Fashion - Enter Ltd

Fashion - Enter Ltd

Address: Unit 4 Crusader Estate, N4 1LZ Unique reference number (URN): 1278584

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders have created an inclusive culture where learners and apprentices, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), are welcomed and supported to succeed. Staff apply the helpful training they receive to identify support needs accurately through thorough initial assessment and at regular review points. They monitor changes in behaviour, attendance and progress effectively and adapt support in response.

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Inclusion Expected standard

Leaders take appropriate action to reduce barriers to learning. Staff liaise with external agencies, including councils and specialist services, to support learners facing homelessness, anxiety or wider well-being challenges, enabling them to continue with their studies. Tutors provide individualised support for those with low literacy levels, or who are on English for speakers of other languages courses or have SEND needs. They adapt learning materials to meet diverse communication needs. In Skills Bootcamps, tutors embed speaking and writing activities to build learners' confidence and strengthen employability skills alongside technical competence.

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Inclusion Expected standard

Staff use weekly team meetings, progress reviews and frequent one-to-one sessions well to review apprentices' and learners' emerging needs promptly. They maintain close communication with employers and specialist organisations when learners or apprentices are at risk of falling behind. Consequently, most learners complete their qualifications.

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Leadership and governance Needs attention

Governors do not have sufficiently thorough oversight of the quality of curriculum, teaching and training. While they bring valuable industry, supply-chain, finance and policy expertise, they do not have a detailed enough understanding of teaching and education. As a result, they do not provide the high level of scrutiny, challenge or educational insight required to further drive improvements in the quality of education.

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Leadership and governance Needs attention

Governors and leaders have a clear vision to deliver apprenticeships and Skills Bootcamps in the niche area of fashion industry. They use their vast networks well to develop their curriculum offer in line with national and regional skills priorities and help learners and apprentices access employment or further education within the fashion industry.

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Leadership and governance Needs attention

Leaders have a sound understanding of their strengths and areas for improvement. They have taken effective actions to rectify most issues that previously existed within the quality of teaching and training. This has resulted in more apprentices completing their programmes and achieving distinctions and merits. Leaders support staff well-being and ensure tutors access appropriate professional development. This includes enabling industry experts to complete teaching and assessing qualifications that help them teach effectively. However, they do not focus sufficiently on training tutors to teach apprentices and learners of varied abilities.

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Leadership and governance Needs attention

Leaders carry out appropriate quality assurance activities. They use information from these activities effectively to inform their action plans. Leaders act swiftly on feedback from learners, apprentices and employers to further improve the quality of teaching and training.

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Achievement Expected standard

Adult learners on Skills Bootcamps develop substantial new knowledge and skills securely as they progress through the course. Those nearing completion can operate industrial sewing machines and presses safely and competently. They produce garments such as T- shirts and know how to repair a range of fabric and clothing to an appropriate standard.

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Achievement Expected standard

Learners who speak English as an additional language improve their confidence and accuracy in using technical vocabulary, such as lay plan and directional patterns, relevant to the industry. They largely produce work that meets the expected standard and requirements of their course. This includes completing garment repairs and making new items, such as shirts.

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Achievement Expected standard

Learners, including those with special educational needs and/or disabilities gain the essential knowledge and skills they need for their intended next steps in employment or further study. Employers value the positive contribution that learners, who secure employment, make in the workplace.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths and weaknesses of their Skills Bootcamps curriculum. They recognise, for example, that the progression to employment for sewing and garment-making courses is low. Leaders have taken appropriate action to strengthen employer engagement so that learners can access more work-related opportunities.

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Curriculum and teaching Expected standard

Tutors sequence the curriculum logically so that learners build their knowledge and skills securely over time. For example, tutors first teach about different types of fabrics including their properties and their uses. Tutors then introduce the specific techniques needed to cut patterns accurately and adjust sewing machines for specific materials. Finally, learners consolidate their learning by producing a finished garment towards the end of the course.

