House of Clive (Hair and Beauty) Ltd

Further education and skills inspection report

p.1

Inspection of House of Clive (Hair and Beauty) Ltd

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

p.1

Information about this provider

House of Clive (Hair and Beauty) Ltd provides training to apprentices across the West Midlands and Southwest regions of England. At the time of inspection, around 380 apprentices were studying at training centres, located in Bristol or Birmingham city centres, or via online learning. Around 300 apprentices were studying hairdressing or barbering apprenticeships at levels 2 and 3. These apprentices get to develop their skills by practising on paying customers in the provider’s well- equipped, commercial salons. In addition, 80 apprentices were studying business administrator, team leading, customer service and marketing apprenticeships at levels 2 to 4.

p.1

Information about this provider

House of Clive also provides full-time education programmes for learners aged 16 to 18 and adult learners, in hairdressing and barbering. At the time of inspection, around 70 learners aged 16 to 18, and 35 adults, were studying level 2 and level 3 programmes in hairdressing and barbering at the Birmingham or Bristol Centres. 25 to 28 June 2024

p.1

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

Apprentices, learners and adults learn significant new knowledge and develop a good or better standard of practical hairdressing skills because of the training they receive at work from employers and from House of Clive tutors. Tutors provide them with effective and engaging learning sessions, and practical sessions take place in high-quality training salons. They master their skills by working on a diverse range of fee-paying clients at training centres and at work.

p.2

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

Tutors challenge apprentices, adults and learners to be creative and thoughtful in how they apply their new knowledge in a way that supports the wider community. For example, apprentices studying in Birmingham took part in an initiative to provide a free haircut to people who were homeless, while learners in Bristol worked with a charity to provide wigs for children with cancer. This has contributed to them building their character and resilience, while improving substantially their interpersonal skills and developing an increased understanding of their clients’ needs.

p.2

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

Tutors provide most apprentices, learners and adults with a wide range of relevant and interesting opportunities to develop their interests. Most of the learners and apprentices studying hairdressing take part in national skills competitions and skills workshops. This helps them to explore new techniques and develop their knowledge and expertise, such as creative colouring and precision cutting techniques. Apprentices, learners and adults enjoy taking part in skills competitions, growing in confidence as they compete with their peers. The minority of apprentices, studying non-hairdressing-related apprenticeships do not take part in the same wide range of learning experiences.

p.2

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

Apprentices, learners and adults feel safe and know who to contact if they have any concerns. They feel valued and enjoy their training because tutors support them, with care, to overcome any difficulties that they face in learning the new skills knowledge and behaviours they need to be successful in their next steps. Adults and learners develop the knowledge and skills they need to progress within the hair dressing industry, despite many of them having no prior experience.

p.2

better?

Leaders have an ambitious vision to provide apprentices, learners and adults with up-to-date, personalised training that equips them well for their next steps in training or employment. Since the previous inspection, leaders and managers have strengthened their arrangements for governance as well as revising the processes they use to identify areas for improvement and measuring the impacts of the changes they make.

p.2

better?

Leaders have developed high-quality training, which helps to address regional skills shortages, particularly in the hairdressing industry, and meets the needs of 25 to 28 June 2024

p.2

3

apprentices, adults and learners. Apprentices enrolled in non-hairdressing programmes perform consistently well

p.3

3

Since the previous inspection, leaders and managers have significantly improved the proportion of apprentices, learners and adults who achieve their qualifications. A key factor in this improvement is the enhanced review process between apprentices and their tutors. Tutors now lead reviews which provide apprentices with highly beneficial, targeted support to help them improve. This transformation reflects the enhanced quality assurance processes that leaders have developed and their close collaboration with employers to ensure apprentices receive effective support. As a result, the number of apprentices, learners and adults staying and completing their training is now high, with many achieving distinctions in their qualifications.

p.3

3

Governance arrangements are effective. Governors have a good understanding of the provider’s strengths and areas for improvement. Leaders provide them with timely, useful reports, which inform effective discussions on improvements made to the quality of training and any further areas for development. Governors use these reports and their extensive experience of training and the hair dressing industry well to support senior leaders in improving the quality of education.

p.3

3

Leaders and managers have ensured that the curriculums are well designed, and the content helps apprentices, learners and adults to build new knowledge, skills and behaviours over time. Tutors teach basic skills first before moving on to more complex theory and practice. For example, apprentices studying level 2 hairdressing are taught health and safety, shampooing and blow drying, before moving on to cutting and colouring techniques and permanent waving.

