Take One Giant Leap Limited

Take One Giant Leap Limited Jactin House, 24 Hood Street, Manchester M4 6WX

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monitoring inspection report:

During the monitoring inspection, inspectors focused on the following themes:

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monitoring inspection report:

 leadership and governance - specifically the progress leaders and managers have made in designing and delivering relevant adult learning provision that has a clearly defined purpose, and in identifying and supporting the needs of adult learners

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monitoring inspection report:

 inclusion - specifically the progress leaders have made in identifying the needs of individual learners putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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monitoring inspection report:

 curriculum, teaching and training - specifically the progress leaders and managers have made in ensuring that learners benefit from high-quality adult education that prepares them well for their intended job role, career aim and/or personal goals

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monitoring inspection report:

 safeguarding arrangements - specifically whether leaders and managers have ensured that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders have carefully designed their Skills Bootcamp course in business skills for creative and cultural freelancers to enable self-employed individuals to develop the necessary knowledge and skills to grow their business. Most learners achieve this professional goal.

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Leadership and governance

Leaders generally have a clear understanding of their strengths and areas for improvement. Their quality assurance and improvement processes are mostly effective. Leaders carry out observations of teaching to evaluate the quality of teaching and Monitoring inspection report: Take One Giant Leap Limited 26 and 27 March 2026

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assessment. They know they need to strengthen this process to identify specific actions and training to help teachers to develop their teaching skills further.

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Leaders use the results of learner surveys to make improvements to their provision. For instance, teachers created a useful vocabulary list to provide learners with a clearer understanding of sector-relevant terminology. To meet learners’ particular needs, leaders added a session on pricing strategy and finance business principles.

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Leaders employ subject-specific teachers who are experts in their fields. Teachers specialise in using marketing and social media to build a digital presence, using artificial intelligence (AI), and branding. Leaders meet frequently with teachers to discuss the progress of learners, learners’ support needs and staff wellbeing.

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Leaders rightly acknowledge that they need to strengthen governance arrangements.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders have developed a supportive and inclusive culture. They clearly understand the barriers to education that their learners face, for example, English language barriers, severe financial hardship, or a range of special educational needs and or disabilities, such as neurodiversity, mobility difficulties, or dyslexia.

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Inclusion

Staff identify barriers to learning in a timely manner and provide learners with appropriate support. Teachers confidently adapt their teaching to support learners’ individual needs. They display subtitles on videos, provide learners with slides in advance of their training, allow more frequent breaks, and adapt resources to reduce the volume of content. Learners whose first language is not English benefit from using assistive technologies, such as AI to produce transcriptions of their work. They appreciate the support they receive. Most learners make at least expected progress.

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Inclusion

Leaders provide suitable training in inclusive practices for staff to make sure that they can confidently support their learners. Staff review routinely the support in place for learners to ensure it remains appropriate. However, this is not formally recorded.

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Monitoring inspection report: Take One Giant Leap Limited 26 and 27 March 2026

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To meet the skills demands of the visual arts and creative sector, leaders offer a non- accredited course that enables learners to quickly build their knowledge and skills. This enables learners to expand their business by improving their professional connections and opportunities in the creative sector.

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Teachers plan the curriculum in a logical order and teach it in a way that helps learners to build their knowledge and skills. Learners enjoy their training and learn how to use AI, negotiate with clients, create accurate buyer personas, and analyse their competitors to understand their marketing positioning.

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Teachers generally use assessment effectively to highlight gaps in learners’ knowledge and to inform teaching. They ask probing questions to identify what learners know and remember. Teachers use appropriate teaching and assessment strategies such as quizzes, video clips and group activities. Learners immediately apply their learning to their business and consequently, generate new leads, collaborate with new clients, increase their pipeline of leads and prospects and grow sales.

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Teachers have significant industry expertise and experience to teach learners. They are business owners who have worked extensively in the creative sector. However, leaders do not provide them with training to develop their teaching skills further.

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Most learners who enrol, stay on and complete their course.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders place a high priority on learners’ safety and have put in place clear policies to make sure that learners are safe. They encourage teachers to be vigilant and seek guidance if they have any concerns about their learners. Teachers know the correct process to follow to report safeguarding concerns.

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Safeguarding arrangements

Leaders ensure that the designated safeguarding lead and safeguarding team are suitably qualified. They complete a range of appropriate checks when appointing new staff to make sure they are suitable to work with learners. Leaders have appropriate processes in place to log safeguarding incidents. They monitor closely, and accurately record any follow-up actions.

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Safeguarding arrangements

The designated safeguarding lead and team have completed relevant training to make them effective in their safeguarding roles.

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Safeguarding arrangements

Learners have not experienced bullying or harassment. They feel safe and know who to contact if they have any concerns about themselves or others. Learners have a limited understanding of the risks associated with extremism and radicalisation where they live Monitoring inspection report: Take One Giant Leap Limited 26 and 27 March 2026

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and work. Leaders recognise they need to strengthen their approach to ensure that teachers regularly reinforce learners’ understanding of these risks.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

Take One Giant Leap Limited is an independent learning provider in Greater Manchester. It specialises in Skills Bootcamps in business skills for creative and cultural freelancers. Teaching takes place face-to-face and online.

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funding at time of inspection

Monitoring inspection report: Take One Giant Leap Limited 26 and 27 March 2026

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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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