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Curriculum and teaching Expected standard

Staff have designed the curriculum carefully to prepare learners for entry-level roles within the industrial fashion and manufacturing sector. Learners develop an understanding of the applications of different fabrics, sustainability in fashion, adjusting machinery, repair techniques and completing tasks within industry-appropriate timeframes. They also learn their rights and responsibilities as employees.

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Curriculum and teaching Expected standard

Teachers draw effectively on their extensive industry experience. They explain concepts clearly, check learners’ understanding routinely and use relevant industry examples that help learners see how their new skills apply in practice.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is accessible to all learners. They make reasonable adjustments for those with mobility difficulties, low levels of English or special educational needs and/or disabilities. Tutors use clear visual aids, bilingual support, adjust the pace of explanations and provide additional time where needed.

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Participation and development Expected standard

Leaders create highly engaging and inclusive learning environments in which adult learners thrive and feel safe. They promote a diverse culture by celebrating events such as Diwali, and providing quiet spaces for prayers. Learners work harmoniously with peers from different backgrounds and show respect for one another’s views and communication needs.

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Participation and development Expected standard

Leaders set high expectations of learners’ conduct and engagement. Learners attend well and participate confidently in their lessons. They improve their confidence significantly over time. Those who initially had very low levels of English contribute well to discussions. They ask questions confidently and work collaboratively.

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Participation and development Expected standard

Learners have a secure understanding of fundamental British values, including mutual respect, and they know how to keep themselves safe from risks such as radicalisation and extremism. Learners are aware of wider personal development opportunities, including the support available for mental health issues. Tutors encourage them to adopt healthy lifestyles and socialise. Learners contribute positively to their communities, such as by volunteering at local food banks. Learners benefit from appropriate careers guidance. Staff help them develop their CVs, practise interview skills and understand the job opportunities available to them. Staff signpost those who wish to progress in their learning to suitable higher-level courses.

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Achievement Expected standard

Leaders and employers provide effective support that enables apprentices to make sustained progress from their starting points. Apprentices build on their prior knowledge well and develop professional behaviours and technical skills relevant to the fashion industry. They deepen their understanding of fabrics, production processes and garment construction, including pattern design and measurement.

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Achievement Expected standard

Achievement rates have improved and the majority of apprentices achieve their qualifications. Apprentices perform well in mock tests and are well prepared for their final assessments, with half achieving distinction grades last year. Many secure promotions at work. Apprentices develop competence in their jobs and complete increasingly complex tasks.

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Achievement Expected standard

Apprentices apply their secure English and mathematics skills routinely in workplace activities. Their writing improves through the completion of written assignments, and their digital skills develop through opportunities to integrate graphics and images into their work. Apprentices produce high-quality, well-presented work that meets the required standards.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of provision through effective quality assurance and regular employer feedback. Leaders have acted promptly on feedback from apprentices to rectify weaknesses identified previously and improve the quality of teaching apprentices receive. Teaching is now helpful, well organised and professionally delivered.

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Curriculum and teaching Expected standard

Tutors draw effectively on their extensive industry expertise to make learning relevant. They explain new content clearly, maintain an appropriate pace in online sessions and check apprentices' understanding through well-designed tasks that promote discussion and application to workplace contexts. Tutors introduce technical vocabulary appropriately, supporting apprentices to grasp complex concepts. Assessment is frequent and timely. Tutors use a range of assessment methods, such as witness testimonies, assignments and mock tests, to assess apprentices’ work and knowledge. Tutors provide clear and developmental feedback that motivates apprentices and supports them to improve. However, apprentices who already have prior knowledge of fashion, find some of the content too easy.

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Curriculum and teaching Expected standard

Leaders and tutors plan and sequence the curriculum logically, mapping knowledge, skills and behaviours closely to awarding-body requirements. They adapt the curriculum appropriately to meet individual needs and ensure apprentices have sufficient time and support to prepare for their final assessments. Apprentices understand what to expect in these assessments and how to gain distinctions.

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Curriculum and teaching Expected standard

Employers are actively involved in planning the apprenticeship and the tasks apprentices complete at work to apply their skills. During progress reviews, tutors and employers set apprentices clear targets that link effectively to their next steps.

