Yorkshire College of Beauty Limited

Further education and skills inspection report

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Inspection of Yorkshire College of Beauty Limited

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Overall effectiveness Good

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

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Information about this provider

Yorkshire College of Beauty is an independent learning provider established in 1983. It provides adult learning programmes and apprenticeships across four sites in Yorkshire and Lancashire. At the time of the inspection, there were 84 apprentices and 103 adult learners on a range of programmes in hairdressing, beauty, sports and fitness. The college has one subcontractor, E.L.M. Academy, based in Lancashire. There were less than five apprentices on the level 2 hairdressing apprenticeship at the subcontractor at the time of inspection. 14 to 17 January 2025

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

Learners and apprentices display positive attitudes towards their learning and respond well to the high expectations set by their tutors. They appreciate the knowledge and skills they develop and value working towards recognised qualifications, which support them in moving into employment. Learners and apprentices welcome the calm, professional working environment. Adult learners, many of whom are returning to education after a long break, appreciate the support that staff provide.

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

Learners and apprentices quickly learn the appropriate professional standards and develop the knowledge, skills and behaviours required by the industry. They rapidly develop an understanding of relevant terminology, which supports them in their roles and contributes towards their credibility in the workplace. For example, level 3 personal training learners learn about the anatomy and physiology of the human body, such as shoulder flexion, shoulder extension, hip abduction and spinal extension, to help build suitable exercise regimes for their clients.

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

Learners and apprentices benefit from programmes designed in collaboration with industry specialists. Leaders work strategically with relevant stakeholders to design a range of education programmes to meet the needs of the sports, health and beauty sectors. Curriculum specialists engage with employers to help shape and influence the curriculum content with guidance about the skills, knowledge and behaviours needed for future employment and training.

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

Tutors develop the character and confidence of learners and apprentices throughout their programmes. They expose learners and apprentices to commercial settings where they practise and hone their skills on paying clients. This enables learners and apprentices to become confident with a wide range of customers and develop the client care skills and professional behaviours they need to succeed in industry.

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

Learners and apprentices feel safe at the provider and when at work. They know how to keep themselves safe and who to report any concerns to. Through frequent sessions with the provider, they develop their knowledge of important topics and risks such as county lines illegal drug transportation, online safety, the consumption of alcohol and its effects, consent and child sexual exploitation.

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better?

Leaders have a very clear intent for their provision. They provide a range of pathways that support adult learners and apprentices into employment in the sport, health and beauty sectors. Leaders and managers have developed flexible models of delivery which successfully meet the needs of adult learners and apprentices.

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better?

Tutors plan and sequence the curriculum appropriately. Learners and apprentices develop their knowledge and skills in a sensible order, helping them to understand simple concepts before moving on to more complex topics. For example, in level 3 14 to 17 January 2025

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beauty therapy, tutors start with basic components such as eye treatments, skin care, facials, manicures and pedicures before moving on to more advanced treatments such as facial electrical and body massage. Health and safety, promotional activity and effectiveness at work are taught sensibly throughout the programme.

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Leaders ensure that most learners and apprentices receive suitable information, advice and guidance at the start of their programmes. However, in very few instances such as on courses in level 3 nail technology, adult learners do not receive sufficient information, advice and guidance on the course content at the start of their programme. As a result, a few learners on the course are unclear about the course requirements or expectations as they begin.

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Tutors support learners and apprentices with additional learning needs well. Learners and apprentices with dyslexia and attention deficit hyperactivity disorder value the additional time tutors spend with them to explain and revisit learning when needed. Learners and apprentices benefit from helpful teaching strategies to support them to make progress in line with their peers. Tutors break down activities and give clear instructions to ensure learners understand what they need to do to complete activities.

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Leaders and staff prepare learners and apprentices well for life in modern Britain. They provide a range of interesting activities to develop learners’ and apprentices’ awareness of pertinent topics relevant to them such as the legal requirements around protected characteristics. Staff promote equality, diversity and inclusion effectively; all learners and apprentices are welcomed, and differences are celebrated. Learners and apprentices are well prepared for their next steps through appropriate careers advice and guidance. Staff provide a range of sessions, including the use of external speakers to cover topics such as preparation for self-employment and wider opportunities in the sector such as management opportunities and working internationally.

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Leaders have effective processes in place to monitor the quality of the provision, including courses provided by their subcontractor. They conduct a range of useful quality assurance activities, including visits to lessons, talking to learners and apprentices and reviewing learners’ and apprentices’ work. They carefully review performance on each course, following a comprehensive quality assurance cycle and monitor key performance indicators, including attendance, punctuality, learner satisfaction, progress, retention and achievement. Leaders use these findings to implement effective actions to improve the quality of education that learners and apprentices receive.

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Governors are well qualified and experienced to carry out their roles and provide a range of skills and knowledge, including an understanding of regional differences. They have useful expertise in sectors such as further education, quality improvement, finance and business. Governors have clear oversight of the quality of provision, understand their responsibilities and hold leaders to account well. They 14 to 17 January 2025

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meet with leaders and staff frequently to scrutinise and identify quality improvements.

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Most tutors use a range of effective teaching methods. They are skilled practitioners who support learners and apprentices in building their knowledge and skills incrementally. Tutors make the best use of their industry experience to provide interesting lessons and make learning relevant. For example, in practical lessons, tutors effectively use modelling techniques when demonstrating how to carry out a luxury pedicure. They use direct instruction, word associations and visual aids to help apprentices understand and retain key concepts such as blood flow and anatomical terminology. Apprentices observe best practice before developing their own practical skills by implementing and practising the technique themselves. However, in a very few instances, teaching is less effective. Tutors new to teaching do not consistently use effective teaching strategies to help learners and apprentices retain new and complex concepts.

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Tutors use a range of effective assessment methods to check learners’ and apprentices’ progress. They question learners and apprentices to test their recall and consolidation of learning. They use techniques such as class quizzes, assignments, case studies, online examinations and practical observations. Tutors ensure that misconceptions are addressed promptly and use the results of assessment to plan further learning.

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Most learners and apprentices achieve their qualifications, with the proportion of apprentices who achieve having increased significantly since the previous academic year. On a few adult learning courses, achievement is too low. Leaders and managers have rightly recognised this and have implemented effective changes by improving quality and oversight and reviewing delivery models to improve the proportion of learners who remain on programme and achieve. Most learners and apprentices who complete their studies move on to positive destinations either in employment, self-employment or further study.

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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 that all adult learners benefit from sufficient and effective information, advice and guidance at the start of their programme so they are clear on the course content and expectations.  Identify and implement actions to increase further the proportion of adult learners who achieve their qualifications.  Provide effective support to those new to teaching to develop their teaching skills. 14 to 17 January 2025

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Provider details

Address Regency House Kirk Lane Yeadon Leeds LS19 7EP

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Provider details

Principal, CEO or equivalent Lewis Hatcher

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 18 to 21 October 2022

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Provider details

Main subcontractors E.L.M. Academy 14 to 17 January 2025

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Information about this inspection

The inspection team was assisted by the training 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

Sarah Seaman, lead inspector His Majesty’s Inspector Mark Keen His Majesty’s Inspector Jackie Moores Ofsted Inspector Fionnuala Swann Ofsted Inspector Sambit Sen Ofsted Inspector 14 to 17 January 2025

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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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