Where can Scunthorpe learners find the best vibe coding and AI agents classes?
Scunthorpe's built-up area held 81,265 people at the 2021 census, according to the ONS, in a North Lincolnshire of 169,680 that also takes in Brigg and Winterton; Ashby, Bottesford, Frodingham, Crosby and Yaddlethorpe are among Scunthorpe's recorded suburbs. Children from six, teenagers and adults up to 67 across the area learn vibe coding, AI agents, Python, coding and maths on camera with our tutors in India, either on their own or in a class of five to ten at one stage. Thinking skills come ahead of tools, so an agent's output is something the learner checks, not simply accepts. We give the first lesson free and finish it with a course recommendation. The Scunthorpe project looks at the moment an AI agent receives data from a tool, and at everything that can be wrong with it. Continuing lessons are USD 100 monthly in a class or USD 150 monthly one-to-one.
AI agents are useful because they call tools: they look things up, fetch data and then act on what comes back. The weak point is that last step. This project plays the part of an agent asked about traffic around Scunthorpe. It calls the Department for Transport's public road traffic API, receives 1,844 records for North Lincolnshire going back to 2000, and then does what a careful agent must do before answering anything: checks every record against what it expected. Numbers arrive as text, almost a quarter of the road details are missing, and hundreds of totals do not quite add up. None of that is an error by the data provider. All of it would trip up an agent that trusted the data blindly.
Facts last verified 29 September 2026. Teaching is online; no Scunthorpe branch is claimed.
Four starting points arranged by age, each opening with a live lesson that costs nothing and needs no card to book.

The how-to-think programme: checking information, spotting odd values and asking where a number came from.
See the syllabus
Scratch projects, then apps created by describing them to an AI and testing each part.
See the syllabus
Python and web projects built with AI, including this traffic data checker.
See the syllabus
Agents, tool calls, structured output and the checks that keep them honest.
See the syllabusBrowse the course atlas for more than one hundred options and use the coding roadmap to check prerequisites.
The four we are known for
These run underneath everything above. Every one is live and online, placed by ability rather than by age, and the first class is free.

Python, web and AI projects where the learner still owns the thinking.
See the syllabus
Automate the work you already do, then let AI carry part of it.
See the syllabus
Train a model, read what it learned, and be able to say why it is wrong.
See the syllabus
Run AI coding agents on real work without losing control of the codebase.
See the syllabusONS 2021 census counts for three built-up areas in North Lincolnshire, and the suburbs recorded in Scunthorpe.
| Built-up area | People (2021) |
|---|---|
| Scunthorpe | 81,265 |
| Brigg | 5,635 |
| Winterton | 4,765 |
The ONS publishes each of these separately, so they appear here unadded; North Lincolnshire's total of 169,680 comes from its own census table. Ashby, Bottesford, Frodingham, Crosby, Old Brumby, New Brumby, Westcliff, Riddings and Yaddlethorpe are recorded as suburban areas and Burringham as a village. Schools teach England's national curriculum; send your holiday dates and we will leave those weeks lesson-free.
Wider options are on coding classes in Lincolnshire and Yorkshire and the Humber. Why every course puts reasoning before prompting is set out on learn to think, not just use AI tools.
Fetch the records, write down what you expect them to look like, and count every place the data disagrees.
The learner writes a small Python "tool" of the kind an AI agent would call: it asks the Department for Transport's road traffic API for every average daily flow record in North Lincolnshire, following the pages politely. Eight requests return 1,844 records covering 154 counting points from 2000 to 2025. One of them is the A18 between the Scotter Road roundabout and the A159, where 15,374 motor vehicles a day were counted in 2024. Before answering any question, the learner writes a schema: a description of what each field should be, such as "latitude is a number", "the vehicle types add up to the total" and "every record says whether it was counted or estimated". Then every record is checked.
| Check | Result |
|---|---|
| Latitude and longitude supplied as numbers | No: text in all 1,844 records |
| Road-link length and junction names present | Missing in 436 records |
| Vehicle types add up to the all-vehicles total | Off in 462 records, by one or two vehicles |
| HGV classes add up to the HGV total | Off in 464 records |
| Records estimated rather than counted | 1,078 of 1,844 |
| Counting points never counted at all | 5 of 154 |
Each finding is a trap for an agent. Because the coordinates arrive as text, adding two of them with a plus sign in Python joins them into nonsense, "53.5494299853.54942998", instead of adding the numbers; the fix is to convert types deliberately, straight after the tool call. Missing link lengths mean any "traffic per kilometre" answer has to leave out almost a quarter of the records, or say that it cannot answer. The totals that are one or two vehicles out look like mistakes but are consistent with each figure being rounded separately, so a sensible agent reports the published total rather than "correcting" it by adding up the parts.
