Impact Futures Training Limited

Further education and skills inspection report

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Inspection of Impact Futures Training Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

Impact Futures Training Limited is an independent training provider located in Birmingham. The company specialises in the training of apprentices from levels 2 to level 7, the majority of which are in health and adult care and business and management. Leaders also offer an early years Skills Bootcamp. At the time of inspection, 9 adults and 2,991 apprentices were in learning. Apprentices and adult learners predominantly study online and face-to-face in the workplace.

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Information about this provider

There were 33 apprentices aged under 19. 8 to 11 July 2025

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What is it like to be a learner with this provider?

Apprentices and adult learners have positive attitudes to their learning and are committed to developing their skills and knowledge. Staff encourage apprentices to take ownership of their learning, complete tasks independently and respond enthusiastically to feedback. In some cases, in level 3 adult care worker, apprentices work beyond the scope of their apprenticeship, completing ambitious technology projects that benefit the workplace.

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What is it like to be a learner with this provider?

Staff prioritise attendance with apprentices and adult learners. Where apprentices and learners miss learning, staff act swiftly to create catch-up sessions to prevent them falling behind. Staff work flexibly with apprentices to ensure that they can attend learning around night shifts and ensure workplace care ratios are not compromised. This supports apprentices to value and prioritise their learning.

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What is it like to be a learner with this provider?

Coaches offer individualised support to apprentices that helps them overcome personal barriers to learning. Where apprentices have additional needs, staff offer flexible support through additional one-to-one sessions, extended deadlines and assessment through professional discussion. Apprentices with additional needs achieve at the same rate as their peers.

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What is it like to be a learner with this provider?

Apprentices make good progress in their studies. Level 4 leader in adult care apprentices readily apply new knowledge at work that results in better care for customers. They use new leadership behaviours, such as decision-making, communication and ethical practice to meet the needs of the business. Level 7 senior leader apprentices reflect on personal values and leadership identity to consider their impact in leading their team.

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What is it like to be a learner with this provider?

In too many cases, employers do not prioritise attendance at apprentices’ progress review meetings. While employers are updated as to apprentices’ progress, they are not present to help resolve problems that occur or to support the coordination of on- and off-the-job learning. A small number of apprentices are not supported well enough in the workplace to make the progress of which they are capable.

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What is it like to be a learner with this provider?

Adult learners and apprentices feel safe and well supported in their learning. Staff set clear expectations, both for behaviour and the support they will offer to learners. Staff promote respectful online behaviour and constructive participation in lessons. In Skills Bootcamp classes, learners demonstrate professional behaviours from the start of learning. Learners participate confidently and enthusiastically as a result.

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better?

Leaders are committed to working to support the healthcare, business and childcare industries through the apprenticeships they teach and the skills they help adult learners and apprentices to develop. They recognise the need to support employers with skills development, staff retention and leadership development for these critical sectors to be successful. 8 to 11 July 2025

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Leaders work with healthcare employers, such as Kings College NHS Trust, Helping Hands Care UK and The Orders of St John Care Trust to understand the needs of the healthcare industry. They worked with nurseries and childcare providers to develop a Skills Bootcamp to create a first step into early years education for adults. Leaders personalise the curriculums with input from employers to ensure apprentices and adult learners develop the specific skills needed in the workplace.

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Lecturers and coaches use modelling and guided practice well to help apprentices learn and retain complex concepts. For example, in level 5 operations manager, coaches clearly explain Maslow’s hierarchy of needs through structured discussion and practical examples. Apprentices apply the theory confidently in their own leadership contexts. In level 2 adult care, coaches explain forms of dementia using accessible language and realistic scenarios. This helps apprentices to secure knowledge and recall it accurately in workplace situations.

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Coaches use questioning techniques effectively to deepen apprentices’ understanding and promote analytical thinking. Level 5 operations management coaches ask apprentices carefully structured questions about ethical decision-making and strategic planning. This encourages apprentices to reflect more critically and explain the impact of their actions. As a result, apprentices are well prepared for these questions in their final assessments.

