Wow Hair Academy Limited

Further education and skills inspection report

p.1

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 Requires improvement

p.1

Information about this provider

Wow Hair Academy Limited is an independent learning provider located in Wolverhampton, specialising in apprenticeships in hairdressing and barbering. At the time of the inspection, there were 17 apprentices. Of these, 13 were on the level 2 hairdressing professional apprenticeship, and the remaining apprentices were studying either level 2 barbering professional or level 3 advanced and creative hair professional apprenticeships. Most apprentices were under the age of 19. 15 to 17 July 2025

p.1

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

Apprentices enjoy their time with Wow. They value the support and teaching they receive from their salon trainers and consequently have high attendance at their teaching sessions. They have positive attitudes, working diligently to complete tasks and persevering when they struggle with a technical skill until they make improvements.

p.2

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

Apprentices make a positive contribution to community projects through the partnerships that leaders have established with local organisations. For example, they offer free or discounted services to users of a local women’s refuge that has supported the community while broadening apprentices’ understanding of the value of charity work.

p.2

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

Apprentices have good access to specialist support for their well-being. Leaders have partnered with a local charity for young people to provide apprentices with specialist support for a variety of topics such as sexual health, exploitation, behaviour management and domestic abuse.

p.2

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

Apprentices develop in confidence throughout their studies. They frequently practise and feel increasingly comfortable in engaging with customers from a wide variety of backgrounds. They know that effective client communication is a critical skill they need to develop to be successful in their careers. They demonstrate this consistently and effectively.

p.2

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

Apprentices feel safe. They know where to go to seek support if they need it and are confident that staff will deal with any concerns effectively.

p.2

better?

Since the previous inspection, leaders and those responsible for governance have focused their attention on the areas that needed improvement. They put in place clearly defined action plans to improve the quality of education that apprentices receive. They can articulate well their progress towards achieving these and the positive impact this has had on apprentices’ learning.

p.2

better?

Leaders and managers work well with a network of salons to provide opportunities for apprentices. They have designed a curriculum offer that meets the needs of local employers that value the support both they and their apprentices receive. All apprentices who completed their training in the past year are currently employed in the hairdressing industry.

p.2

better?

Salon trainers carefully consider the individual needs of their apprentices. They know that some apprentices prefer more direct instruction and feedback, and others benefit from more supportive approaches. Salon trainers tailor their approaches effectively to meet the individual needs of the apprentices. This helps apprentices make sustained progress from their starting points. 15 to 17 July 2025

p.2

3

Given the small size of the provider, leaders play an active part in day-to-day operations. They fulfil teaching and quality assurance roles alongside their leadership responsibilities. This helps leaders have an accurate knowledge of the progress their apprentices make.

p.3

3

Leaders have planned curriculums that provide apprentices with ongoing opportunities to revisit key concepts during their programme. For example, apprentices practise cutting techniques frequently to embed the key aspects involved in cutting hair. However, salon trainers do not revisit theoretical concepts such as hair texture and density and cutting angles frequently enough. Consequently, apprentices’ recall of these theories is sometimes limited.

p.3

3

Salon trainers provide helpful oral feedback to apprentices following their assessments. For example, after cutting a male client’s hair, apprentices receive immediate, useful feedback that identifies where they can improve, highlighting the differing approaches needed. This contributes to apprentices improving their cutting skills over time.

p.3

3

Salon trainers use the range of clients available effectively to enable apprentices to develop their skills. For example, where possible, salon trainers match clients to the apprentices’ current development or assessment needs. As a result, apprentices develop good practical hairdressing skills such as sectioning, blow-drying and colouring. However, in a few cases, apprentices do not have access to clients who need particular services after learning a new skill to become fluent quickly enough.

p.3

3

Since the previous inspection, leaders have implemented a new approach to the personal development of apprentices. They now include a variety of topics in the curriculum as a frequent feature. Apprentices receive teaching and take part in discussions on a wide variety of subjects, including healthy relationships, county lines, politics, drug awareness and equality and diversity. Salon trainers ensure that these sessions and discussions are well managed and impactful. Apprentices value the opportunity to discuss their views in a safe space.

p.3

3

Apprentices receive useful careers advice that helps them decide on their next steps. Through reviews and discussions in lessons, they explore potential careers choices such as self-employment, working on cruise ships and full-time employment in the industry. Apprentices know the opportunities available to them and look forward to progressing with their careers.

p.3

3

Leaders have placed a major focus on improving the retention and achievement of apprentices. They scrutinise closely the progress apprentices make and put in place extra support where apprentices need help to catch up. As a result, the proportion of apprentices who leave their training early has declined, and the proportion who achieve their apprenticeship has increased. However, since changes were made to the apprenticeship standard nationally, too few apprentices achieve distinction grades. Leaders recognise this and are in the process of improving the support apprentices receive in preparing for their assessments. 15 to 17 July 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Revisit key theoretical concepts frequently enough so that apprentices can remember and use them fluently.  Ensure that apprentices have timely opportunities to apply theory in practice through appropriate hands-on experience with clients.  Improve the quality of preparation for the end-point assessment to support a higher proportion of apprentices to achieve distinction grades. 15 to 17 July 2025

p.4

Provider details

Address 6 King Street Wolverhampton West Midlands WV1 1ST

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 3 to 5 October 2023

p.5

Provider details

Main subcontractors None 15 to 17 July 2025

p.5

Information about this inspection

The inspection team was assisted by the 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.

p.6

Inspection team

Stuart Collett, lead inspector His Majesty’s Inspector Philip Elliott Ofsted Inspector 15 to 17 July 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7