The last check matters most for honesty. The field "estimation_method" shows that 1,078 records, 58%, are estimates rather than counts, and the most common detail is "Estimated using AADF from previous year on this link", which appears 1,050 times. In 2025, 23 records were counted and 44 estimated. An agent that reports "the A18 carries 15,374 vehicles a day" should add that this was a counted figure; for most other roads, the same kind of number is an estimate built from an earlier year.
Check a printed table for gaps and odd entries, and explain what each problem could lead to.
Fetch the traffic records in Python, convert the text numbers and count the missing values.
Write a full schema, validate every record and design how an agent should report each problem.
Traffic records come from the Department for Transport road traffic statistics service, and the census counts from the ONS. The schema, the checks and every count in the table are our own work; none of the findings is a criticism of the publisher.
Trust in an agent rests on the checks it runs on its tools.
| In the Scunthorpe project | For AI agents in general |
|---|---|
| Coordinates arrived as text | Convert and check types right after every tool call |
| 436 records lacked link details | Handle missing values explicitly, never silently |
| Totals were one or two vehicles out | Know when a mismatch is rounding, not an error |
| 58% of records were estimates | Carry the source and method along with the number |
| A schema caught it all | Validate structured output before acting on it |
Structured output, where a tool or a model returns data in a fixed format such as JSON, is central to how AI agents work, and validating it against a schema is a dependable safety habit in agent design. When Scunthorpe learners vibe code, describing what they want while an AI writes the program, they ask it for a validation step too and then run that step against the real records above. Agents themselves are for older teenagers and adults once Python is comfortable, and Copilot Studio agent lessons are private only. See where agent building fits in our UK courses, and understand the code, don't copy-paste for the habits behind it.
Modern Age Coders is independent of the Department for Transport, the ONS and postcodes.io. We relied only on what they publish openly; any slips in the checking are down to us.
A school year gives a rough starting point, and the trial lesson refines it.
Checking information and asking where a number came from.
Problem Solving and Computational Thinking for KidsScratch Coding for KidsGames and small apps built with AI help and tested by the learner.
Vibe Coding for KidsPython and AI for KidsAPIs, data types and validation alongside GCSE and A level.
Vibe Coding for TeensAI and Machine Learning for TeensTool calling, structured output, validation and guardrails in Python.
Generative AI CoursePython MasterclassAgainst a schema: the right types, no silent gaps, totals that make sense and a clear note of where each number came from.
In Scunthorpe's project those checks found text where numbers were expected in every record, gaps in 436, near-miss totals in about 460 and estimates in 1,078.
Learners who have built the checks themselves insist on them in any agent they design, and read agent answers with the same care.
A Scunthorpe teenager who can make an AI agent check its own data is ready for how software is being built in 2026, and that makes coding well worth learning. The longer argument is in why teenagers should still learn to code in 2026.
A laptop or desktop and a broadband connection that can hold a video call are enough.
Students write, prompt and run each program; the tutor watches their shared screen and keeps asking why.
We watch what the learner can do in the trial and pick topic one from that; exam boards are written down.
Session one is free, and we end it by naming a course.
Each group has five to ten learners from around Britain at one level.
Lessons pause in school holidays.
Tutors adjust for UK clock changes so the lesson time stays put.
Why lessons run online
Five learners at one stage who are all free on one evening seldom live on the same road. Online, they can still learn together.
Scunthorpe learners pay our international rate, as does every country other than India.
A full lesson free at the start, with a suggested course at the end.
About eight live group lessons per month.
About eight live private lessons per month.
We bill in US dollars rather than pounds, and not until the trial has fixed a course and a regular slot. Time away, missed sessions and group-private switches are explained on the pricing page.
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An age or year group plus a hobby is plenty to start with. A trial might be a spot-the-odd-value puzzle, a Scratch game made with AI help, a first Python program, or fetching real data and checking it.
Structured output, the traffic data project, vibe coding and practical details.
The ONS gives 81,265 for the Scunthorpe built-up area at the 2021 census.
They can, over live video, anywhere in North Lincolnshire and at any age from 6 to 67.
Data returned in a fixed, predictable format such as JSON, so a program or agent can check it against a schema before using it.
Learners fetch 1,844 real traffic records for North Lincolnshire from the Department for Transport, validate every one against a schema and decide how an AI agent should report what they find.
Once Python feels natural, often around the late teens or in adulthood; lessons on Copilot Studio agents are one-to-one.
No; every session is taught online.
For GCSE and A level computer science and maths, yes, with understanding as the target and no grade guarantees.
Anywhere between 6 and 67.
Lesson one is free of charge. Afterwards it is USD 100 monthly for a class seat or USD 150 monthly for private teaching.
Yes. Let us know the dates.