Debut Training Academy Limited

Further education and skills inspection report

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Inspection of Debut Training Academy Limited

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Adult learning programmes Outstanding Apprenticeships Outstanding Overall effectiveness at previous inspection Good

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Information about this provider

Debut Training Academy Limited (Debut Training) is an independent learning provider. It specialises in courses in beauty therapy and hairdressing. Approximately half of the training is adult learning programmes and half is apprenticeship provision. Debut Training has five academies with the main site being in Wickford, Essex. It has two additional academies in Stanford-le-Hope and Brentwood, Essex. Debut Training also has an academy in Sidcup, Greater London and one in Ware, Hertfordshire.

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Information about this provider

At the time of the inspection, there were 106 adult learners and 97 apprentices. Most learners study level 3 nail technology and level 3 beauty therapy courses. Debut Training offer level 4 courses in advanced beauty therapy and aesthetic practice. Level 4 specialist courses include micropigmentation, laser treatments and microblading techniques. There were five learners studying level 3 hairdressing. Debut training also have nine learners studying level 4 education and training programmes.

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Information about this provider

Most apprentices are training on a level 2 qualification in either hair professional or beauty therapy. Nearly two-thirds of apprentices are under 19 years. There are fewer than five apprentices on level 2 and level 3 customer service qualifications. 25 to 28 June 2024

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Debut also offer education programmes for young people but at the time of the inspection there were no young people enrolled at the academy. Debut Training has no learners in receipt of high needs funding. 25 to 28 June 2024

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

Learners and apprentices thrive in an environment where staff challenge and support them to succeed. Apprentices and learners develop the skills that employers value. Apprentices are well mannered and polite. They put clients at ease with their friendly and professional approach. Apprentices apply themselves enthusiastically to tasks and follow instructions carefully. Apprentices and learners show high levels of commitment and take great pride in their work. Apprentices demonstrate positive behaviours, such as high attendance, which increases their appeal to employers.

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

Learners and apprentices develop an exceptional understanding of additional topics. These topics include business acumen, safeguarding, literacy and numeracy, environmental sustainability and citizenship. Learners and apprentices develop a sound understanding of the importance of tolerance and respect at work. Hairdressing apprentices adapt their tone and volume of voice when talking to clients with a hearing impairment. Beauty apprentices know not to offer refreshments to Muslim clients during Ramadan. Beauty apprentices make suitable adjustments for clients with mobility difficulties. This helps apprentices develop empathy and understanding for people from all walks of life.

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

Learners have clear aspirations to work, or move straight into self-employment, in the beauty sector. Learners benefit from their tutor’s expertise when discussing vocational careers. Learners take full advantage of marketing and finance lessons to support their career aspirations. Learners frequently attend additional lessons to support their progress. They develop a good understanding of complex topics, often balancing the demands of studying with managing busy family lives.

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

Learners and apprentices feel safe in the academy and know how to report concerns. They have an extremely good understanding of how to stay safe. Tutors routinely provide learners and apprentices with information on the most prevalent local risks communicated to them by the police. This includes current risks of the dangers of domestic violence during big sporting events, staying safe at night and drink spiking. Furthermore, learners and apprentices understand workplace risks, such as working in proximity alone with clients and working late.

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better?

Managers are highly motivated to support learners and apprentices to develop successful careers in the hair and beauty sector. They have designed an innovative and highly effective range of courses, qualifications and training, that they describe as ‘training for purpose’. Managers prioritise the holistic development of learners and apprentices knowledge and skills that goes beyond the qualification. Managers plan a vast range of personal development, career and professional training. Learners and apprentices benefit from additional vocational courses to include on their CVs, such as nail art, pregnancy massage and barbering. 25 to 28 June 2024

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Managers are eager for learners and apprentices to develop the highest quality skills and professional behaviours. Managers role model extremely good business practice to show learners how to develop their future business careers. Managers have exceptionally positive relationships with their external partners. Managers ensure that they are actively involved in the local business community. They work highly effectively to build their networks, reputation and opportunities to involve learners.

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Managers have a forensic understanding of the sector and how it is developing and changing. They consult widely to ensure that their understanding remains current. Managers listened carefully to employers’ feedback that learners needed better communication skills. They responded promptly to ensure that learners can work effectively with clients. Employers speak very highly of the professional standards and responsive communications they receive. Employers appreciate the opportunities to influence each course.

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Managers have created an ambitious, supportive and aspirational environment for staff to work in. Tutors and coaches have expert knowledge of their subjects. They are highly qualified, have extensive up-to-date industry knowledge and are experts in their sector. They set and model very high standards of professionalism for learners and apprentices. Tutors benefit from precise and specific feedback from managers on all aspects of their work. Managers provide clear actions, coaching and training for improvement. They ensure that staff receive a broad and balanced range of technical updating and pedagogical training. As a result of professional update training and quality assurance feedback, teachers are continually improving their practice. Managers role model the high levels of support for staff that tutors in turn provide to learners and apprentices.

