Breakthrough Social Enterprise Limited

Breakthrough Social Enterprise Limited

Address: Better Space, 127 Farringdon Rd, London, EC1R 3DA Unique reference number (URN): 2804858

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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 have a well-established mission of supporting adults with barriers to success, including those with a history of offending, unemployment and disadvantage. They have established a very inclusive culture, where all are welcomed.

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Inclusion Expected standard

Leaders make sure that they understand learners’ needs and circumstances before learners start their training. During enrolment and through initial assessments, staff carefully explore and consider learners' needs, prior attainment and personal circumstances. Leaders have recently broadened the information they gather on learners’ needs and, as a result, they now have a secure understanding and overview of each learners’ needs.

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Inclusion Expected standard

Well-trained staff put in place the practical support and make the reasonable adjustments that learners need. For example, staff adapt learning materials for those with dyslexia, provide learners with access to laptop computers and refer learners to external specialist agencies when needed. They provide additional one-to-one support sessions, including at weekends, when this meets learners’ personal circumstances. These arrangements help learners manage any personal challenges that they face and to continue participating in their training.

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Inclusion Expected standard

Staff frequently monitor and review learners' progress and adapt the support they offer when needs change. This enables learners with a range of needs to engage successfully with their studies and succeed.

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Leadership and governance Expected standard

Leaders successfully recruit learners from communities where there are known needs, such as unemployment, low wages and high levels of deprivation, in line with their vision for a more equitable society.

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Leadership and governance Expected standard

Leaders act thoughtfully and effectively, when making changes to the provision. For example, in response to feedback from learners and the low retention of learners in early cohorts, leaders adapted the timing of the curriculums to make it more easily accessible. Consequently, retention improved and is now high.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the quality of the provision. They take effective action to improve learners’ experience and the outcomes they achieve. For example, they have strengthened the support that learners receive to enable them to gain employment through working with a job brokerage service and increasing the number of employer partnerships.

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Leadership and governance Expected standard

Leaders collaborate well with a range of stakeholders. For example, they work effectively with employers to inform an ambitious and up-to-date artificial intelligence (AI) curriculums. They work with the probation service and charities to support learners from disadvantaged backgrounds to access the AI courses. Leaders ensure that staff receive high-quality training and support, so that they have the necessary skills and expertise for their roles. Staff say that leaders are considerate of their workload and wellbeing.

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Leadership and governance Expected standard

Board members provide suitable advice, guidance and challenge to the chief executive officer and senior leadership team. In response to a gap at governance level, leaders are seeking to recruit a new board member to provide the further education expertise that the board currently lacks.

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Achievement Expected standard

On most Skills Bootcamps, a high proportion of learners complete their training. Of these, most gain employment or become self-employed.

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Achievement Expected standard

Learners develop substantial new knowledge, skills and professional behaviours as they progress through their course. They apply their knowledge and technical skills well to develop their ideas into viable business proposals. Those who gain employment, apply their skills and knowledge effectively in the workplace to improve working practices.

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Achievement Expected standard

As a result of of the support that they receive, learners who speak English as an additional language successfully develop their spoken English. They complete presentations and take part in discussions and mock interviews, where they practise answering questions using correct vocabulary and technical language.

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Achievement Expected standard

Most learners produce work that is of a high standard. Learners' work shows their secure understanding and competent application of artificial intelligence and digital skills. Many learners make significant progress from low starting points, developing the confidence and the technical skills they need for their next steps.

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Curriculum and teaching Expected standard

Leaders have a sound understanding of the quality of the curriculum, teaching and training. They have developed an ambitious curriculum that is aligned well to artificial intelligence (AI) skills that are in demand across different sectors. Employers contribute to curriculum design and teaching well. They provide feedback on curriculum content, co-design employability workshops, take part in webinars and contribute as guest speakers. Leaders ensure that the curriculum is logically sequenced. This enables learners, including those with barriers to learning, to build their foundation AI knowledge and confidence well before applying this during increasingly complex tasks, such as building AI agents and chatbots.

