Dhunay Corporation Ltd

Dhunay Corporation Ltd Interim visit report

p.1

Name of lead inspector: Rebecca Jennings, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: 71–75 Uxbridge Road Ealing London W5 5SL Interim visit: Dhunay Corporation Ltd, 11 to 12 November 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 learners, parents, employers and government understand how providers are meeting the needs of learners in this period, including learners with high needs and those with special educational needs and/or disabilities.

p.2

Context and focus of visit

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

Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 lockdown restrictions, we made this visit remotely to reduce pressure on the provider.

p.2

Information about the provider

Dhunay Corporation Ltd (Dhunay) is an independent learning provider based in Ealing, West London. At the time of the visit, there were 29 adult learners studying towards a level 3 diploma in nail technology. Adults use the advanced learning loan to fund their programme. Dhunay also offers traineeships in customer service with a focus on learners working in the security sector. The traineeship includes an additional level 2 award in security. There were no learners on traineeships at the time of the visit.

p.2

stakeholders and adapts to changed circumstances?

At the start of the pandemic, leaders considered the requirements of awarding bodies and professional associations, including for beauty therapy and security. They selected qualifications which they believe they can teach adults successfully online.

p.2

stakeholders and adapts to changed circumstances?

Leaders now offer a level 3 nail technology course. They found that learners who are furloughed from their roles in the beauty industry wanted to use their time to broaden their skills. Learners who are parents are hoping to gain employment working flexible hours. Leaders are planning to run customer service traineeships later in the year to help people access employment in the security industry.

p.2

stakeholders and adapts to changed circumstances?

Leaders decided to move the teaching of programmes online at the start of the COVID-19 pandemic. Leaders plan to continue online teaching for the theoretical Interim visit: Dhunay Corporation Ltd, 11 to 12 November 2020 content of courses online. Tutors teach sessions on evenings and weekends. Tutors offer the same content multiple times for learners to attend at a time that fits around their other responsibilities.

p.2

stakeholders and adapts to changed circumstances?

Tutors provide careers guidance, and they assess the suitability of the course for learners by discussing with them their career aspirations. Learners studying nail technology learn about self-employment. Leaders plan for learners on the security programme to receive input on writing a curriculum vitae, job searching, and preparation for work. An employer who has held interviews online to appoint learners into security roles said that this was still a positive experience online, but staff and employers agreed on plans to hold this element of the course face to face when it is safe to do so.

p.3

stakeholders and adapts to changed circumstances?

Employers reported that it is easier for learners to access their training online as it reduces travel time. Leaders reported that saving on travel costs has helped learners remain on programme.

p.3

stakeholders and adapts to changed circumstances?

Managers report that they visit the online sessions and ask learners questions to check their understanding of key concepts. Managers record learners’ progress through an online tracking system.

p.3

the reasonable needs of learners?

Tutors and managers believe they have successfully made the transition from a programme taught face to face, to one taught online. Leaders and managers delivered training to help tutors develop their confidence in teaching using online software.

p.3

the reasonable needs of learners?

Managers confirm there has been little disruption in learning caused by the COVID- 19 restrictions. Tutors have produced new learning resource booklets which they provide to learners. They have also produced a series of educational videos for learners planning to study customer service which form a key component of the programme. Tutors and managers have made alternative arrangements to teach some of the practical components of the nail technology programme face to face.

p.3

the reasonable needs of learners?

Leaders say they are extending learners’ programmes where practical work is not possible under current restrictions. For example, in nail technology, leaders plan for learners to have time to complete two weeks of practical work experience, after restrictions are lifted, before submitting their portfolios. Managers recognise it is a challenge to keep learners engaged when they are becoming frustrated about not completing practical work. Employers spoke about supervisors supporting learners’ assessment at work, so that learners still make progress through their qualifications.

p.3

the reasonable needs of learners?

Tutors and managers feel that learners remain motivated to complete their programmes. They say learners attend their training, make good progress, Interim visit: Dhunay Corporation Ltd, 11 to 12 November 2020 successfully complete and achieve their qualifications. Staff believe the change to online teaching has led to several advantages. For example, learners who are parents with childcare responsibilities can access the online programmes more easily. Learners with disabilities also find the online programme more readily accessible.

p.3

the reasonable needs of learners?

Tutors provide additional support where appropriate for those learners who require it. For example, tutors have helped learners develop a suitable level of IT skills, so they can use online software packages to access the learning.

p.4

potential risks, including from online sources?

Leaders completed a risk assessment to evaluate potential threats to learners’ well- being, including the impact of isolation and the need for e-safety. Tutors discuss potential risks with learners during one-to-one sessions and provide additional support where required.

p.4

potential risks, including from online sources?

Leaders trained staff on the risks of working online, safeguarding and ‘Prevent’. Tutors check that learners are learning in safe environments during the online video lessons. Leaders check that only invited learners can access the online meetings.

p.4

potential risks, including from online sources?

Staff updated their learner handbook to include information about online risks. They collated case studies to alert learners to online scamming. Tutors advise learners on how to check that emails and calls are not fraudulent attempts to access their personal information.

p.4

potential risks, including from online sources?

Adult learners speak knowledgeably about safeguarding. They acknowledge that tutors teach them about relevant restrictions related to COVID-19, for example hygiene and infection control procedures in salons. Learners know who to speak to if they have any concerns about their safety or well-being. Interim visit: Dhunay Corporation Ltd, 11 to 12 November 2020 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

p.4

potential risks, including from online sources?

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 .

p.5

potential risks, including from online sources?

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 .

p.5

potential risks, including from online sources?

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

potential risks, including from online sources?

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

p.5