Involved Social Impact Projects Limited

Involved Social Impact Projects Limited Monitoring visit report

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Name of lead inspector: Ian Frear, His Majesty’s Inspector

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Inspection dates: 16 and 17 October 2025

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Address:

The Capel Building, 57 Burton Street, Sheffield, South Yorkshire, S6 2HH Monitoring visit: Involved Social Impact Projects Limited, 16 and 17 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

Involved Social Impact Projects Limited is an independent learning provider that offers Skills Bootcamps in construction and health and safety. At the time of the monitoring visit, there had been 77 learners on one of two training pathways to get people into employment in the construction sector. As provision is mainly online, learners can access the curriculum regardless of where they live, although most learners were based in the London region.

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Reasonable progress

Leaders have designed Skills Bootcamps that provide clear pathways for unemployed adults seeking employment in the construction industry. Leaders collaborate well with their wide network of national construction employers who have staff shortages. Employers provide work experience opportunities and guaranteed job interviews for adult learners who participate in the Skills Bootcamps. These employer partnerships widen job opportunities for people in the communities where there are large, commercial and residential building developments.

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Reasonable progress

Leaders ensure learners are provided with effective support to overcome barriers to learning and employment, such as those created by technological poverty. The support provided includes help to purchase laptops so learners can access the mainly online curriculum. Leaders also provide help to learners who have achieved construction qualifications abroad, but which are not recognised here. For example, they help learners to understand the building regulations that they need to know to work in England.

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Reasonable progress

Leaders use a range of quality assurance measures to improve the quality of the curriculum. For example, based on the recent findings from learner survey feedback, leaders have incorporated more real-life construction scenarios into the curriculum to make teaching more relevant and meaningful. However, leaders rightly recognise Monitoring visit: Involved Social Impact Projects Limited, 16 and 17 October 2025 that they need to develop further measures to accurately evaluate the quality of teaching.

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Reasonable progress

Leaders have a board of non-executive directors (NEDs) who are knowledgeable about the construction industry. NEDs use their expertise to provide leaders with useful insights to help shape potential future curriculum opportunities. They know that there is a growing demand for retrofit installers across the country and the specific construction companies who require such trained personnel.

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Reasonable progress

Staff provide prospective learners with helpful initial advice and guidance. They hold joint events with employers, job centres and other organisations to ensure that learners have sufficient information about the reality of working in construction. Those deemed unsuitable, due to their motivation or eligibility, are signposted to alternative provision that would better meet their needs or aspirations.

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Reasonable progress

Staff sequence the curriculum logically so that learners gain the essential knowledge and skills new entrants to the construction industry need. Learners first study the essential attributes of good timekeeping and teamwork, before progressing to learning pathways in site operations, logistics or site management. Learners complete written work that illustrates the knowledge and skills they have learned about construction. However, the feedback tutors provide to help learners improve their work further is not specific enough.

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Reasonable progress

Towards the end of their training, staff ensure that learners practise mock interviews with employers. Across the first tranche of Skills Bootcamps, a high proportion of learners were successful in achieving their intended learning outcome, including progression into work, further education, or achievement of a construction qualification.

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Reasonable progress

Learners study a wide range of topics associated with risks to health, safety and well-being as part of the Skills Bootcamp. Staff include relevant information about mental health and well-being in the construction industry, so learners are informed of the signs to be aware of in their peers or themselves. For example, they learn about the risks associated with substance misuse, how to recognise and report bullying, or how to resist working in unsafe situations.

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Reasonable progress

Leaders employ staff who are well qualified. Those teaching on the Skills Bootcamp have significant experience at a senior level in the construction and railway Monitoring visit: Involved Social Impact Projects Limited, 16 and 17 October 2025 industries. They have accreditations above the requirements of the course, such as in site management, and higher-level health and safety qualifications.

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Reasonable progress

Leaders ensure that staff complete safeguarding training and complete annual refresher training so that they know how to identify or report any concerns should they have any about their learners’ well-being.

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Reasonable progress

Leaders have a range of appropriate and useful policies. Staff adhere to very clear steps and processes in their policies, such as, when recruiting new personnel. These include checking job references and any gaps in employment history that could indicate a potential concern about the suitability of a new employee.

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Reasonable progress

Leaders have in place an appropriate ‘Prevent’ duty action plan. However, leaders recognise they need to identify more clearly the risks that learners may face in the areas where they live and work. Monitoring visit: Involved Social Impact Projects Limited, 16 and 17 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

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 .

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Reasonable progress

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Reasonable progress

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

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