Future Leap Limited

Future Leap Limited Monitoring visit report

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Name of lead inspector: Clifford Shaw, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: 16 Oakfield Rd, Clifton Bristol BS8 2AP Monitoring visit: Future Leap Limited, 1 and 2 October 2025

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Future Leap Limited provides Skills Bootcamps in organisational sustainability. At the time of the monitoring visit, there were eight learners enrolled. During the academic year, 18 learners completed bootcamps.

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Reasonable progress

Leaders have designed Skills Bootcamps to teach learners about the principles of sustainability so that they can apply these within the organisations they work for. They provide a curriculum that supports the regional skills priority to increase knowledge within the economy about sustainability. They ensure that the curriculum is adapted well to meet the needs of learners from a wide range of job roles, such as human resources, marketing and finance.

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Reasonable progress

Leaders plan purposeful bootcamps. They use their expert knowledge well to ensure that the topics learners study are pertinent to developing sustainability within a business, such as decarbonisation and digital emissions. Leaders plan training so that learners build their knowledge securely over the duration of the bootcamp. Learners are taught about business modelling theory and the science of sustainability before strategising how they can apply this new knowledge within their own workplace.

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Reasonable progress

Leaders have put in place effective processes to monitor and improve the quality of the training that learners receive. They actively seek the views of learners and use this very effectively to make improvements to the quality of training. For example, leaders have put in place educational visits to waste management and rewilding projects so that learners can see sustainability principles in practice.

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Reasonable progress

Leaders ensure that trainers receive appropriate professional development to continuously update their knowledge of sustainability. Trainers attend specialist conferences and update their knowledge through meetings with Future Leap’s large team of specialist consultants. However, leaders rightly recognise the need to ensure Monitoring visit: Future Leap Limited, 1 and 2 October 2025 that trainers receive training on how to develop their teaching skills to meet the needs of those learners who require additional support for their studies.

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Reasonable progress

Trainers are knowledgeable and passionate about the subjects they teach. They challenge learners’ misconceptions well, for example, about which nations contribute most to carbon emissions. They teach learners well so that they gain new knowledge and skills, such as how to identify trends in climate change, why these take place and what the future impact will be. Learners gain useful skills, such as how to measure emissions relative to population sizes and how to reuse resources to prevent waste. Trainers supplement the teaching learners receive through the judicious use of guest speakers who teach specialised topics, such as economic models to eliminate the depletion of resources. Trainers ensure that learners learn technical vocabulary well, for example learners know how to explain the differences between carbon neutral and net zero emissions confidently.

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Reasonable progress

Learners produce coursework of a good standard. They collate what they have learned into well-presented and compelling final presentations, which summarise how the knowledge and skills they have gained will benefit their organisation. Trainers ensure that learners receive useful feedback on their coursework so that they know what they have done well and what they need to improve. For example, trainers explain to learners the benefits of comparing sustainability data from their own organisation to that of similar sized organisations. Trainers prompt learners well to set the context of their research more explicitly to improve the quality of their presentations.

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Reasonable progress

In a small minority of lessons, trainers provide learners with a large amount of information and do not check well enough that learners have understood what has been taught before moving on to the next topic. Trainers do not always ensure that learners’ starting points are used effectively to ensure that teaching and assessment are personalised for learners based on what they already know and can do.

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Reasonable progress

Leaders have developed a culture where learners feel safe to raise safeguarding concerns. They ensure that staff and learners know that bullying, harassment or discrimination will not be tolerated. Learners know who they can speak to if they have a concern and there are appropriate reporting procedures in place for concerns Monitoring visit: Future Leap Limited, 1 and 2 October 2025 to be raised. Learners have a good understanding of how to keep themselves safe from the risks of radicalisation and extremism.

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Reasonable progress

The designated safeguarding team are appropriately trained to carry out their roles. Leaders rightly recognise the need to further develop the local safeguarding networks they are involved with to improve their knowledge of the risks most relevant to adult learners. Monitoring visit: Future Leap Limited, 1 and 2 October 2025 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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Reasonable progress

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Reasonable progress

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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Reasonable progress

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Reasonable progress

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

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