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Participation and development Expected standard

Leaders and tutors provide apprentices with individualised guidance that helps them understand the next steps in their careers. Apprentices are very keen to stay with their employer and know the progression routes available to them. Expert guest speakers help apprentices to gain valuable insights into the varied career pathways within the fashion sector.

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Participation and development Expected standard

Apprentices benefit from effective pastoral support from both their tutors and employers. They are encouraged to maintain good physical and mental health, and access different wellbeing initiatives, such as sleep workshops, through their employer.

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Participation and development Expected standard

Leaders and employers set clear expectations for attendance and punctuality at work and in learning. Apprentices attend well at both and have positive attitudes to their learning. They engage enthusiastically with their learning, make strong contributions within their teams and thrive at work.

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Participation and development Expected standard

Leaders offer sufficient opportunities for apprentices to develop a secure understanding of different topics, such as the dangers associated with radicalisation, safeguarding and fundamental British values. Apprentices also have a good understanding of ethics and equality within their organisation, job roles and in the wider fashion industry. They further broaden their understanding of global perspectives and industry practices through the international work trips arranged by their employer.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices are positive about their experience studying and working in the fashion and textile industry, which they describe as exciting and rewarding. They feel well supported by their tutors and experience an engaging, inclusive learning environment. Adult learners on Skills Bootcamps describe a strong sense of belonging, feeling that their learning group is supportive and close-knit.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices enjoy their jobs and take pride in their work. They apply new skills and knowledge confidently to progress in their careers and thrive in their jobs. Apprentices now communicate more effectively with buyers and colleagues, take ownership of tasks and manage changing priorities with greater assurance. Adult learners also develop substantial new knowledge and skills as a result of their courses. They learn to complete straight and curved stitches, operate industrial machinery safely and produce garments such as T-shirts, as well as to repair a range of items. Consequently, their confidence in their ability to achieve their intended outcomes improves significantly.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices highly value the additional opportunities leaders provide, such as talks from fashion experts and industry specialist guest speakers. In addition to this, learners and apprentices benefit from visits to other factories and exposure to new techniques and fabrics, such as learning how to handle denim. These experiences broaden their understanding of the sector and enrich their learning.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices with additional needs or other barriers to learning, such as risk of homelessness, feel valued and well supported by staff. Staff identify their needs accurately and put appropriate arrangements in place so that learners can participate fully and make progress. Consequently, learners and apprentices, including those with additional support needs, achieve well.

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What it's like to be a learner and/or an apprentice at this provider

Governors do not provide sufficient support and challenge to leaders for them to make further improvement in the quality of training.

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Next steps

• Leaders should ensure that governors have a sufficiently thorough oversight of the quality of curriculum, teaching and training so that they can provide a high level of scrutiny, challenge and educational insight. • Leaders should further strengthen professional development so that tutors further improve their pedagogy and consistently apply expert teaching techniques to teach apprentices and learners of varied abilities.

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Team inspectors:

Jane Hughes, His Majesty's Inspector Ramin Narimani, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with governors, leaders, tutors, employers, apprentices and learners during the inspection.

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About this inspection

The inspectors confirmed the following about the provider.

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About this inspection

Fashion-Enter Limited (FEL) is an independent learning provider based in Haringey, London. FEL specialises in training for the fashion and textile sector and offers apprenticeships and Skills Bootcamps in fashion-related subjects. FEL has three sites: its main office and workshop in Haringey, a second site in Leicester, where all Skills Bootcamps are taught, and a third small site in Islington, London.

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About this inspection

At the time of the inspection, there were five adult learners studying the new skills for fashion business Skills Bootcamp. There were six apprentices studying the fashion product technologist standard at level 4. All apprentices were over 18 and had previously achieved level 2 qualifications in English and mathematics. They all worked for the same employer in Leicester.

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About this inspection

All teaching and training is delivered online and/or face to face at the Leicester site and or London workshops.

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About this inspection

Chief executive officer : Jenny Holloway

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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