ESTU Global Ltd

ESTU Global Ltd

Address: WeWork, 120 Moorgate, London, EC2M 6UR Unique reference number (URN): 2772957

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Strong standard

Leaders have created a highly welcoming and inclusive culture with high expectations for all learners and apprentices. They are committed to reducing barriers so that all learners and apprentices make great strides in their careers. Leaders review and adapt their strategies very effectively to meet the needs of different groups.

p.2

Inclusion Strong standard

Before learners and apprentices start their courses, staff get to know them very well to make sure that the course and available support is precisely right for them. Staff discuss thoroughly with learners and apprentices any barriers that they face. Knowledgeable and well-trained staff swiftly put in place helpful support strategies for learners and apprentices that meet their individual needs. For example, they make adjustments for those with special educational needs and/or disabilities, put in place mental health support those who face barriers in their personal lives and provide academic writing support for those who have been out of education for a long time.

p.2

Inclusion Strong standard

Staff frequently check on learners’ and apprentices’ wellbeing. They monitor their progress very closely. Where relevant, staff reduce support over time as learners and apprentices work more independently. Learners and apprentices who face barriers to learning produce work and achieve at the same high level as their peers.

p.2

Leadership and governance Strong standard

Leaders focus relentlessly on improving the experience of learners and apprentices. They care deeply about them. Leaders’ sector expertise and purposeful work with employers, industry specialists and other stakeholders means that they understand the aims and demands of the organisations with which they work. They use their industry knowledge and links extremely well to co-design course content that has a markedly positive impact on the learners, apprentices and businesses they work with.

p.2

Leadership and governance Strong standard

Leaders set a culture of support and improvement. They have taken swift action since the new provider monitoring visit to skilfully embed British values throughout the curriculums. Leaders and governors monitor the quality of training closely and understand very well the strengths and weaknesses of the provision.

p.2

Leadership and governance Strong standard

Staff at all levels are committed to the organisation's strategic priorities and to providing high-quality learning experiences for all. Leaders are proud of the development of their own staff. They have invested in highly knowledgeable teaching staff who are industry practitioners and in resources and training to help staff support learners and apprentices who face barriers to learning. Leaders have carefully curated training and pathways to help staff improve and take steps towards more senior roles. Staff feel valued and supported. They appreciate how leaders consider their workload and teaching schedule to support their wellbeing.

p.2

Achievement Strong standard

Learners on Skills Bootcamps consistently achieve very well, including those with additional support needs. A very high proportion of learners go on to positive destinations. Those who are unemployed or who want to become self-employed gain employment or are successful in starting their own businesses. Employed learners develop systems and products that have a demonstrable impact on their organisations or businesses. Of the learners who choose to take additional management qualifications, all achieve these.

p.3

Achievement Strong standard

Learners make significant progress during their time on the Skills Bootcamps. They develop a secure knowledge of a range of concepts and tools. Those on the customer success Skills Bootcamp have made significant operational efficiencies as a result of their learning.

p.3

Achievement Strong standard

Learners complete work to a very high standard and are well equipped for their next steps. Those studying artificial intelligence develop industry-standard minimum viable products during their course, which they plan to pilot in order to gain seed funding.

p.3

Curriculum and teaching Strong standard

Leaders and managers work in close partnership with industry employers, academics and the local authority to co-design consistently high-quality Skills Bootcamp courses. They are alert to rapid changes in technology and continuously review and update their courses to make improvements. They enable learners to acquire quickly the skills that they need and that employers want. For example, on the operationalising artificial intelligence (AI) course, learners gain practical skills to enhance business processes and systems ethically. Leaders also offer learners an additional recognised management qualification.

p.3

Curriculum and teaching Strong standard

Expert tutors carefully select and skilfully use a range of activities to teach learners new topics and concepts. They use clear demonstrations supported by examples from their experience in industry. They use highly effective questioning to provoke thoughtful discussions and give learners time to explore AI tools and techniques.

