J & E Training Consultants Limited

J & E Training Consultants Limited

Address: Unit 1, The Gloucesters, Crompton Close, Basildon, Essex, SS14 3AY Unique reference number (URN): 52566

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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 a highly inclusive culture where staff meet the needs of apprentices from a wide range of backgrounds effectively. They use thorough initial assessments to identify accurately apprentices' prior attainment, special educational needs and/or disabilities, wellbeing and financial barriers. Staff use this information well to plan and review targeted support, helping reduce barriers to learning and enabling apprentices to participate fully in their learning.

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Inclusion Expected standard

Leaders ensure that apprentices with education, health and care plans receive coordinated support. Staff use adapted resources, assessment adjustments and one-to-one support, working with employers and parents where appropriate.

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Inclusion Expected standard

Staff support apprentices facing barriers to learning effectively. Apprentices access additional practical sessions to develop their haircutting techniques and styles, alongside one-to-one learning support. Staff provide tailored wellbeing support through workshops, regular check-ins and counselling through external partners. This helps apprentices to develop the confidence and resilience required to progress to higher-level study and to manage their own clients.

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Inclusion Expected standard

Leaders ensure that processes for identifying support needs and wider barriers to learning lead to appropriate support. However, they do not identify achievement gaps between different groups of apprentices, such as those who are disadvantaged. This limits their ability to address gaps and adapt their inclusion strategy.

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Leadership and governance Expected standard

Leaders have a clear vision to provide apprentices with the opportunity to 'start, develop and achieve' in the hairdressing sector. They have established strong employer partnerships, including with former apprentices, to ensure that training remains relevant and supports apprentices' sustained progress.

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Leadership and governance Expected standard

Leaders manage change effectively. This has included the acquisition of a London-based hairdressing academy. Leaders have addressed the areas for improvement identified previously by establishing an appropriate governance structure and providing apprentices with effective careers guidance. They act swiftly to tackle weaknesses in their provision, including improving the quality of teaching at the London academy. These actions are beginning to have a positive impact on improving apprentices' achievement.

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Leadership and governance Expected standard

Leaders and those responsible for governance have an accurate understanding of the provision's strengths and areas for development. They take appropriate action to improve the quality of training, such as introducing practical learning earlier, which has reduced the number of early withdrawals. However, improvement priorities are not sufficiently precise or monitored closely enough by governors. Although improvements are evident, quality processes are not consistently embedded across both academies. Leaders use stakeholder and governor feedback effectively to improve apprentices' experiences and work well with external partners to support apprentices' wellbeing.

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Leadership and governance Expected standard

Leaders support staff effectively through regular check-ins and flexible working arrangements, contributing to a positive culture. They provide relevant professional development for staff, including inclusion training and structured teaching strategies. However, leaders have not embedded the teaching observation cycle consistently, meaning not all staff receive individualised, regular formal feedback to improve their teaching practice.

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Achievement Expected standard

Apprentices develop substantial new hairdressing knowledge and skills. They develop their confidence for working with clients and completing different types of cuts and styles. They gain a good understanding of products and services and become confident communicators.

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Achievement Expected standard

Apprentices' written work is typically at the expected standard. Level 3 apprentices complete presentations for their final examinations that are mostly high quality. However, too few apprentices improve their written English skills.

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Achievement Expected standard

Apprentices who remain on programme typically achieve their qualifications at the first attempt, including those with identified additional needs. Leaders experienced a temporary decline in achievement rates during 2024/25, mainly due to retention challenges at the London academy. Leaders swiftly responded to these issues and current in-year retention and achievement data indicate a positive upward trend.

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Achievement Expected standard

Most apprentices remain in employment or progress within the hairdressing sector on completion of their apprenticeship.

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Curriculum and teaching Expected standard

Leaders have designed a well-structured curriculum around a framework of milestone achievements. The milestones provide flexibility to tailor the curriculum plan for each apprentice, according to their employer's and their own needs. Leaders have reviewed the curriculum to ensure that apprentices are inspired to stay, achieve and develop their future aspirations. Educators plan sessions effectively into short, timed activities for apprentices who struggle to maintain focus in theory sessions. They explain complex topics clearly and use questioning effectively to prompt apprentices to extend their answers. This helps apprentices to have a deeper understanding of theory, such as the damaging effect of chemicals on the hair cuticle. Apprentices develop technical language well and use terms correctly, such as cortex, melanin and types of eumelanin and pheomelanin, to explain natural hair colour.

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Curriculum and teaching Expected standard

Educators work closely with employers to ensure that on- and off-the-job training links well. Educators set up group chat applications with employers and apprentices to share apprentices' skills development and to identify training needs. Employers arrange models so that apprentices can practise useful skills such as graduated bob, balayage and foils.

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Curriculum and teaching Expected standard

Apprentices benefit from frequent progress reviews to monitor their skills, knowledge and personal and professional development. This contributes to most apprentices being on track to complete their apprenticeship on time.

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Curriculum and teaching Expected standard

Educators provide apprentices with feedback that helps them to improve their hairdressing skills and knowledge. However, recorded feedback from educators is overly positive and lacks developmental actions. Too often, educators set actions that are broad and lack precision. This does not support apprentices to improve their work over time.