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Curriculum and teaching Expected standard

Staff have expert subject knowledge and teach learners effectively. They use their expertise well to teach learners the technical skills and knowledge they need. They skilfully explain topics, demonstrate how AI tools work and give step-by-step instructions so that learners can apply their learning effectively during practical tasks. For example, learners apply their learning to generate AI videos and create landing pages.

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Curriculum and teaching Expected standard

Typically, staff assess learners’ knowledge and understanding suitably through effective questioning and practical tasks. They identify misconceptions well through, for example, checking and responding promptly to learners' written responses in online chats. A few learners, however, feel overwhelmed by the pace and technical content of lessons and find it hard to keep up. Staff do not consistently check to make sure that learners understand what is being taught.

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Curriculum and teaching Expected standard

Staff provide clear, developmental written and oral feedback to learners on their assignments and completed work. Consequently, learners know how to refine and improve their work.

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Participation and development Expected standard

Learners value highly the support and the time that facilitators and coaches give them and feel that staff genuinely care. Tutors are patient and approachable. This helps learners feel comfortable to ask questions, take part in online sessions and ask for extra help if needed.

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Participation and development Expected standard

Staff provide learners with comprehensive careers information, advice and guidance. Learners benefit from frequent talks from industry professionals and employers. They attend career insight days led by employers and visit job fairs. Staff provide learners with support to search for jobs, develop their CVs, create professional profiles, complete job applications and prepare for job interviews.

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Participation and development Expected standard

Staff support learners to understand the importance of fundamental British values and to celebrate diversity. They encourage learners to consider different perspectives and develop their own critical thinking. Staff encourage learners to share their views. This helps learners to develop their awareness of and respect for the views and experiences of others.

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Participation and development Expected standard

Learners know how to keep themselves safe and who to turn to if they have a concern. Staff inform learners about the dangers of radicalisation and extremism. However, a few learners do not have a clear understanding of how these topics relate to their work or lives.

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

When learners start their training, they join a caring and supportive community, where staff understand their individual needs and circumstances well. Learners develop a great sense of belonging because staff provide effective support that helps them progress well towards meeting their goals and aspirations. Learners enjoy their studies and would recommend to others to join the Breakthrough community.

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

Learners participate in respectful, calm and purposeful online learning sessions. Staff encourage open discussions and ensure that everyone’s views are heard and respected. Learners participate in debates and discussions about the impact of artificial intelligence (AI) on society, which encourages them to consider different perspectives to their own.

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

Learners, many of whom face multiple barriers to success, benefit from access to a broad range of support and guidance that meets their wellbeing and wider needs. For example, learners access helpful online resources and services, such as benefits and housing advice, mental health support and legal advice in their local areas.

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

Throughout their training, learners build their confidence well. They form friendships and grow their social and professional networks through taking part in a wide range of additional activities, such as webinars, competitions and joining online communities. Learners are motivated to achieve their goals and put into practice the new skills and knowledge they acquire.

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

Learners, many of whom start their training with limited experience of AI, develop new skills and knowledge quickly. Staff equip learners well with the skills and qualities they need to succeed in the job market and in their personal lives. Learners develop the skills to apply AI tools independently in practical and work-related contexts. They develop broader personal and professional skills, such as communication, resilience and digital literacy.

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Next steps

Leaders should ensure that staff consistently check that learners understand what they are being taught. Leaders should ensure that there is sufficient expertise at board level to provide leaders with well-informed challenge and support. Leaders should ensure that staff teach learners effectively about the dangers of radicalisation and extremism.

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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 leaders, staff and learners during the inspection.

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About this inspection

Breakthrough Social Enterprise Limited started offering Skills Bootcamps in 2024. It delivers

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Team inspectors:

Pamela Wallace, Ofsted Inspector Saher Nijabat, His Majesty's 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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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

training on behalf of the combined authorities of Norfolk and Suffolk and Hampshire. It offers Skills Bootcamps for adult learners in artificial intelligence skills for business administration, management, leadership and creativity and in leadership and management. All training is completed online over either a 4- or 10-week period.

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Needs attention

Since the new provider monitoring visit in December 2024, the number of learners has grown substantially. At the time of the inspection, there were 382 learners either in training or receiving ongoing support to gain employment.

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Needs attention

CEO: Sobanan Narenthiran 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.

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Urgent improvement

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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