p.3

Curriculum and teaching Strong standard

Tutors use a range of approaches effectively both during and after lessons to check learners' understanding thoroughly. When learners are not confident on topics, they receive additional guidance and support to dispel any misconceptions they may have. Tutors provide learners with extensive and useful feedback on their written assignments and diligently follow up to make sure that learners’ knowledge is secure and that their work meets the high standards expected. Tutors ensure that the curriculum is fully accessible and make thoughtful adaptations to meet the needs of learners. Tutors and managers go above and beyond in giving tailored support and advice to learners. They ensure that learning resources are accessible for learners who have dyslexia and that training environments are set up to meet the needs of those with physical disabilities.

p.3

Participation and development Strong standard

Leaders have skilfully designed the curriculum to meet the wider development needs of learners. They work closely with Jobcentre Plus staff at Hertfordshire County Council to support any unemployed learners into work. Where learners are self-employed, staff help them apply for grants to grow their businesses. Staff provide interview training to improve learners’ confidence and, for those who are employed, to apply for promotion.

p.4

Participation and development Strong standard

Staff integrate careers education into Skills Bootcamps highly effectively. Leaders provide a useful resource bank of careers information which meets the needs of learners from a diverse range of backgrounds. All learners receive information on further training that would benefit them, based on their individual needs. Consequently, learners clearly understand their career pathways and the steps that they need to take achieve them.

p.4

Participation and development Strong standard

Leaders have created a culture where learners with different needs and from different backgrounds are all recognised as valued and respected professionals. Staff continuously promote citizenship, equality and diversity through newsletters and discussions and raise awareness of opportunities to contribute to their communities. Often, the objectives of learners’ projects are to improve the experience of their colleagues or customers. Learners are highly motivated and committed to making ethical improvements to the businesses in which they work. Tutors skilfully embed British values topics into each lesson. Consequently, learners have a thorough understanding of these values.

p.4

Achievement Strong standard

Apprentices, many of whom begin their training with a very limited understanding of service design, make rapid and sustained progress. They quickly gain a detailed understanding of a range of tools and theories. They consistently produce high-quality academic work and complete highly valuable projects that make demonstrable improvements in their

p.4

Expected standard

workplaces, including saving time and costs and improving customers' experience. Employers value the professional behaviours that apprentices develop, such as working ethically and with integrity and being inquisitive.

p.5

Expected standard

Apprentices consistently achieve their targets. Retention across the range of apprenticeship cohorts is high. Although no apprentices have completed their final assessments yet, most are on track to achieve their apprenticeship.

p.5

Expected standard

Most apprentices have high levels of English and mathematical skills. They continue to develop and apply these skills very well during their training. For example, they improve their academic writing and communication skills and use statistical diagrams to demonstrate their research, analysis and critical thinking.

p.5

Curriculum and teaching Strong standard

Leaders carefully plan, sequence and implement an ambitious curriculum. They design the curriculum to ensure that it mirrors the expectations of employers. Leaders enhance the curriculum with additional qualifications in professional management and leadership practice and a communication course to help build apprentices' confidence, resilience and influencing skills.

p.5

Curriculum and teaching Strong standard

Leaders expertly collaborate with employers to design and adapt the curriculum to meet employers’ specific requirements and expectations. For example, they adapt training and content to align with and complement the training that employers provide to apprentices.

p.5

Curriculum and teaching Strong standard

Tutors and skills coaches have expert knowledge and experience in leadership and change management. They skilfully introduce new topics. They give clear explanations of complex topics such as change and leadership models. They relate models, such as the Lencioni model, to real-life scenarios to discuss well-constructed and dysfunctional teams. They consistently encourage apprentices to self-reflect on their own leadership styles and techniques and pose thought-provoking questions for reflective discussion.

p.5

Curriculum and teaching Strong standard

Coaches check apprentices’ knowledge and application thoroughly through highly relevant workplace projects. They increase the length and complexity of projects over time to ensure that apprentices are well prepared for their final assessments. Coaches facilitate very effective discussions at progress reviews and align on-and off-the-job training very well.

p.5

Curriculum and teaching Strong standard

Tutors and skills coaches provide very clear and helpful feedback to apprentices. They give apprentices clear direction and actions to aim for distinction criteria. Apprentices respond well to feedback and readily resubmit work that meets these high standards.

