Step8Up Ltd

Step8Up Ltd

Address: Office 3, Unit 6, First Floor, Stanhope Gate, Stanhope Road, Camberley, GU15 3DW Unique reference number (URN): 2814686

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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 developed a positive environment that is focused on supporting learners’ needs. They are quick to recognise and overcome any challenges that learners face in accessing learning, such as providing the technology needed to participate in online teaching. Learners report feeling welcome and valued at the provider.

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Inclusion Expected standard

Leaders implement appropriate processes to identify learners’ support needs accurately, particularly for those with a recognised learning difficulty and/or disability. They discuss these needs with learners and, where appropriate, develop support plans that ensure learners receive the help that they require to overcome barriers to learning. Leaders generally review the support provided and, where appropriate, adapt it to ensure that it remains suitable. They have started to consider whether learners are entitled to wider assistance, such as financial support. However, it is too early to see the full impact of this work.

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Inclusion Expected standard

Leaders and managers work successfully with employers to ensure that learners who move into employment at the end of their training are well supported. They carefully match learners to employers who can meet their needs. For example, they ensure that employers understand the support that a neurodivergent learner needs to be successful at work.

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Leadership and governance Expected standard

Leaders are aware of what they do well and what they need to do to improve. The local authorities that partner with the provider review the quality of teaching and closely monitor the performance and outcomes of the Skills Bootcamps. Through regular contract meetings, they hold leaders to account against key performance indicators and support improvements.

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Leadership and governance Expected standard

Leaders and governors are clear about the organisation’s purpose in supporting individuals to gain the skills that they require to move into sustained careers. They have developed a digital curriculum that aligns closely with regional skills needs. The content taught is continually reviewed with stakeholders and adapted to remain relevant, such as through the inclusion of artificial intelligence and the use of industry-recognised software.

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Leadership and governance Expected standard

Leaders and governors are focused on meeting the needs of the learners who they serve. They provide opportunities for learners to promote the new skills that they develop directly to employers. This results in learners being able to access opportunities quickly and progress in their careers.

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Leadership and governance Expected standard

Staff highly value working at the provider and report being well supported by leaders. They typically complete useful professional development, such as teacher training and technical updating, to ensure that they know how best to support learners in learning key concepts in project management and web development. However, training is not routinely tailored to areas identified for improvement through quality assurance processes.

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Achievement Expected standard

Learners make appropriate progress from their starting points. They value their new learning, and nearly all achieve their British Computing Society qualification.

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Achievement Expected standard

The work that learners produce is at least of the standard expected, and in many cases exceeds it. Learners apply their knowledge confidently and competently, such as by utilising project management tools to manage workplace renovations successfully. Others effectively develop websites with embedded links and unique features.

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Achievement Expected standard

Teachers help learners to develop the English, mathematical and digital skills that they need for the jobs and industries which they aspire to enter. Learners enhance their communication skills and confidence in public speaking while pitching their projects to industry professionals.

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Achievement Expected standard

Generally, learners, including those who are disadvantaged, complete all anticipated milestones of their Skills Bootcamps. They typically achieve their ambitions of securing employment, gaining promotions at work or accessing previously unattainable contracts as a consequence of the new skills that they develop.

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Curriculum and teaching Expected standard

Leaders generally have an accurate understanding of the quality of teaching. Where they recognise areas for improvement, they implement changes to bring about positive change, such as supporting staff to develop their online teaching strategies to increase learner interaction.

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Curriculum and teaching Expected standard

Leaders have developed Skills Bootcamps that enable learners to gain the skills they require in project management and web development. They sequence the curriculum logically so that learners build knowledge and skills securely. Learners study a range of different project management frameworks, such as Scrum, Kanban, and Agile principles and approaches, before utilising these methodologies to complete projects.

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Curriculum and teaching Expected standard

Teachers are well qualified and are industry experts in the subjects they teach. They use their knowledge well to explain key concepts effectively. For example, they explain modularising functions when programming to enable web developers to read, maintain and modify code with ease. Teachers generally use appropriate strategies to check learners’ understanding and help them remember what they have learned. They provide learners with effective feedback on what they are doing well and what they need to do to improve. Learners value the group feedback sessions, where they learn well from one another and use this knowledge to inform their presentations. Learners demonstrate secure knowledge of what they have learned previously.

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Participation and development Expected standard

Leaders set clear expectations for conduct, attendance and participation in online lessons from the start of the course. These include the importance of respecting others’ opinions, maintaining professionalism and actively participating in lessons. Learners fulfil these expectations well, and their attendance is high. When learners do not attend, staff quickly identify the reasons for this. Staff provide resources and additional sessions to help learners catch up on missed learning. Leaders do not tolerate inappropriate behaviour, such as bullying. They make their expectations clear to learners through the learner handbook, and these are reinforced in each session. Learners know how to report concerns should they arise.

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Participation and development Expected standard

Learners typically develop their understanding of British values and the importance of equality, and diversity. They learn how these topics relate to their roles. For example, they consider service users' different needs well in the design of websites and applications.

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Participation and development Expected standard

Learners receive coherent careers advice and guidance throughout the curriculum. Guest speakers and recruitment consultants provide effective interview coaching and preparation skills. Staff provide learners with a range of high-quality resources which include useful information, such as how to create a professional social media profile. Learners prepare well for employment and career development.

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

Learners benefit from welcoming online learning environments. They are respectful, pay attention, and contribute well to learning and discussions. They demonstrate the positive values that staff set out in the expectations for each session.

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

Learners feel well supported by staff at the provider. They attend sessions in which they talk about their lives, share their ambitions and discuss topics that they are passionate about or that are important to them. Learners build a sense of belonging and feel part of a community that is highly valued by those who are re-engaging with education.

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

Learners recognise how the skills that they develop support them in achieving their goals. They benefit from completing qualifications and gaining professional accreditation that validates their new knowledge. Learners develop skills in teamwork, communication and leadership, as well as the technical skills that they need. They are more confident in their abilities as a result of their learning. Employers value highly the skills that learners develop and the positive impact that they have on their businesses.

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Lead inspector:

Richard Kirkham, His Majesty's Inspector

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Team inspectors:

Emma Barrett-Peel, Ofsted Inspector Mark Hillman, His Majesty's Inspector Learners develop their understanding of important topics such as mental and physical health. For example, in software development, learners learn about and use a growth mindset, in which they reframe errors as learning points. This builds resilience and promotes mental wellbeing. Learners generally understand the risks associated with radicalisation and extremism and how to stay safe, including when online. They discuss these important themes at the start of sessions, ensuring that the topics remain at the forefront of learners’ minds and that learners know how to access support if required.

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Next steps

Leaders should ensure that staff benefit from tailored professional development, so that learners consistently receive expert teaching. Leaders need to continue to improve learner outcomes that lead to sustained employment. Leaders should continue to strengthen strategies that reduce barriers to learning and improve learners’ experiences.

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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 governors, directors, leaders, staff, learners and employers during the inspection.

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About this inspection

Step8Up Ltd is an independent learning provider based in Camberley, Surrey. It offers Skills Bootcamps in partnership with Hampshire County Council and West Sussex County Council. At the time of the inspection, there were 62 adult learners in training. Of these, 44 were studying web development at level 4, and 18 were studying project management at level 3.

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About this inspection

Co-directors: Jeev Sahoo and Pallavi Sahoo

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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

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. 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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