge and skills in content creation, marketing, social media, graphic design, AI, illustration, video, photography and the development of content for online branding and marketing. They develop the skills that employers require and apply them confidently. This supports them in applying for jobs in the creative industries.

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Achievement Strong standard

Learners develop their mathematical, English and digital skills within the context of their learning. They build confidence in using these skills, demonstrating them in the work they complete and to prospective employers.

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Achievement Strong standard

The work that learners produce, often with no prior experience at the beginning of their course, quickly meets industry standards. Learners rapidly learn to use technology, tools and techniques used in the industry to produce high-quality work such as short films and photo shoots.

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Expected standard

Learners are well equipped for their next steps. Most successfully complete their course and find employment in the creative industry.

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Curriculum and teaching Expected standard

Leaders generally have a clear understanding of the quality of the curriculums that they offer. Curriculums are ambitious and well designed, and help learners develop a wide range of new skills that leaders have carefully selected to align with local and regional skills needs in the film, television and content creation sectors.

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Curriculum and teaching Expected standard

Leaders have designed curriculums that increase in complexity, enabling learners to develop their knowledge over time. For example, in AI content creation Skills Bootcamps, learners initially examine ethics and copyright issues related to branding. They then progress to basic prompting techniques to generate still images that match simple design briefs. As they advance, they create a variety of both still and moving images to meet more complex and demanding requirements.

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Curriculum and teaching Expected standard

Teaching is mostly effective and well structured around the needs of the curriculum. Teachers are highly experienced specialists in their fields, and most learners benefit from this expertise, with teachers being keenly focused on helping learners develop the skills valued in the industry. However, a few teachers lack the range of teaching skills necessary to convey their knowledge effectively to learners. Teachers carefully plan assessments within the curriculum. This allows them to check learners’ understanding and change their teaching if needed to fill any gaps.

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Curriculum and teaching Expected standard

Leaders are careful to ensure that the Skills Bootcamps they offer are accessible for all learners. Learners with barriers to learning are supported to access the full curriculum through, for example, financial support for travel and trips during the course and classroom support to meet their needs.

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Participation and development Expected standard

Leaders have established a safe, professional and inclusive environment. Learners learn in a culturally diverse setting where equality is consistently promoted. Leaders and staff understand their learners well and work effectively to make them feel welcome and valued. Learners feel secure. They know who to approach for assistance and are confident that any cases of bullying or harassment will not be tolerated.

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Participation and development Expected standard

Leaders and teachers ensure that the curriculum extends to give learners opportunities to further develop their readiness for employment. They provide learners with opportunities to attend a variety of networking and industry events and hear from industry experts to broaden their knowledge and experience of the sector. They also offer learners post-course support to prepare them for interviews and provide other advice that prepares them for their next steps. Learners receive personalised support to achieve their career goals. From the start of their Skills Bootcamp, they regularly discuss their career aspirations and receive ongoing careers support to prepare them for applying for roles after finishing the course. Learners benefit from a guaranteed interview scheme and assistance with CV writing, portfolio development and job search activities.

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What it's like to be a learner and/or an apprentice at this provider

Learners benefit from Skills Bootcamps that prepare them effectively for careers in the creative industry. They are taught by highly experienced industry professionals who focus on helping them to develop the skills valued by employers and equipping them to succeed within the sector. However, while this expertise is highly beneficial for learners, the impact is at times minimised because these industry professionals, who are often new to teaching, receive little training on how to improve their teaching practice. As a result, there are a few examples of less effective teaching practices.

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What it's like to be a learner and/or an apprentice at this provider

Most learners complete their studies and secure employment in their chosen field, even if they have faced extended periods of unemployment before their studies. They gain employment due to the high-quality skills and significantly increased confidence developed during their training. On Skills Bootcamps for content creation, learners acquire practical camera techniques and learn to use digital tools and software, such as asset management systems, to resolve technical issues. They also improve problem-solving abilities by experimenting with settings such as depth of field and lighting, and they develop their presentation skills.

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What it's like to be a learner and/or an apprentice at this provider

Learners' barriers to learning are identified early, allowing for timely support to be provided. Staff support needs that range from special educational needs and/or disabilities, such as dyslexia, to financial difficulties faced by disadvantaged learners. Leaders recognise the financial barriers that many of their learners encounter and therefore design their curriculums thoughtfully to minimise the effects of these barriers. They often provide financial support so that learners can join trips, which give learners a deeper understanding of the industry and access to a range of technical products, not only in the classroom but also at home. This enables learners to continue practising and mastering their newly acquired skills.

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Next steps

• Leaders should ensure that teachers receive training that helps them to improve their teaching skills. • Leaders should accurately analyse the quality of teaching to identify areas where practice can be enhanced. • Leaders should ensure that identified areas for improvement are promptly addressed.

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Team inspectors:

Jaswant Mann, Ofsted Inspector Stuart Collett, His Majesty's Inspector Claire Beaman, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the chief executive officer, senior leaders, governors, teachers, learners, employers and other stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Britasia TV Network Limited is an independent learning provider based in Birmingham. The organisation offers creative Skills Bootcamps across 3 locations, 2 in Birmingham city centre and one in Walsall. The Skills Bootcamps are funded by the West Midlands Combined Authority.

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About this inspection

At the time of inspection, there were 45 learners enrolled in 3 different 12-week Skills Bootcamps. Of these, 24 learners were studying on AI digital media Skills Bootcamps, 15 were undertaking content creation Skills Bootcamps and 6 were enrolled on film and television production Skills Bootcamps.

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About this inspection

All learners are 19 years of age or older.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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