MICHAEL STREETE FOUNDATION T/A MSFDN

MICHAEL STREETE FOUNDATION T/A MSFDN

Address: 48 Collier Street, London, N1 9QZ Unique reference number (URN): 2765323

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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 and staff are passionate about supporting learners who face barriers to learning and in their personal lives. They focus on improving the life chances and progression of learners from diverse backgrounds. Leaders identify learners’ individual barriers quickly at the start of the programme and communicate these well to tutors. Learners thrive because of the effective support they receive.

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Inclusion Expected standard

Most learners with identified barriers have support plans. Support is responsive and personalised. Learners with chronic health conditions access learning from home when unwell. Staff check-in frequently with learners who experience anxiety or are at risk of disengaging.

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Inclusion Expected standard

Leaders provide IT support to learners with limited access. Support tutors attend all teaching sessions to identify any learners who struggle with motivation and engagement. Leaders provide a confidential ‘weseeyou’ email address as an additional route for learners to seek extra help.

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Inclusion Expected standard

Staff receive professional development to increase their understanding of mental health and neurodiversity. This helps them review and adapt support for learners as necessary and has contributed to positive outcomes for care-experienced learners and those with barriers to learning and personal challenges. However, leaders do not report and analyse sufficiently the different groups of learners they work with to inform their inclusion strategy precisely.

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Leadership and governance Expected standard

Leaders have a clear vision and mission to equip learners with professional, creative and entrepreneurial skills, resources and opportunities in the creative and cultural sector. They are ambitious for their learners to achieve their personal and professional goals. Leaders make decisions in learners’ best interests. For example, investing in new premises, including a creative studio where learners practise and apply their skills.

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Leadership and governance Expected standard

Leaders know their provision well and respond positively to areas for improvement. They have recently strengthened the board of trustees. The board includes trustees with relevant education and employer engagement expertise. Trustees understand their roles and provide appropriate challenge. This includes identifying the need for clearer collation and use of data to strengthen strategic oversight of quality.

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Leadership and governance Expected standard

Leaders use a range of useful activities to check the quality of the curriculum. They respond quickly to learners’ and tutors’ feedback about teaching and resources. Leaders check the quality of teaching across the provision. However, the feedback they give to tutors to make improvements occasionally does not result in personalised development actions to improve tutors' teaching skills.

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Leadership and governance Expected standard

Staff benefit from a range of mostly well-planned professional development. This includes apprenticeship opportunities and frequent tutor development meetings. Leaders recognise that tutors would benefit from further development in accredited teaching and assessment skills. Staff feel well supported and valued. Leaders bring in additional expertise and support during busy periods.

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Leadership and governance Expected standard

Leaders have established positive relationships with employers and stakeholders. Small businesses interview learners for realistic employment and freelance opportunities. Employers value the provider’s responsiveness.

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Achievement Expected standard

A high proportion of learners complete their learning. Learners with barriers to their learning achieve well and in line with their peers.

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Achievement Expected standard

Learners make sustained progress from often low starting points. They quickly gain a broad range of digital marketing and content creation skills. This includes application-based editing, social media planning, content scheduling and website analytics. They gain relevant practical skills, such as producing podcasts.

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Achievement Expected standard

Learners strengthen their transferable skills. They gain confidence in communication, presentation and interview techniques. Most learners produce high-quality portfolios, CVs and promotional videos. Learners develop their English and mathematical skills through writing and analytics activities.

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Achievement Expected standard

Learners are well prepared for their next steps. They practise their interview techniques, develop professional portfolios and their personal brands. Many secure positive destinations, such as employment, apprenticeships, freelance contracts and further training. Some learners have gained freelance work with local businesses and internships in media roles.

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Curriculum and teaching Expected standard

Leaders have designed a relevant curriculum offer around the needs of local employers. This is to prepare learners for employed and freelance digital marketing roles in the creative industry. Leaders sequence the Skills Bootcamp curriculum sensibly so that learners gain foundational technical and analytical knowledge before they apply it through project-based work. Leaders include guest speakers to enhance the content, such as social media marketing specialists discussing influencer campaigns. This helps learners understand the practicalities of campaigns and consolidate their learning about user-generated content.

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Curriculum and teaching Expected standard

Tutors teach effectively in online sessions. They carefully plan to introduce technical theory before learners apply this in practical activities. For example, learners learn about software tools that build and manage websites easily before they plan and design their own landing pages. Tutors demonstrate strong industry and technical knowledge. They explain different web design approaches effectively. This helps learners recall their learning and use specialist terminology confidently and accurately.

