Haha Training Ltd

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

Haha Training Ltd is an independent training provider based in Portsmouth, Hampshire. Haha Training Ltd has held a direct contract to train apprentices since September 2022. The training of apprentices takes place at Haha training facilities in Portsmouth or on the Isle of Wight. Apprentices who do not attend the training academy complete their training in the workplace in commercial salons. At the time of the inspection there were 80 apprentices on programme. Of these, 41 apprentices studied level 2 hair professional, 24 studied level 3 advanced creative hair professional and the remaining 15 were on level 2 barbering. At the time of inspection there were 39 apprentices that were aged between 16 and 18 years old. 15 to 17 October 2024

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

Apprentices benefit from training in a high-quality learning environment and with resources which replicate those of a professional commercial salon. This contributes to apprentices quickly developing pride and a sense of responsibility in their work. This is demonstrated in apprentices’ care and attention that they place on keeping their work areas clean and tidy. Apprentices rapidly learn to work professionally and independently, and respond well to direction.

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

Apprentices develop the practical skills they need for the hairdressing industry securely and quickly. Apprentices become adept at producing high-quality haircuts. Level 3 apprentices confidently complete multi-length precision haircuts, use a range of cutting techniques and consider clients’ facial shape and features. They demonstrate the ability to plan and execute complex haircuts independently. Apprentices become confident and competent at working with clients and take great care with the standard of customer experience they provide. Apprentices become highly employable, positive ambassadors for the training academy and hairdressing industry as a result.

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

Apprentices benefit from a good personal development programme. Educators start all sessions with useful ‘hot topics’ which help apprentices to widen their understanding of current affairs and society. Apprentices develop their appreciation of equality and diversity topics, and learn how to apply these with respect to the clients. Apprentices learn how to keep themselves physically healthy in the context of their chosen industry, such as the regular application of barrier cream to protect their hands. Apprentices benefit from a useful range of opportunities to develop their interests beyond the apprenticeship programme. They learn to use their knowledge and skills while contributing to their communities. Apprentices take part in charity events, using their skills to raise money. During national apprenticeship week, apprentices visit local schools to promote apprenticeships to school children and so contribute to raising the profile of their sector.

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

Apprentices benefit from useful careers advice from educators. Apprentices understand what training and qualifications they can do at the end of their course and in the future. Apprentices visit cruise ships in the region to experience what it is like to work on a ship. Apprentices visit Salon International, an industry trade show to see demonstrations and learn about new products. Apprentices learn about the wide range of opportunities available to them in the sector.

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

Apprentices understand how to keep themselves safe. They understand the risks associated with chemicals, they clear up spillages quickly and use personal protective equipment correctly. Apprentices feel safe and know how to stay safe. They are confident if they have a concern, this would be dealt with quickly by educators. Apprentices understand what radicalisation and extremism are. Too few apprentices consistently understand the indicators of someone at risk of radicalisation. 15 to 17 October 2024

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better?

Leaders have designed training programmes to help apprentices become successful hair stylists. Leaders collaborate well with employers and industry professionals to support apprentices develop the skills they need to work in the sector. For example, leaders consult with employers effectively to make sure they teach apprentices how to carry out colour services in the same manner as in salons. Educators carefully consider the order they teach topics to make sure apprentices develop the knowledge and skills they require.

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better?

Leaders and managers understand most of the strengths and areas for development of the apprenticeship programme well. Leaders have not yet sufficiently developed quality assurance systems to help them identify and intervene swiftly in some issues that affect apprentices’ progress. For example, of the small number of apprentices who do not complete their training in the time planned, most have not sat or passed their functional skills examinations. Leaders have recently formalised the governance structure and board. The external board members bring suitable skills and experience to the leadership team at Haha Training Ltd. It is too early to gauge the impact the board will have.

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better?

Staff benefit from useful external training to make sure they keep up to date with their industry skills. Suppliers provide useful product training to educators. Leaders provide educators with useful training in net zero so they can promote sustainable practice with learners. Staff attend webinars and complete training modules on relevant industry topics such as cutting and colouring. All staff continue to work in industry to keep current with their skills. Apprentices benefit greatly from educators’ knowledge, expertise and industry experience as part of their training.

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better?

Employers highly value the training their apprentices receive. Leaders consider carefully the skills which employers need apprentices to have, and organise apprentices’ training accordingly. For example, leaders have worked with employers to successfully integrate shampooing and blow-drying early in apprentices’ training so they can be productive and useful at work. Employers value the frequent progress reviews they have with educators and apprentices. Employers understand the progress which apprentices make in their hairdressing training and help set useful practical targets. However, reviews do not focus on the development of English and mathematics skills. As a result, employers are unable to support apprentices in these essential skills.

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better?

Leaders and educators set very high expectations of apprentices. Apprentices attend sessions punctually and are keen to learn. They take great pride in the work they produce. Educators expect apprentices to be professional and model these behaviours in training sessions. Educators successfully motivate apprentices to do well in training and at work.

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better?

Educators sequence learning effectively to make sure apprentices receive training to develop at a suitable pace. For example, apprentices learning about colouring with 15 to 17 October 2024

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foils and cutting hair very early in the apprenticeship to build these essential skills over time. Educators teach apprentices effectively to help them identify and correct mistakes. For example, level 2 apprentices consider the time it takes to apply foils to the hair. As a result, they know how to adapt the viscosity of the product and their application to consider how the product expands over time. This ensures they develop a deep understanding of their skills and areas for development.

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Educators teach apprentices effectively to make sure they remember what they learn. They ensure apprentices repeat key tasks on block heads until they are confident to work on clients. Apprentices quickly learn the correct technical language to use as part of their training, for example reverse balayage, feathering and blending. Apprentices benefit from frequent and helpful feedback in practical sessions that helps them understand what they can do to improve. Educators set individual targets for apprentices at the start of each session. Educators ensure apprentices quickly develop the practical skills they need to be successful at work. Apprentices do not always benefit from useful feedback in written work. As a result, some apprentices repeat mistakes.

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Educators inform employers and apprentices early on in their training about the final assessment. Educators make sure apprentices are well prepared to pass the apprenticeship. Educators do not make sure apprentices understand how to achieve a high grade, and few apprentices achieve the high grades they could be capable of. Most apprentices stay on their programme, pass their apprenticeship and stay in work at the end of their training.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure leaders have sufficient oversight to improve the quality of provision.  Make sure apprentices fully understand the risks associated with radicalisation.  Ensure apprentices study English and mathematics early in their programme to make sure they can complete their programme in the time planned. 15 to 17 October 2024

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Provider details

Address 12 London Road Portsmouth PO2 0LH

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Provider details

Principal, CEO or equivalent Steve Churcher

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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 15 to 17 October 2024

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Information about this inspection

The inspection team was assisted by the company owner, 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

Emma Barrett-Peel, lead inspector Ofsted Inspector Mark Hillman His Majesty’s Inspector Richard Kirkham His Majesty’s Inspector 15 to 17 October 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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