Plums 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 Not previously inspected

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Information about this provider

Plums Limited, known as Masterclass Academy, is an independent learning provider. The training salon is based in Waterlooville, Hampshire. Masterclass Academy successfully registered to provide apprenticeships in early 2022, specialising in hairdressing. At the time of the inspection, there were 18 apprentices. Of these, 15 apprentices studied the level 2 hair professional standard. Three apprentices studied the level 3 advanced and creative hair standard. Leaders do not work with any subcontractors. 5 to 7 August 2024

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

Apprentices enjoy their learning and are rightly proud of their work. They benefit from a learning environment that is calm and orderly. Workspaces replicate working salons, which helps apprentices to develop and practise their hairdressing skills. Apprentices rightly value the very good support they receive from well qualified, industry expert teachers and assessors. Apprentices attend well and are punctual to their sessions and work.

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

Apprentices develop substantial new knowledge, skills and behaviours quickly. They learn how to shampoo, treat scalps and use different colour techniques and cuts. They develop the theoretical knowledge needed to understand how to complete these with varied client groups. All apprentices pass their final assessments. Almost all apprentices move on to high-quality destinations working in salons or the next level of study. Too few apprentices achieve the high grades of which they are capable.

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

Apprentices develop confidence and resilience well. They discuss clients’ needs and respond appropriately. They benefit from opportunities to celebrate their learning and win awards, such as most improved confidence. They complete projects to research and showcase their skills, for example eras of hair or icons in the industry and participate in fashion shows to showcase their skills. Apprentices benefit from attending hair shows and hairdressing conventions where well-established hairdressers give practical demonstrations, and new product and tools information. As a result, apprentices are well informed about the latest updates for their industry.

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

Apprentices feel safe and are safe in their workplaces and during their studies. They know how to raise a concern and who to speak to if they have a concern about themselves or others.

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better?

Leaders have developed an ambitious curriculum for apprentices to gain a wide range of hairdressing and employability skills swiftly. Staff and employers work closely together to plan the curriculum and agree training plans. Staff work well with employers to discuss the content and sequencing of the curriculum and, where needed, adjust learning to fit in with workplace activities. For example, apprentices learn fringe trim cuts and apply foils early into training to help with the Christmas pressures and help business need.

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better?

Staff identify apprentices’ skills and abilities well and use this information to tailor learning appropriately. For example, in English and mathematics, staff identify apprentices’ prior knowledge and focus teaching appropriately to build knowledge and challenge appropriately. As a result, apprentices quickly gain confidence and make swift progress in their studies. 5 to 7 August 2024

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Well-qualified and experienced staff present information clearly and use demonstration, where appropriate, to help apprentices complete work to a high standard. For example, they ensure that apprentices understand how to apply rollers properly for a perm. Staff support apprentices well and provide individual training, guidance and feedback, which they reduce over time skilfully to help apprentices become more independent They make sure that apprentices learn and use industry- specific language, such as the ‘radial’ area of the head and ‘weave’ to separate the hair effectively when completing highlights.

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Staff use a range of activities to help apprentices remember their learning, including the completion of head sheets so that they recall the angles needed for a specific cut. Staff use assessment effectively, particularly questioning, to identify progress for learning and to plan additional learning. Apprentices use the constructive and clear feedback they receive on their work to quickly improve their knowledge and skills. Consequently, apprentices make good progress and achieve.

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Staff do not provide sufficient or timely guidance to apprentices to achieve high grades. As a result, many apprentices do not achieve distinction grades.

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Staff identify and support apprentices with special education needs and/or disabilities (SEND) well. They use the induction and interview process well to identify any learning difficulties or barriers. They ensure that apprentices with SEND have access arrangements so that they can achieve their assessments in line with others. For example, they use coloured paper and overlays for apprentices who are dyslexic and break learning into chunks for apprentices with autism. As a result, these apprentices make good progress and achieve in line with their peers.

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Staff help apprentices develop the essential skills English and mathematics skills they need for their apprenticeship and work. Apprentices learn budget when buying products and planning for payment. As a result, apprentices develop these essential skills, and those who need formal English and mathematics achieve well in these qualifications.

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Leaders inform employers about apprentices’ progress and their roles in the apprenticeship successfully. Staff ensure that on- and off-the-job training is aligned effectively. As a result, apprentices benefit from useful training at work, for example extending their colour application and use, learning more complex styles and shadowing specialist designers in their work to learn more advanced techniques. Employers ensure that apprentices understand how theoretical elements, policies and processes are applied in their salons so that apprentices can work safely and to a high standard.

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Staff support apprentices to learn about how to stay healthy when working, for example through correct posture when cutting, safe use of chemicals and avoiding dermatitis. Staff help apprentices to recognise healthy relationships. They provide useful information and promote discussions using current news events so that apprentices understand staying safe in their personal lives, cyberbullying and online safety. Staff help apprentices to learn about British values and celebrate diversity 5 to 7 August 2024

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through their review sessions and the curriculum. Apprentices complete projects on British values, which they successfully apply to their job role. For example, they identify differences in hair related to age and ethnicity and they understand that all clients and peers should be treated fairly and with respect. Although leaders promote competitions in hair to which apprentices can apply, too few apprentices participate in these activities.

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Leaders make sure that apprentices are aware of the possible career pathways available to them at induction and throughout the programme. Assessors discuss opportunities on cruise ships, industry sector companies and self-employed options. Consequently, apprentices are well informed about the opportunities available to them for their next steps.

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Leaders and managers know their provision well, they are aware of the areas they need to improve and have actions in place to address these. For example, in order to improve employer engagement, alternative communication methods have been used so that employers are well informed about the progress apprentices make. Leaders do not consistently help teachers and assessors to evaluate and develop their teaching practice so that they can improve.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure all apprentices benefit from feedback throughout their programme to help them achieve high grades.  Make sure all apprentices benefit from participation in additional activities and competitions to support them in their personal development.  Improve quality assurance processes to support staff to further develop their skills and improve. 5 to 7 August 2024

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Provider details

Address Masterclass Academy, Unit 8 First Floor Dukes Walk Waterlooville Hampshire PO7 7HS

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Provider details

Principal, CEO or equivalent Gregory Ott

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 5 to 7 August 2024

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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

Jo-Ann Henderson, lead inspector His Majesty’s Inspector Emma Leavey His Majesty’s Inspector 5 to 7 August 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 looked after children, safeguarding and child protection.

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