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Curriculum and teaching Expected standard

Leaders ensure tutors use high-quality resources, which include professional slide decks and task booklets. These support learners to practise their skills in sessions and work independently.

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Curriculum and teaching Expected standard

Assessment is generally effective and helps most learners consolidate their learning. Tutors use questioning, chat functions and visits to breakout rooms to check learners’ understanding. However, tutors do not routinely check that all learners grasp concepts, particularly those that find the content challenging. Tutors sometimes rely too heavily on individuals asking for help. Tutors give learners developmental oral feedback that helps them improve their practical skills. Learners develop skills to give and receive creative criticism. For example, they present graphic design or content work to peers and use feedback to refine their products.

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Participation and development Expected standard

Leaders and staff provide learners with a tailored programme of careers advice and guidance. Learners understand the range of job roles and self-employment opportunities available to them and receive extensive support to prepare for their next steps. Staff help learners create a professional portfolio that outlines their skills and experiences. They help learners who want to be self-employed understand how to market themselves on appropriate social media platforms.

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Participation and development Expected standard

Leaders and staff provide learners with a broad range of activities to develop their wider skills. This includes study and organisational skills and training on public speaking and interview preparation. Employers speak highly of how well learners are prepared for their interviews. Learners take part with enthusiasm and confidence. They have positive and professional attitudes.

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Participation and development Expected standard

Leaders have high expectations of learners’ professional behaviours. They encourage learners to have self-belief and to take control of their actions. Staff promote the importance of attendance and punctuality. They keep a close eye on learners’ attendance and take effective actions to identify those who may disengage. Most learners’ attendance is high.

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Participation and development Expected standard

Leaders have created a range of appropriate resources to promote and teach topics, such as the dangers of social media, fundamental British values and how to stay safe and mentally well.

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

Learners enjoy a positive and supportive experience at Michael Streete Foundation (MSFDN). Many learners arrive feeling shy, lacking confidence or facing barriers that have previously affected their education and employment. Staff quickly get to know learners as individuals, help to build their resilience and recognise their own potential. Learners say that staff genuinely believe in their ambitions and that joining the course has been a real turning point in their lives.

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

Learners say staff respect their cultural identities, individual characteristics and there is no sense of hierarchy. Staff focus on developing learners' talent and commitment so that they thrive and achieve. Staff create a safe, respectful and judgement-free environment. They use inclusive language and recognise learners’ challenges such as neurodiversity, financial hardship, mental health difficulties and caring responsibilities.

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

Learners benefit from knowledgeable tutors and high-quality facilities and resources. This helps them develop practical skills in website development, analytics, digital marketing, filming, art direction and creating short-form content. Learners use studio space, cameras and specialist software to give them an experience that reflects the expectations of real clients. Tutors share valuable industry knowledge which helps learners understand different working patterns and produce high-quality content.

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

Learners clearly enjoy being part of the MSFDN community. They make friends, encourage one another and stay motivated. They are focused on improving their skills and prospects. Additional support, such as public speaking sessions, helps learners overcome shyness and feel more confident at interviews and when meeting clients.

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

Staff tailor support when learners face difficulties. For example, wellbeing tutors adapt timetables and curriculum requirements for learners who experience ill-health or have childcare commitments. Learners feel seen, heard and well supported. Most complete their course and progress to interviews or freelance opportunities. Learners leave MSFDN with greater confidence, stronger skills and a much more positive view of their future.

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Next steps

Leaders should ensure their quality assurance activities lead to individualised development for tutors to further improve their teaching skills. Leaders should ensure that tutors consistently check learners' understanding before they move on to other topics. Leaders should produce and closely analyse data to inform and strengthen their inclusion strategy and strategic oversight of the provision.

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Team inspectors:

Claudia Harrison, His Majesty's Inspector Christina Christou, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 11 August 2026

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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 trustees, leaders, managers, tutors, adult learners, apprentices and employer partners during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: Michael Streete Foundation (MSFDN) is a charity that aims to support disadvantaged young people and adults to develop their talents and interests in the creative industries. MSFDN is based in south east London. Leaders began teaching apprenticeships in May 2023 and skills Bootcamps in December 2025. At the time of the inspection, MSFDN were supporting 58 adult learners at the end of their digital marketing Skills Bootcamp.

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About this inspection

There were fewer than 5 apprentices completing their final assessments. Therefore, this provision was not graded at this inspection.

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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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.

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Urgent improvement

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Urgent improvement

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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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