The Reynolds Group Limited

Further education and skills inspection report

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Inspection of The Reynolds Group Limited

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Inspection dates: 29 April to 2 May 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Good Overall effectiveness at previous inspection Good

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Information about this provider

The Reynolds Training Academy is the training division of the Reynolds Group and provides training for 16- to-19-year-old and adults learners. They provide training in performing arts, beauty therapy, and sport and fitness across multiple venues, including Dartford, Halesowen, Bexley, Whitstable and Rainham.

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Information about this provider

At the time of the inspection, there were approximately 60 16- to 19-year-old learners on education programmes for young people. They were studying subjects including level 2 beauty therapy general, level 3 beauty therapy massage, level 3 extended diploma in performing arts and production arts, and the level 4 professional diploma in performance. The Reynolds Training Academy works with one subcontractor, Walk Tall, who provides level 1 employability training for a small number of 16- to 19-year-old learners.

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Information about this provider

There were approximately 60 adult learners studying subjects at level 3 and 4, including beauty massage therapy, gym instructor and personal training and beauty therapy programmes. 29 April to 2 May 2025

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

Most learners are highly positive about their learning. They value the close professional relationships and support they receive from tutors, who help them stay on track with their studies and make rapid progress.

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

Most learners attend their training well. They arrive punctually to lessons and take part in discussions confidently. Learners on employability programmes at the subcontractor, Walk Tall, do not attend training as well as their peers on other courses, which slows their progress.

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

Most younger learners, including those with additional needs, make good progress in their studies and achieve well. In level 3 performing arts, younger learners develop strong understanding of the impact of different breathing and vocal techniques in improving their singing. These learners achieve particularly strongly in their final assessments. Almost all learners progress on to positive destinations.

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

Most adult learners make good progress in their studies and develop the skills they need for employment or further study. Adult learners in level 3 beauty massage therapy start by developing an understanding of human anatomy and safe working practises and apply this to increasingly complex massage techniques, such as hot stones massage. Staff support them to develop their personal and employability skills very well. For example, in level 3 gym instructor and sports massage, adult learners learn how to complete risk assessments they need for self-employment.

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

Learners exemplify the professional behaviours modelled by their tutors swiftly. They are courteous and highly respectful of others. For example, in performing arts, learners offer feedback in a kind and constructive manner. In beauty therapy, learners take professional pride in maintaining equipment well and making sure the working environment is presentable.

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

Through the personal development curriculum, leaders prioritise teaching learners about healthy living to address social pressures on young people in performance, sports and beauty. Learners demonstrate cultural awareness and appreciation for different cultures. In level 2 beauty, learners understand different cultural needs, which helps them to develop inclusive professional practices. Staff provide additional opportunities to enhance learner’s industry readiness through events like ‘Industry Week’, which feature guest speakers and visits such as the London Excel Beauty exhibition. Learners at Walk Tall have fewer opportunities to prepare for life in modern Britain.

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

Learners feel safe and know how to identify and report any concerns they may have. 29 April to 2 May 2025

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better?

Leaders and staff make effective use of their strong industry experience to design curriculums which are mostly ambitious and vocationally relevant. They work successfully with a range of stakeholders, including industry employers and specialist sector groups, to design purposeful curriculums that provide most learners with the knowledge, skills and behaviour to access the performing arts, fitness and beauty sectors successfully. Staff are highly ambitious for their learners to develop relevant and up-to-date industry skills, confidence and behaviours.

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better?

Tutors are highly experienced and continue to work professionally in their sectors, such as performing regularly in musical theatre, film and television productions. They use their industry experience to plan and teach relevant and engaging training sessions. For example, in performing arts subjects, they share their experiences to help learners better understand different rehearsal techniques.

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better?

Tutors use a range of effective teaching activities, including demonstrations. Tutors model techniques carefully and clearly and use industry-relevant terminology well. For example, in level 2 beauty, tutors explain skin biology skilfully so that learners understand how various skin conditions may be exacerbated by different beauty products. Learners benefit from using a range of industry standard equipment and workspaces that mimic the working environment, so that they can practice and develop their skills successfully.

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better?

Tutors mostly check learning effectively and correct misconceptions successfully. They use mock assessments successfully to prepare learners well for final assessments. However, in a small minority of subjects, tutors do not consistently check learners’ understanding before progressing to practical activities, which means they make mistakes in their practical demonstrations.

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better?

Tutors make good use of opportunities to help learners to develop their numeracy and literacy skills successfully. For example, in performing arts subjects, staff help learners studying dance to develop their numeracy skills by calculating arm angles. This helps learners to develop these essential skills and supports their readiness for employment.

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better?

Tutors mostly support learners with additional needs well. Tutors use a range of adaptive strategies, including assistive technology, overlays, personalised verbal feedback and one-to-one mentoring. As a result, most learners with additional needs make good progress and achieve positive outcomes in line with their peers.

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better?

Leaders have not ensured that the subcontracted level 1 employability course taught at Walk Tall is sufficiently well planned so that this small group of learners build their knowledge and skills over time. Staff do not help learners complete purposeful work placements. Tutors do not consistently adapt their teaching to meet the diverse and often complex needs of learners, which limits their progress. Consequently, many 29 April to 2 May 2025

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learners do not develop the skills they need to progress successfully into employment and do not achieve well in their final assessments.

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Staff teach an effective careers programme to help learners make informed decisions about their next steps. Leaders routinely invite industry experts, such as casting agents, performers and actors, to share their experience of working in the industry. As a result, learners develop a realistic understanding of work in the sector and are enthusiastic about their next steps.

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Staff feel proud to work at the college and value leaders’ strong focus on staff and learner well-being. Leaders provide effective support to help staff develop their industry knowledge and teaching skills.

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Leaders have a reasonable understanding of the strengths and weaknesses of most aspects of their provision. They work with skilled external consultants, who mostly provide effective challenge and support. As a result, they have improved outcomes for adult learners. However, leaders do not have sufficient oversight of the quality of provision at Walk Tall, which has contributed to the poor experience and outcomes for learners on employability programmes. Leaders have sensible plans in place to resolve these issues, but it is too early to see the impact of their actions.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve their quality oversight of provision at Walk Tall so that learners in this area of provision, including those with additional needs, receive high-quality education.  Make sure that learners benefit from a well-structured and meaningful personal development curriculum.  Make sure that improvements to the proportion of adults achieving their qualifications is sustained. 29 April to 2 May 2025

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Provider details

Address Reynolds Training Academy Orchard House Kent Road Dartford DA1 2AJ

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Provider details

Website www.reynoldsgroup.co.uk/training

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Provider details

Principal, CEO or equivalent Emma Reynolds

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Provider details

Provider type Independent training provider

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Provider details

Dates of previous inspection 26 February to 1 March 2019

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Provider details

Main subcontractors Walk Tall 29 April to 2 May 2025

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Information about this inspection

The inspection team was assisted by the Operations 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

Dan Beale, lead inspector Ofsted Inspector Carolyn Brownsea His Majesty’s Inspector Jaswant Mann Ofsted Inspector Daniel Lewsey Ofsted Inspector Ramita Tejpal Ofsted Inspector Jai Sharda Ofsted Inspector 29 April to 2 May 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 looked-after children, safeguarding and child protection.

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