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Leaders have worked with employers to create an early years Skills Bootcamp, designed with a clear intent to support unemployed adults, career returners and individuals from disadvantaged backgrounds to enter the early years sector. Staff support learners who complete this Skills Bootcamp into employment, beyond the requirements of their funding. While only a small number of learners move directly into early years education, a much larger number move into alternative employment or further studies, including in education and care.

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Lecturers and coaches provide most apprentices with well-targeted feedback and individual coaching that helps them develop their English and mathematics skills effectively. However, while coaches identify the gaps in apprentices’ English and mathematics skills at the start of their apprenticeship, in a minority of cases, they do not use this information well enough. A small number of apprentices do not receive targeted support to build on their existing knowledge or close critical gaps.

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Those apprentices and adult learners who remain in learning achieve their qualifications. They develop skills critical for the workplace. In level 3 business administrator, apprentices design and deliver staff training and develop the communication and the leadership skills necessary to further their career. Most apprentices remain in employment and many gain promotions and salary increases because of their studies.

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Leaders provide opportunities for apprentices and adult learners to access effective careers education, information, advice and guidance. Level 7 senior leader coaches discuss career progression pathways with apprentices and encourage them to select 8 to 11 July 2025

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projects for their strategic business proposals to support their career aspirations. This personalised careers advice and progression planning helps apprentices move into senior positions in the workplace.

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Leaders have rightly identified that too many apprentices leave their apprenticeship before completing their studies. They have invested in additional staff to support apprentices, including during enrolment, to ensure apprentices start their learning with the right support strategies in place. Leaders carefully monitor apprentices’ progress and intervene swiftly if apprentices fall behind in their studies. As a result, the proportion of apprentices who remain in study has increased substantially.

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Leaders have focussed on improving workplace culture. They have brought in a series of initiatives, such as reducing working hours, improving leave and benefits. Leaders encourage staff to work more collaboratively as a workforce, empowering and linking staff throughout the organisation. Staff benefit from a much-improved working environment, that allows them to concentrate more on apprentices and their support. Leaders have ensured staff are supportive of the organisation and the drive to improve.

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Leaders provide staff with opportunities to develop their teaching practice and industry knowledge. New teaching staff complete a training qualification at the start of their employment and many established staff have gained higher teaching and training qualifications to further develop their teaching skills. Staff have access to back-to-industry time to update their vocational knowledge and skills and extensive training to develop elements of teaching skills, such as feedback, assessment and support of apprentices and learners who need extra help.

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Leaders have recruited members of a governance board with extensive experience in further education and skills, compliance and apprenticeship training. Governors are extensively involved in the quality monitoring process and meet frequently with senior leaders to support improvements. They recognise the areas of improvement, such as the enrolment process, and the impact of changes made. Governors continue to support leaders in driving improvements in retention and achievement.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Use apprentices’ starting points to establish and close gaps in English and mathematics skills.  Increase the involvement and participation of employers in review meetings. 8 to 11 July 2025

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 Reduce the proportion of apprentices who withdraw before the end of their apprenticeship. 8 to 11 July 2025

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Provider details

Address 156 Great Charles Street, Queensway Birmingham B3 3HN

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Provider details

Principal, CEO or equivalent Simon Rouse

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 8 to 11 October 2019

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Provider details

Main subcontractors None 8 to 11 July 2025

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Information about this inspection

The inspection team was assisted by the chief operating officer, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Helen Morgan, lead inspector His Majesty’s Inspector Paul James His Majesty’s Inspector Ravinder Jhite Ofsted Inspector Liz Gormley-Fleming Ofsted Inspector Alison Dann Ofsted Inspector Ian Goodwin Ofsted Inspector Richard Deane Ofsted Inspector Rob Mottram Ofsted Inspector 8 to 11 July 2025

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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