p.5

Participation and development Expected standard

Apprentices are highly motivated and positive about their learning and work. Leaders and employers have high expectations about apprentices’ professional behaviours and attendance to work and training. Most apprentices have high attendance.

p.5

Participation and development Expected standard

Apprentices grow significantly in confidence, particularly because of the communication training that they receive. They gain confidence to present to large audiences and to use breathing techniques, body language and pauses effectively to interact with their teams and establish status with stakeholders.

p.6

Participation and development Expected standard

Leaders have considered carefully the wider knowledge and skills that apprentices need in the context of their job role. They offer useful additional masterclasses to broaden apprentices’ knowledge in topics such as AI, sustainability and empathy.

p.6

Participation and development Expected standard

Leaders, tutors and skills coaches embed topics such as British values effectively throughout the curriculum. Apprentices consider diversity and their own bias when designing a service. They have a secure knowledge about ethics, respect and tolerance in the context of their work.

p.6

Participation and development Expected standard

Most apprentices have useful discussions about their next steps. They are aware of the pathways open to them and how their apprenticeship can help them progress with their employer. Most enjoy listening to guest speakers where they hear from successful leaders about their career pathways. However, a few have not had tailored and structured information or advice or have detailed knowledge of their potential options once they complete their training.

p.6

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

Learners and apprentices have a consistently positive learning experience at ESTU Global. Through studying the rich and well-informed curriculums, they rapidly gain useful knowledge, skills and industry insight to meets their goals. A very high proportion of learners on Skills Bootcamps gain additional responsibilities at work, become self-employed or develop their business. Service design apprentices become adept at problem-solving and designing innovative products, approaches and processes, applying their understanding of change management. A very high proportion complete their training.

p.6

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

Learners on Skills Bootcamps gain significant new knowledge. They learn to use artificial intelligence (AI) tools and apply these at work to improve their productivity notably. Apprentices develop their leadership skills extremely well. They reflect on their own leadership style and adapt the ways that they work to improve the performance of their teams.

p.6

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

Learners and apprentices benefit highly from learning from expert tutors who work in industry. They are highly motivated by the enthusiasm that staff have to help businesses run more effectively. Learners and apprentices gain significant confidence through highly effective additional communication training. This helps them to build rapport and connections with other professionals and present ideas to audiences confidently when implementing business improvements.

p.6

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

Learners and apprentices receive extensive support from staff who care about them. When they do not feel confident about a topic, they receive very effective additional support.

p.6

Lead inspector:

Rebecca Jennings, His Majesty's Inspector

p.7

Team inspectors:

Steve Lambert, His Majesty's Inspector Jane Hughes, His Majesty's Inspector Apprentices who experience ‘imposter syndrome’ state how their coaches have helped them to explore this and give them the confidence to believe in themselves. Consequently, learners and apprentices feel valued, listened to and cared for.

p.7

Team inspectors:

Staff teach learners and apprentices to work with integrity and be conscious and curious about society. For example, they teach learners and apprentices about the ethics of AI, sustainability and to consider British values thoughtfully. For example, learners and apprentices consider the different needs, views and preferences of service users when planning their projects.

p.7

Next steps

Leaders should fully embed careers information advice and guidance throughout the apprenticeship programme, so that apprentices are clear about the range of opportunities available to them and the steps that they need to take to reach their career goals.

p.7

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.

p.7

About this inspection

Inspectors spoke with learners, apprentices, tutors, coaches, learning partners, managers, leaders and governors during the inspection.

p.7

About this inspection

The inspector(s) confirmed the following information about the provider:

p.7

About this inspection

ESTU Global Limited is an independent learning provider located in London. It provides Skills Bootcamps in Hertfordshire in business innovation and artificial intelligence and apprenticeships in service design. Both types of provision are taught through a mixture of online and face-to-face sessions. At the time of the inspection, there were 87 learners on Skills Bootcamps in business and artificial intelligence. There were 80 apprentices on the level 6 service designer standard, 23 of whom were at the stage of completing their final assessments.

p.7

About this inspection

Chief Executive Officer: Simon Littlewood

p.7

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.

p.8

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.9

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.

p.9

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9