The London College of Beauty Therapy Limited

Further education and skills inspection report

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Inspection of The London College of Beauty Therapy Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Requires improvement 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 London College of Beauty Therapy (LCBT) is a specialist hair and beauty independent learning provider based in east London. LCBT offers education and training from level 2 to level 4 in beauty therapy, hair and media make-up, and hairdressing to young and adult learners.

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Information about this provider

In February 2024, the Education for Industry Group acquired LCBT, which is now part of a group that includes the Fashion Retail Academy. At the time of the inspection, there were 524 learners. Of these, 431 were young learners and 88 were adult learners. LCBT subcontracts the teaching of the level 2 fashion business and retail programme to the Fashion Retail Academy. There were 44 young learners on this programme. 10 to 13 June 2025

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

Learners study in a welcoming, supportive and professional environment where they feel safe. The new facilities in east London provide learners with the opportunity to learn in well-equipped, industry-standard environments such as beauty and hairdressing salons.

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

Most learners develop substantial new knowledge and skills. This is because tutors teach theory and practice well. For example, beauty therapy learners first learn about different skin types, textures and tones and how to adapt treatments before they apply this knowledge when they carry out facial treatments on clients in the training salons. Most learners remain in learning and make good progress. When they finish their studies, most learners move onto further training or into employment.

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

Learners gain the behaviours they need to work with clients in salons. For example, they communicate effectively with clients when they complete consultations and they demonstrate how to maintain a professional relationship with clients and peers. Staff have high expectations of learners’ behaviour and attitudes. They set clear expectations with them from the start of programmes and they are good role models for learners. However, learners’ attendance across courses is not good enough. Some learners have become demotivated because of historical disruption to their learning caused by staffing issues and organisational changes.

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better?

On acquisition of LCBT in February 2024, leaders quickly put in place a robust action plan to improve the weaknesses they found. This included significant investment in new industry-standard premises and recruitment of staff to stabilise the teaching of the curriculum. They increased the well-being support for learners and staff and redesigned the curriculum assessment structure.

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better?

As part of these changes, leaders integrated key roles and functions from the Education for Industry Group into LCBT. This included the introduction of effective governance arrangements along with a range of good processes to monitor the quality of provision and the progress of learners, including those at the subcontractor. Previous achievement of learners for their main qualification, English and mathematics was low. The swift actions of leaders, along with timely support for learners, has led to a significant increase in the proportion of learners who stay on their course. Current learners make good progress, including with their English and mathematics.

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better?

Leaders provide a good range of professional development opportunities for staff. They use the outcomes of their evaluation of teaching well to plan the development sessions. This includes sessions for staff to improve their teaching, learning, and assessment, and how to teach and support learners who have special educational needs and/or disabilities (SEND). Leaders provide good opportunities for staff within 10 to 13 June 2025

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the group to work together to share best practice. Staff highly value the investment leaders make so they have time for professional industry upskilling. Leaders support new tutors to gain teaching and assessing qualifications.

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Tutors have good industry experience. They use their industry and teaching expertise to good effect to plan and teach a challenging curriculum. Tutors gather valuable feedback on the content of the planned curriculum from employers and industry experts. This helps them plan the curriculum with up-to-date industry techniques and trends beyond the content of the qualification.

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Tutors mostly identify well what learners know and can do at the start of their programmes. They use the results of assessments to adapt the content they teach so learners are continuously challenged to improve and gain new knowledge and skills. For example, in mathematics, tutors focus on specific gaps in learners’ knowledge such as in ratios, proportions and fractions. This means learners are taught the specific areas they need to improve.

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Tutors use a range of helpful techniques to teach the curriculum and provide valuable feedback to learners. They use demonstrations and repeated practice effectively and explain new content clearly. For example, beauty tutors teach complex anatomical content well which helps learners successfully to complete practical treatments including massages and facials to industry standards.

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Tutors provide helpful feedback to learners on their written and practical work. For example, in level 2 fashion business retail, tutors provide learners with frequent verbal and written feedback on their work which helps them to develop their answers. Most learners improve their work over time and produce work to the expected standard. However, tutors do not consistently correct spelling, punctuation and grammar errors.

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Leaders, managers and tutors make sure that learners who have SEND receive good support. Learning support assistants (LSAs) get to know the learners who have SEND well. This is because staff create helpful individualised profiles that include specific teaching and support strategies. For example, they use good techniques to help learners remain calm in stressful situations and provide additional one-to-one support sessions. Tutors and LSAs adapt strategies and teaching techniques appropriately. Learners who have SEND make good progress because of the good support they receive.

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Tutors teach learners a broad personal and social development curriculum. The aim of the curriculum is to equip learners with the skills they need to make informed decisions about their lives. Topics include healthy relationships and fundamental British values. Leaners understand key societal principles and how these relate to their own lives. Tutors teach learners about well-being and how to increase their confidence and emotional resilience. They teach learners about the risks associated with radicalisation and extremism. However, learners do not have secure knowledge on how to recognise extremist behaviours and the signs of radicalisation. 10 to 13 June 2025

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Leaders and managers provide learners with a wide range of industry-relevant enrichment and careers advice opportunities. These are carefully planned to support learners' broader development, deepen their understanding of the professional sectors they are entering, and enable them to make informed choices about their future careers. Learners, including those at the subcontracted provision, benefit from expert industry led masterclasses. In addition, visits to museums and fashion exhibitions provide real-world context and deepen learners’ appreciation of the cultural and creative influences in the industry. As a result, learners are well equipped to identify and pursue aspirational next steps

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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 the attendance of learners.  Continue to improve further the proportion of learners who achieve their qualifications.  Improve learners’ knowledge on how to recognise extremist behaviours and the signs of radicalisation. 10 to 13 June 2025

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Provider details

Address 3-5 Fashion Street London E1 6PX

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Provider details

Provider type Independent learning provider

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Provider details

Dates of previous inspection 12 to 15 February 2019

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Provider details

Main subcontractors Fashion Retail Academy 10 to 13 June 2025

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Information about this inspection

The inspection team was assisted by the vice principal, 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

Joanna Walters, lead inspector His Majesty's Inspector Kanwaljit Dhillon Ofsted Inspector Ruth Harrison Ofsted Inspector Gemma Hart Ofsted Inspector Paul Manning His Majesty's Inspector Andrea McMahon His Majesty's Inspector 10 to 13 June 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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