p.3

3

Tutors teach skilfully in a welcoming, inclusive, and professional environment, employing a variety of effective teaching methods. For instance, they share client feedback from previous practical sessions with apprentices, learners and adults, using it as constructive input to boost confidence and highlight specific areas for improvement. Tutors also demonstrate new techniques effectively to facilitate learning. By utilising their high levels of subject expertise, they model new skills, breaking them down into manageable components. Consequently, apprentices, learners and adults quickly master complex new skills and knowledge through practical, effective training. Additionally, tutors teach non-hairdressing apprentices well through engaging online training. Both apprentices and their employers greatly value this approach for the flexibility it provides.

p.3

3

Tutors identify apprentices, learners and adults additional support needs well at the start of their training. Tutors put in place useful strategies to support them to develop the skills and knowledge they need. For example, tutors adjust support for learners who struggle to remember new knowledge, providing them with information in a written format so that they can revisit it and repeat the learning in their own time. Because of this, apprentices, learners and adults with additional learning needs feel well supported and make as least the same progress as their peers. 25 to 28 June 2024

p.3

4

Most learners, adults and apprentices, improve their knowledge of English and mathematics because tutors teach well-planned sessions effectively. However, tutors do not always plan to teach important mathematics and English skills to a minority of apprentices early enough in their training. As a result, learners and apprentices miss valuable opportunities to develop further and apply their new learning throughout their training.

p.4

4

Most tutors use their knowledge of what apprentices, learners and adults know and can do at the start of the training well to inform what they teach. They use an effective programme of ongoing assessment to check learners’ understanding and to plan future teaching. Tutors teaching hairdressing apprentices, undertake valuable workplace visits, where they focus on their individual development needs. Because of this, most apprentices make substantial progress and achieve their qualifications. They rapidly develop new skills knowledge and behaviours, becoming more effective employees and taking on additional responsibilities in their workplace. However, in a minority of instances, tutors do not give enough consideration to what a few apprentices may already know to plan their learning. Consequently, these apprentices do not make progress at the expected pace.

p.4

4

Tutors provide apprentice, learners and adults with useful feedback that helps them to identify what they need to improve. However, tutors do not always ensure that they set apprentices targets that are specific enough to help them to understand exactly how to improve their practical or technical skills. As a result, a few apprentices, learners and adults do not make progress as swiftly as they may.

p.4

4

Tutors have high expectations for their apprentices, learners and adults. They promote these well by linking them carefully to the requirements of working within the hairdressing industry. This means that apprentices, learners and adults see the relevance of the behaviours expected, preparing them well for their current or future jobs. For example, learners develop their understanding of why attending all training sessions is important and most attend well.

p.4

4

Tutors skilfully develop learners’ and apprentices’ confidence by helping them to see what they have achieved. Tutors provide apprentices, learners and adults with well- informed information about the career choices available to them at the end of their apprenticeship or programme of study. They understand well what they need to do to succeed in their chosen careers. For example, tutors use the visiting industry professional workshops as an opportunity not only to improve apprentices’, learners’ and adults’ technical skills but to educate them about the different career opportunities, such as working on cruise ships or in high-end salons.

p.4

4

Leaders and managers have developed an inclusive culture in which staff feel valued. They have considered carefully the number of apprentices, learners and adults that staff work with and manage this well to ensure they have the time to provide them with high-quality support. Staff feel appreciated and apprentices, learners and adults value the time and support they receive. 25 to 28 June 2024

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.5

What does the provider need to do to improve?

 Ensure all learners and apprentices receive feedback from tutors, which tells them what they need to do to improve their work.  Ensure tutors use the information about what apprentices, learners and adults already know and can do at the start of their programme to plan and provide them with highly effective training.  Ensure that English and mathematics are taught early enough in training so that learners and apprentices can develop and utilise the new skills and knowledge throughout their training. 25 to 28 June 2024

p.5

Provider details

Address 15a Colston Street Bristol BS1 5AP

p.6

Provider details

Principal, CEO or equivalent Clare Barrett

p.6

Provider details

Provider type Independent Learning Provider

p.6

Provider details

Date of previous inspection 2 to 5 August 2022

p.6

Provider details

Main subcontractors None 25 to 28 June 2024

p.6

Information about this inspection

The inspection team was assisted by the Divisional Director, Birmingham and Bristol, 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.

p.7

Inspection team

Paul James, lead inspector His Majesty’s Inspector Sarah Alexander His Majesty’s Inspector Denise Olander Senior His Majesty’s Inspector Rachael Johnstone Ofsted Inspector Lyn Bourne Ofsted Inspector Rachel Lane Ofsted Inspector 25 to 28 June 2024

p.7

8

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.

p.8

8

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.8

8

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.8

8

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

p.8

8

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

p.8