Other · Ofsted report

HOB Salons Limited

Inspected — · published 24 Nov 2020 · URN 59233

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Summary

No overall grade in this framework

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Postcode verified
NW1 7BY
Name on report verified
HOB Salons
URN verified
59233

Page 1 of 5

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0Mixedmore positive than 24% of reports of this type

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FindingsAbout the inspection positive critical

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No standout praise found.

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No strong criticism found.

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Pages: 5
Words of findings: 7; shorter than usual (typical 1049)
Reading level: —
Average sentence: 7 words
Next steps: 0; typical 5
Hedged sentences: 0%; “some”, “not always”, “most”…

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Findings 1%About the inspection 99%

Full report text

Name of lead inspector: Gayle Saundry HMI

p.1

Address:

HOB Apprentice Academy Unit 3B, 28 Jamestown Road Camden London NW1 7BY Interim visit: HOB Salons, 8–9 October 2020

p.1

Context and focus of visit

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic. As part of our phased return to routine inspections, we are carrying out ‘ interim visits ’ to further education and skills providers. Interim visits are to help students, parents, employers and government understand how providers are meeting the needs of students and apprentices in this period, including students with high needs and those with special educational needs and/or disabilities. We intend to return to routine inspection in January 2021 but will keep the exact timing under review.

p.2

Context and focus of visit

The focus of these visits is on the themes set out below and the findings are based on discussions with leaders, managers, staff and learners.

p.2

Information about the provider

HOB Salons was founded in 1983. The business is co-managed by three directors. HOB Salons is made up of 23 salons, located mainly in London and the home counties, with 10 of the salons operated as franchises. The HOB academy is attached to the Camden salon. There are 85 apprentices on level 2 standards apprenticeships in hairdressing. The provider also offers traineeships to 14 learners. The majority of learners are employed directly by the group, with six employed by a different salon.

p.2

stakeholders and adapts to changed circumstances?

Leaders faced significant disruption to the running of their business during the COVID-19 outbreak. All of their salons and their teaching academy had to close for four months. They report that this has negatively affected the business and has led to the closure of two salons. All staff were furloughed for four months and all apprentices placed on a break in learning.

p.2

stakeholders and adapts to changed circumstances?

Leaders prioritised improving their use of digital systems so that their tutors could teach online. This included introducing an online system to manage apprentices’ work, and introducing online meeting software to teach theory lessons. Leaders have found the move to online teaching for hairdressing theory to be a success and intend to continue to use this approach in the future. However, leaders recognise that the practical work apprentices need to complete requires face-to-face teaching. They are not sure that online teaching is the ideal solution for those learning English and mathematics.

p.2

stakeholders and adapts to changed circumstances?

Once salons were able to reopen, leaders decided that apprentices would have a two-week settling-in period, to ensure that they felt comfortable in their workplace Interim visit: HOB Salons, 8–9 October 2020 before teaching restarted. Leaders use online surveys and group text discussions to find out how apprentices feel about their training. Leaders intend to begin observing online lessons to evaluate more closely the quality of teaching.

p.2

stakeholders and adapts to changed circumstances?

Leaders have invested in Perspex screens and face visors to ensure that apprentices are safe at work. They have also altered the structure of apprentices’ working week to minimise travel during rush hour.

p.3

stakeholders and adapts to changed circumstances?

Salon managers are happy with the communication they have received from senior staff throughout the COVID-19 pandemic. They say that they feel supported and agree with leaders that a break in learning was the right decision, as teaching could not continue while salons were closed.

p.3

reasonable needs of apprentices?

Tutors now teach apprentices in a two-week pattern. In one week, apprentices learn practical skills in the salon, and in the other, they learn hairdressing theory through online lessons. During online lessons, tutors set tasks and assess apprentices’ learning, for instance asking apprentices to watch a video and then answer a series of questions. Apprentices feel that learning online has been a good opportunity to revise the theoretical components of their apprenticeship.

p.3

reasonable needs of apprentices?

Tutors say that attendance at online lessons was initially variable, good in some sessions but less so in others. Attendance improved when apprentices returned to work in their salons. Tutors liaise with parents of, and provide mentoring for apprentices who miss lessons. Leaders recognise that they have not yet checked every apprentice’s attendance since returning to training. They say that they now have an electronic register which will make it much easier to monitor attendance.

p.3

reasonable needs of apprentices?

Leaders check apprentices’ progress through their new online tracking system. Tutors then offer additional recap sessions to support any apprentices who have gaps in their knowledge.

p.3

reasonable needs of apprentices?

Tutors report that not all apprentices have the devices or internet access they need to access online lessons. Salon leaders help apprentices to overcome this by allowing them use of the computers available in the salon.

p.3

reasonable needs of apprentices?

Tutors say that apprentices have been keen to return to learning. They consider apprentices to be more focused in online lessons because there are fewer distractions than when learning in the salon. Apprentices are also positive about online lessons, reporting that they receive more personal attention because all must take it in turn to speak and receive feedback. Tutors acknowledge that apprentices do not engage as well in English and mathematics lessons online and that further action is needed to improve this. Interim visit: HOB Salons, 8–9 October 2020 Leaders recognise that they need to do more to provide advice and guidance to apprentices about the career paths available to them.

p.3