HOB Salons Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

HOB Salons Limited (HOB) is an independent learning provider based in north London. It teaches all its apprentices at the Hob Academy Salon in Camden. It works with 20 salons across London and the Home Counties.

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Information about this provider

At the time of the inspection, there were 55 apprentices on the level 2 hair professional standard and two apprentices on the recently introduced level 3 advanced and creative hair professional standard. Two learners were on a traineeship programme.

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Information about this provider

As part of their apprenticeship, 16 apprentices study functional skills mathematics and 11 apprentices study functional skills English.

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Information about this provider

Due to of the small number of learners studying traineeship programmes, the inspection team was not able to gather sufficient evidence to grade this provision. 7 to 9 February 2023

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What is it like to be a learner with this provider?

Most apprentices have a very positive experience of learning on their apprenticeship. They are proud to tell others that they are a HOB apprentice.

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What is it like to be a learner with this provider?

Apprentices look forward to attending their training at the academy. They value the opportunity to train at a prestigious salon. Apprentices find their teachers inspiring. They appreciate the encouragement they get to push themselves to improve, and like being set deadlines to complete tasks. As a result, apprentices show good levels of motivation and commitment to their training. Attendance is consistently high in their hairdressing training sessions and in lessons for English and mathematics.

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What is it like to be a learner with this provider?

Apprentices are consistently polite and respectful towards their tutors and peers. They listen to the views of others and take part enthusiastically in discussions and in practical tasks.

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What is it like to be a learner with this provider?

Apprentices gain the skills and knowledge they need to be successful hairdressers. They develop professional attitudes, which they demonstrate clearly in the salons in which they work. Apprentices arrive for work on time, dress appropriately and show good customer service skills with their clients.

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What is it like to be a learner with this provider?

A minority of apprentices find learning and working in a busy salon stressful. They sometimes feel rushed to move on to their next task. However, they know they can get help and support when they struggle to keep up with their work.

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better?

Leaders have developed a curriculum in hairdressing that meets well the needs of apprentices and employers. They have responded effectively to the skills shortages in the industry. At the end of their apprenticeship, most learners progress into permanent employment in HOB salons and achieve their qualifications on time. Leaders have put in place helpful support for the small number of apprentices who are behind with their studies because of the impact of the COVID-19 pandemic.

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better?

Leaders and staff provide apprentices with a highly specialist and well-resourced learning environment. Their training studios are equipped with workstations and sinks, and apprentices have access to all the latest hairdressing tools. This enables apprentices to learn and practise their skills in a realistic salon environment.

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better?

Apprentices benefit from good-quality teaching, from tutors who are highly experienced in the hairdressing industry and who have extensive subject knowledge. Tutors have planned the curriculum so that apprentices learn very early on the basic techniques of shampooing and blow-drying hair on head blocks before working on real clients. Tutors skilfully guide apprentices through practice and repetition exercises so that apprentices gradually build their technical skills and confidence. They then move on to more advanced tasks, such as cutting and colouring. 7 to 9 February 2023

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In mathematics, and hairdressing lessons, apprentices learn the arithmetic they need to apply at work. For example, tutors teach apprentices how to cut hair at different angles. Apprentices learn how to work out proportions and percentages for mixing hair colours. Tutors teach valuable additional mathematical knowledge that prepares apprentices well for opening their own business. For example, they teach apprentices how to calculate employees’ salaries and expenses. Tutors patiently repeat steps and demonstrate different methods for solving mathematical problems until apprentices fully understand concepts. While leaders have made improvements in the teaching of mathematics, apprentices’ achievement of mathematics qualifications remains low.

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Tutors’ written feedback on apprentices’ work does not always tell apprentices what they need to do to improve. Instead, in most instances, feedback is limited to a description of the tasks completed, and the unit criteria achieved. In English and mathematics, tutors do not plan or set targets that meet apprentices’ individual learning goals. They do not make clear the progress in knowledge that apprentices make. Consequently, a few apprentices do not know what they will learn next.

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At progress reviews, tutors, apprentices and their managers reflect thoughtfully on what apprentices do well and how they could improve their hairdressing skills. However, tutors do not discuss sufficiently feedback on apprentices’ development of English and mathematics. As a result, tutors do not set targets that focus on improving apprentices’ knowledge of English or mathematics.

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While apprentices receive useful one-to-one support in lessons, leaders do not identify thoroughly apprentices’ additional learning support needs at the start of their programme. Consequently, leaders do not know if apprentices have additional support needs that are not being met.

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Leaders provide apprentices with a range of relevant opportunities to extend their knowledge of the industry. For example, they organise trips to the annual Salon International business event. Leaders celebrate apprentices’ success very effectively through an apprentice of the month award, which features in the academy’s newsletter. As a result, apprentices feel motivated to achieve high standards in their work.

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Staff offer apprentices useful careers guidance. For example, staff provide apprentices who decide they do not want to be a hairdresser impartial advice and help with job applications. Staff support apprentices effectively when they want to take on different roles in the salon, such as working on the reception desk.

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Leaders and directors of the company have effective oversight of the quality of their apprentices’ education. They carefully monitor apprentices’ progress and provide effective support when they fall behind. Most apprentices are on track to complete their qualifications on time.

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Directors consult very closely with employers and apprentices to ensure they swiftly resolve any issues and concerns. They act promptly on suggestions for 7 to 9 February 2023

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improvements. Employers highly value the training apprentices receive, and the frequent communication with leaders and directors. They feel well integrated into the ‘HOB family’.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have implemented appropriate policies and procedures to protect apprentices’ well-being and safety. The well-trained and suitably experienced designated safeguarding lead teaches apprentices thought-provoking lessons on relevant topics related to safeguarding. Consequently, apprentices have a good understanding of topics such as the harms of online sexual abuse and the meaning of healthy relationships. Apprentices know how to report any concerns they have.

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Safeguarding

Leaders have responded very effectively to the deterioration in young people’s mental health that they have observed since the COVID-19 pandemic began. They run ‘safe space’ sessions across all salons, where apprentices can talk about their worries and concerns. Apprentices feel safe and know how to keep themselves and others safe.

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What does the provider need to do to improve?

 Leaders should ensure that tutors in English and mathematics set useful targets for apprentices so that they know what they need to improve and what topics they will work on next. Tutors should ensure that they discuss apprentices’ progress in English and mathematics at progress reviews.  Leaders should ensure that they train staff to identify any additional learning support needs that apprentices may have at the start of their programme. Leaders should ensure that all appropriate support is then provided. 7 to 9 February 2023

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Provider details

Address HOB Apprentice Academy Unit 3b 28 Jamestown Road Camden London NW1 7BY

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 2 to 5 December 2019 7 to 9 February 2023

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Information about this inspection

The inspection team was assisted by the head of apprenticeships, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Sue Hasty, lead inspector His Majesty’s Inspector Maureen Gilmartin Ofsted Inspector Pamela Wallace Ofsted Inspector 7 to 9 February 2023

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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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