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Curriculum and teaching Expected standard

Educators use assessment frequently and effectively to check apprentices' understanding before moving on to the next topic. For example, they ask apprentices to draw a colour star to assess their current knowledge of primary and secondary colours before moving on to explaining the difference between the two. Functional skills educators use online quizzes effectively to check learners' understanding of rounding whole numbers up to 10s and 100s.

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Participation and development Expected standard

Apprentices receive individual tuition on topics such as fundamental British values and the dangers of radicalisation and extremism to support their awareness and understanding, although in some cases, their understanding of these topics is limited. Apprentices are typically aware of the signs that someone may display if they are at risk of being radicalised. They know to report any concerns they have and who to report it to.

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Participation and development Expected standard

Apprentices feel safe. They know how to stay safe online and the importance of password protection. Apprentices understand the importance of keeping physically and mentally healthy. They are taught about the correct posture to prevent back injuries. Apprentices recognise that the industry in which they work can be physically demanding and know that they need to take regular breaks.

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Participation and development Expected standard

Apprentices attend well and demonstrate the professional behaviours expected in the demanding hairdressing industry. They communicate effectively with clients and colleagues.

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Participation and development Expected standard

Leaders provide a wide range of opportunities for apprentices to discuss their future careers and training routes. The designated careers team provides help and information on CV writing, preparing for interviews and routes within the sector. Most apprentices are aware of the different career routes available to them, such as working on cruise ships or in the film and fashion industry.

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

Apprentices feel welcomed and supported from the start of their programme. Leaders gain a comprehensive understanding of each apprentice's needs and barriers to learning at the start of the course. They use this information to tailor the learning and support. They ensure that training is accessible for all apprentices, regardless of any barriers they might face.

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

Apprentices learn more than hairdressing. They learn about people from a wide range of backgrounds and about life experiences. Apprentices learn how to be sensitive to their clients' needs and how to make them comfortable. They understand the need to make adjustments to accommodate clients with disabilities, such as using a portable sink, and the need for private spaces to respect clients' religious practices.

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

Apprentices appreciate the one-to-one teaching. They feel comfortable to ask educators questions, which helps develop their understanding on topics, increases their confidence and helps them to achieve.

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

Apprentices are motivated and attend well. They benefit from initiatives such as 'hero week' and celebration events that recognise achievements and promote a shared identity. This contributes to apprentices feeling valued and motivated.

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

Leaders have developed an appropriate wider curriculum that is effectively embedded into apprentices' hairdressing workshops. Educators teach 'thought of the day' in salon workshops to highlight topics such as how to get a distinction, how to budget and managing emotions. This helps apprentices to become more resourceful and self-reliant and make them better prepared for life beyond their apprenticeship.

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

Leaders provide apprentices with a range of activities to help build their confidence, skills and communication. These include hairdressing competitions, awards events and social media competitions. The 'dear apprentice' programme enables apprentices to write anonymously about how they have overcome barriers to achieve their apprenticeships, helping to motivate and inspire others.

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Next steps

Leaders should strengthen the effectiveness of educators' feedback to apprentices by ensuring that it provides clear, developmental targets that support apprentices to improve their work and written English skills. Leaders and those responsible for governance should ensure that newly implemented systems and processes are fully embedded and consistently used across their Essex and London academies to drive improvements.

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Lead inspector:

Rochelle Saneria, His Majesty's Inspector

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Team inspectors:

Lynda Bourne, Ofsted Inspector Penny Fawcus, His Majesty's Inspector Paul Manning, His Majesty's Inspector Leaders should ensure that there is an ongoing tailored professional development programme to continue to develop educators' pedagogical knowledge and skills. Leaders should strengthen the way that they monitor the progress of different groups of apprentices and use this data to evaluate fully the impact of their inclusive practices. Leaders should further strengthen apprentices' personal development programme, particularly for younger apprentices, so that apprentices gain a deeper understanding of the dangers of radicalisation and extremism.

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About this inspection

Following our renewed 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

Inspectors spoke with leaders, governors, programme leads, educators, apprentices and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

J & E Training Consultants Limited (trading as JET Hairdressing Academy) is an independent learning provider based in Basildon, Essex. Since the previous inspection, leaders have acquired a London-based training academy. They provide hairdressing and barbering apprenticeships in Essex, London and the surrounding counties.

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About this inspection

At the time of inspection, there were 143 apprentices in learning, of whom 110 were aged 16 to 18. Thirty apprentices were working towards achieving English and/or mathematics functional skills qualifications. The majority of apprentices were studying apprenticeships at level 2, most of whom were studying the hair professional apprenticeship. There were fewer than five apprentices on the barbering professional apprenticeship. Twenty-nine apprentices were studying the level 3 advanced and creative hairdressing apprenticeship.

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About this inspection

At the time of the inspection, there were a very few adult learners studying an adult learning programme funded through advanced learner loans. This provision was not graded due to the small number of learners on programme.

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About this inspection

Directors: Donna Sage and Stacie Woodford-Jennings

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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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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 standard 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 standard 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

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 .

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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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