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Managers and tutors sequence each course in a logical order to maximise learners’ and apprentices’ development. Managers have ensured that the courses are offered at a range of times to work around learners’ busy lives. Tutors ensure that learners and apprentices develop secure foundation knowledge before they move on to more complex tasks. Beauty therapy apprentices learn how to do manicures and pedicures early in the course so they can start to work on clients promptly. The hairdressing curriculum is effectively sequenced to enable apprentices to join the course at any time in the year. Mathematics teachers effectively sequence topics so that learners understand area and perimeter before moving on to more complex aspects, such as volume. This helps learners and apprentices increase their confidence in their own skills over time.

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Managers and tutors provide high-quality teaching resources for learners. Learners can access videos and collaborative online platforms. This helps them to study more flexibly around their busy lives. On the education and training course, learners report that their initial digital skills were initially poor. Learners can now confidently use a range of collaborative software tools skilfully in their own teaching practice because of what they learn on their course.

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Tutors and coaches use a wide range of teaching strategies skilfully. Tutors and coaches meticulously check learners’ and apprentices’ understanding of key 25 to 28 June 2024

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concepts. Tutors ask additional probing questions when the answers provided are not sufficient. Tutors routinely reinforce the use of mathematics in hairdressing, when mixing tints or calculating cutting angles. Tutors use peer-to-peer reviews to enable learners and apprentices to become more insightful. Tutors use digital resources highly effectively in the classroom to present new topics. This includes scanning QR codes to carry out quizzes as formative assessments. Learners and apprentices develop their knowledge and practise their skills to high standards.

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Tutors and coaches consistently model and use accurate subject-specific language. They diligently correct learners and apprentices when they mispronounce or misuse key terms. Learners can articulate how the nervous system releases oestrogen and cortisol. Tutors help them to learn and use words like peripheral and homeostasis appropriately by linking them to the impact on the body.

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Learners and apprentices receive thorough and developmental feedback about their work from their tutors and employers. They value this feedback which helps them to stay motivated. Learners and apprentices produce written work that is accurate, clearly presented that demonstrates their good study skills and independent research. Tutors set learners and apprentices challenging targets, enabling them to achieve merit and distinction grades. Learners and apprentices know how to improve the quality of their work and they are highly motivated to meet challenging targets.

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Tutors plan apprentices’ on- and off-the-job training carefully to closely align with apprentice’s needs. Tutors and employers work together very effectively. They ensure that apprentices have frequent opportunities to put into practice what they learn at the academy. Employers provide frequent work shadowing opportunities to help develop apprentices’ practical skills. Apprentices work on clients at the training academy who want long hair blow dries to prepare them effectively to provide this service at work. Beauty therapy apprentices observe advanced electrical treatments in their workplace, then practise these skills at the training academy. This helps apprentices develop a wide range of skills that employers value.

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Learners and apprentices, including those with additional learning needs, benefit from exceptional support from tutors and coaches. Most learners start their course with limited academic skills. In addition, learners have challenging personal circumstances to overcome while studying at the training academy. Staff work hard to identify and put in place suitable interventions to help them make good progress. Tutors upload lesson notes to enable learners to recap on lessons in their own time. This is particularly helpful for those learners who speak English as an additional language. Learners and apprentices work increasingly independently in their studies. Learners with additional support needs achieve the same proportion of merit and distinction grades as their peers.

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Managers have worked extensively on developing meaningful English and mathematics curriculums. Tutors use hairdressing and beauty related examples extremely effectively to secure learners’ and apprentices’ understanding. Most tutors identify errors in learner’s and apprentice’s work. Learners and apprentices value the 25 to 28 June 2024

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English and mathematics skills that they are developing. Apprentices who struggled at school, increase their confidence significantly in English and mathematics. Most apprentices pass their level 2 English and mathematics examinations on their first attempt.

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Managers have created a highly effective and ambitious culture of continuous improvement. They have developed forensic, impactful quality management processes. Managers reviewed the low retention of adult apprentices. They identified that adult apprentices lost confidence in the final stages of their training. Leaders implemented strategies to provide apprentices with extra help and mock examinations to prepare them more effectively for their final examinations. As a result, adult apprentices’ retention has significantly improved. Just under half of apprentices achieve distinctions in their final examinations.

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Safeguarding

The arrangements for safeguarding are effective. 25 to 28 June 2024

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Provider details

Address 38 High Street Wickford Essex SS12 9AZ

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Provider details

Principal, CEO or equivalent Carla Hales

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 5 to 8 March 2019

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Provider details

Main subcontractors None 25 to 28 June 2024

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Information about this inspection

The inspection team was assisted by the managing director, 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

Penny Fawcus, lead inspector His Majesty’s Inspector Andrea McMahon His Majesty’s Inspector Philip Elliott Ofsted Inspector Alison Gray Ofsted Inspector Anne Moynihan Ofsted Inspector 25 to 28 June 2024

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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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