Qts-Global 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 Adult learning programmes Good Overall effectiveness at previous inspection Good

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Information about this provider

QTS-Global Limited is an independent learning provider based in Ripon, North Yorkshire. It was established in 2011 and provides training for adult learners through advanced learner loans. At the time of the inspection, there were 154 adult learners. Training is delivered at the National Beauty Academy in Sunderland and at two outreach centres in Gateshead and Middlesbrough. At the time of the inspection, there were 56 learners enrolled on level 3 nail technology, six learners on level 3 bridal hair and make-up, 12 learners on level 3 beauty massage therapy, 49 learners on level 3 combined beauty therapy skills, 19 learners on level 3 makeup artistry and 12 learners on beauty therapy massage courses. 18 to 20 March 2025

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

Learners enjoy their training and value the safe environments in which they study. Most learners attend well and, when they are absent, staff undertake welfare checks to understand the reasons for this and ensure that they are safe.

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

Most learners have a strong understanding of the importance of embodying fundamental British values. Tutors effectively introduce learners to their responsibilities as a citizen living and working in modern Britain. On the level 3 nail technology course, learners consider recent media coverage of the Palestine-Israeli conflict and treat each other with respect and courtesy where their opinions differ.

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

Most tutors provide learners with useful information to help them understand risks posed by radicalisation and extremist behaviours. In bridal hair and make-up sessions, tutors play educational videos that explain the ‘Prevent’ duty. They discuss the 2024 Sunderland riots and how learners who were affected reported concerns to the police. However, a few learners do not develop as deep an understanding of risks as their peers because a few tutors do not raise awareness as successfully. As a result, these learners struggle to recall risks that they may face in their communities.

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

Learners are well prepared for their next steps and benefit from external careers talks from staff at the National Careers Service and local further education colleges. Tutors speak to learners about how to set up a business as a self-employed beautician.

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better?

Leaders offer hairdressing, make-up and beauty therapy courses in the north east that meet the growing demand from learners who aspire to have a career in the beauty profession. The central location of learning centres helps learners who struggle with transport to overcome barriers to accessing education when they return to learning following a prolonged period.

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better?

Tutors plan and sequence the curriculum effectively to help learners to develop new skills and knowledge quickly. Learners on combined beauty therapy courses gain valuable practical skills in manicure, pedicure, waxing and eye treatments before progressing onto more complex areas such as massage and hot stone therapy. They are then introduced to courses that complement each other such as make-up artistry and bridal hair. These courses help learners to make connections between different aspects of their careers as beauty therapists.

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better?

Tutors use a variety of effective teaching and assessment strategies to help learners to remember what they have been taught. In theory sessions, tutors on combined beauty therapy courses use interactive digital drag-and-drop activities for learners to label a diagram of the human skeleton in a fun and engaging way. Nail technology 18 to 20 March 2025

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learners produce their own mnemonics to help them to remember the layers of the epidermis.

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Tutors help learners to develop their English and mathematical skills. In combined beauty therapy sessions, they successfully integrate mathematics by asking learners to work out the ratios of massage oils in volume and then as percentages. In English, tutors correct errors in spelling and vocal pronunciations of different muscles. As a result, learners develop their understanding and use technical vocabulary well.

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Tutors support learners with special educational needs and/or disabilities (SEND) effectively. They adapt their teaching methods by, for example, increasing one-to- one support for learners with dyslexia and breaking down activities into manageable tasks. As a result, learners with SEND make good progress in developing their skills, knowledge and confidence.

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Most learners produce work of an appropriate standard. In nail technology, learners use technical language correctly when giving manicures and pedicures and accurately describe contraindications they need to be aware of when working with clients. However, a very few learners on beauty therapy massage courses do not consistently demonstrate professional behaviours securely. They do not maintain the high standards of their peers, such as organising towels neatly or ensuring that they sanitise their hands correctly before conducting treatments.

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Tutors provide useful feedback on learners’ written work which helps learners to identify what they do well and understand what they need to do to improve. However, in a few instances, tutors do not routinely ensure that learners respond to feedback provided in a timely manner. As a result, a few learners fall behind in their work.

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Most tutors monitor learners’ progress effectively over time. However, tutors are occasionally too slow to put interventions and support in place when learners fall behind. As a result, a few learners feel overwhelmed with the amount of work they need to do as they approach the end of their courses.

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Leaders have taken successful actions to improve the retention and achievement of learners on adult learning courses. For example, in level 3 nail technology, leaders have improved initial advice and guidance about the demands of the course and assignments so that learners are well prepared for the demands of level 3 study and assessment.

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Leaders and managers have strengthened quality assurance activities to improve their oversight of the effectiveness of teaching. They conduct observations of learning and assessment to identify where improvements are needed. For example, managers regularly visit lessons to assess the quality of teaching. They then provide tutors with developmental feedback and arrange for training for tutors to attend that is linked to their individual developmental plans. As a result, tutors improve their teaching and assessment skills. 18 to 20 March 2025

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Leaders take effective actions to improve the workload and well-being of staff. Full- time teaching staff have small learner cohorts so that they have the time to plan effective practical and theoretical sessions. Tutors additionally benefit from a designated day per week to plan and adapt learning sessions without the distractions of other administrative or teaching responsibilities.

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Leaders are supported well by governors who have educational and financial experience. Governors recognise the important steps that leaders have taken over the past year to improve weaknesses in provision. They work closely with leaders and managers to assess the impacts of these actions. Governors challenge leaders to improve continuously the quality of education and training offered.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Develop learners’ understanding of the risks associated with radicalisation and extremism where they live and work.  Ensure that tutors offer timely interventions and support to help learners catch up. 18 to 20 March 2025

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Provider details

Address The Stone Barn Church Street West Tanfield Ripon North Yorkshire HG4 5JQ

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Provider details

Principal, CEO or equivalent Kevin Pound

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 26 to 29 March 2019

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Provider details

Main subcontractors NA 18 to 20 March 2025

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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

Chloe Rendall, lead inspector His Majesty’s Inspector Tina Ockerby Ofsted Inspector Rhys Davies Ofsted Inspector 18 to 20 March 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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