British Academy of Jewellery

Further education and skills inspection report

p.1

Inspection of British Academy of Jewellery

p.1

Inspection dates: 25 to 28 February 2025

p.1

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 Good

p.1

Information about this provider

The British Academy of Jewellery is an independent learning provider in the London borough of Camden. It teaches further education courses at level 3 and higher education courses from levels 4 to 6. It has two main campuses, located in London and Birmingham.

p.1

Information about this provider

At the time of the inspection, there were 16 apprentices studying the level 3 jewellery, silversmithing, and allied trades professional apprenticeship and 74 adult learners studying the level 3 diploma in jewellery design and manufacturing.

p.1

Information about this provider

Adult learners and apprentices study together in the same sessions. 25 to 28 February 2025

p.1

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

Learners and apprentices enjoy their courses and are motivated to do well. They show determination even when they find aspects of their studies challenging, such as using computer-aided design software to produce technical drawings. Tutors offer them helpful additional sessions that reinforce learners’ and apprentices’ skills and help them to complete their assessments. Learners’ and apprentices’ attendance is high, and they attend their lessons on time.

p.2

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

Learners and apprentices study a carefully planned curriculum that helps them develop their knowledge and skills to a high level. For example, they learn how to use a saw to make grooves in copper to create a piece of jewellery and how to render a design when creating a digital image using software technology. They benefit from industry standard project briefs that include ideas for jewellery design, the technical skills needed to complete the brief and opportunities for practical hands-on work. They receive close workshop supervision and highly effective one- to-one feedback that helps them develop valuable knowledge and skills. As a result, they produce good-quality jewellery pieces such as interlocking puzzle rings, silver domed pendants and stacking rings.

p.2

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

Learners and apprentices study in calm learning environments in which they work with purpose and care. They behave professionally in classrooms and workshops, concentrate intently when completing practical work, and cooperate happily with their peers.

p.2

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

Learners and apprentices feel safe. They know to whom they should report any concerns. They are confident that their concerns would be listened to and acted upon.

p.2

better?

Leaders have developed a very clear strategy that provides progression routes from level 3 to higher education study and employment in the niche areas of jewellery design and manufacture. Leaders and staff share a passion to preserve the specific technical skills that are needed in the jewellery industry. For example, through well- considered teaching and assessment, learners and apprentices study different soldering techniques such as borax coning, how to heat and cool metal by pickling and annealing, and how to melt copper and silver at the correct temperature. When they have completed their training, many move into roles in the sector such as working on the bench or designing jewellery or take up further training.

p.2

better?

Managers and tutors sequence the curriculum very effectively. They ensure that learners and apprentices study foundation concepts before they move on to more challenging tasks. For example, tutors demonstrate the principles of ‘isometric’ drawings. Learners and apprentices then experiment with using these principles by applying the rules of axes and angles when they design jewellery using computer- 25 to 28 February 2025

p.2

3

aided design software. Consequently, learners and apprentices develop their skills incrementally over time.

p.3

3

Tutors are knowledgeable, highly skilled and have substantial industry experience. They are specialist jewellery polishers, enamellers and stone-setters who use their expertise to teach learners and apprentices up-to-date knowledge and technical skills. For example, they teach them to select the correct tools to work on a piece of metal based on vibration levels, and the stability, coarseness and grading of the materials they use. As a result, learners and apprentices gain a thorough grounding in the principles and practices of jewellery design and manufacture.

p.3

3

Tutors do not always use the information they gain about learners and apprentices at the start of their programmes to adapt the curriculum. For example, tutors teach research and development strategies to all learners, despite learners who are arts graduates having already studied these basic principles. In these few instances, learners must repeat what they already know, and this hinders the progress they make.

p.3

3

Tutors make effective use of a variety of strategies to teach learners and apprentices. They use visual aids, computer-aided design technology, clear explanations and practical demonstrations to teach important new knowledge and techniques. For example, they use demonstration to show learners how to use a pendant motor to explore the effects of drilling, sanding and polishing metals with different textures to make stacking rings. As a result, learners and apprentices improve their understanding of their craft over time and produce good-quality work.

p.3

3

Tutors prepare learners and apprentices effectively for assessment. They provide frequent practical tasks so they can test their skills. For example, before they make a silver domed pendant for their final assessment, learners and apprentices practise cutting metal in brass before silver, refining the height of the dome and making a series of bales. Learners and apprentices pass their assessments well.

p.3

3

Most learners and apprentices benefit from good careers advice and guidance. Staff use helpful resources and teach employment workshops that include producing a CV, writing a job application and applying for a job. Staff inform them about crafts guilds they can join and give advice on portfolio building and how to apply for higher education courses. Tutors share their contacts and ideas for pursuing work readily. However, not all apprentices can attend employment workshops as they are at times when they are at work. As a result, they miss out on this useful information.

p.3

3

Tutors support apprentices well. They work well with employers to make sure they know about the progress that apprentices make. However, tutors do not ensure that they routinely identify opportunities to link on- and off-the-job training. As a result, in some instances, apprentices repeat tasks they already know how to do.

p.3

3

Leaders have established suitable governance arrangements. The senior management team provides effective oversight and scrutiny of their provision. They have considered a suitable range of performance information to inform staff training 25 to 28 February 2025

p.3

4

and improvement actions. For example, having identified low apprenticeship retention rates, leaders have acted to improve communication and work more closely with employers before recruiting apprentices. This has resulted in improved retention in the latest cohort. To further strengthen governance arrangements, leaders have recruited two non-executive directors. However, it is too early to assess the impact of these appointments.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Create a curriculum for learners and apprentices that is tailored specifically to their individual needs and what they know and can do at the start of their course.  Help apprentices to practise and extend their skills by linking their training to development opportunities in the workplace.  Provide good access to employment-related workshops for apprentices. 25 to 28 February 2025

p.4

Provider details

Address 81–84 Chalk Farm Road London NW1 8AR

p.5

Provider details

Principal, CEO or equivalent Gabriel Gherscovic

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 29 January–1 February 2019

p.5

Provider details

Main subcontractors Not applicable 25 to 28 February 2025

p.5

Information about this inspection

The inspection team was assisted by the head of curriculum further education 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

Andrea McMahon, lead inspector His Majesty’s Inspector Jon Bowman His Majesty’s Inspector Christina Christou Ofsted Inspector Deb Whiston Ofsted Inspector 25 to 28 February 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