Halls of Ivy Beauty Academy Limited

Halls of Ivy Beauty Academy Limited

Address: Romford Shopping Hall, 43 Market Place, Romford, RM1 4AB Unique reference number (URN): 2654182

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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 Strong standard

Leaders have high aspirations for all apprentices, including those with barriers to learning, to thrive and achieve. They ensure that all apprentices feel welcome at Halls of Ivy. Apprentices benefit from personalised support from staff who understand their needs very well.

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Inclusion Strong standard

Leaders have well-established and very effective approaches to identify apprentices who have barriers to learning. They thoroughly assess apprentices’ needs at the start of their training. They record these well and share this information effectively with teachers and support staff. Leaders ensure that staff put in place comprehensive support plans that meet apprentices’ individual needs very well.

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Inclusion Strong standard

Leaders closely track apprentices’ progress, including for those who have barriers to learning. They frequently review and adjust the support that apprentices receive as their needs change. This makes sure that apprentices receive the right support at the right time and progress well in their studies.

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Inclusion Strong standard

Leaders have put in place a comprehensive range of training and development activities to maintain and build the capacity of staff to support apprentices with barriers to learning. Apprentices confirm that staff make sure that they have the additional support that they need to succeed in their studies.

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Leadership and governance Strong standard

Leaders have designed a highly ambitious curriculum offer that aims to develop the whole person and goes significantly beyond the technical knowledge, skills and behaviours that apprentices need to achieve their apprenticeship.

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Leadership and governance Strong standard

Leaders have a comprehensive understanding of the strengths and priorities for improvement of the provision. They take well-considered and highly effective action to make improvements. They are tenacious in their pursuit of high standards. Since the previous inspection, they have successfully addressed all of the identified weaknesses and now consistently offer apprentices a high-quality experience at both centres.

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Leadership and governance Strong standard

Leaders welcome external scrutiny of their work. They have recruited external support at board level to provide this. Board members understand very well the strengths and weaknesses of the provision. They provide very effective support and challenge to leaders on the quality of the provision. For example, the board has challenged leaders on the proportion of apprentices who do not achieve merits or distinctions at their final assessments. Leaders have taken suitable action to address this.

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Leadership and governance Strong standard

Leaders ensure that staff benefit from comprehensive and effective training to develop their pedagogical skills and keep their industry knowledge up to date. Staff appreciate the professional development that they receive. They say that leaders are considerate of their workload and wellbeing and that they are proud to work at Halls of Ivy.

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Curriculum and teaching Strong standard

Leaders ensure that apprentices benefit from well-planned and sequenced curriculums. They add additional content to the curriculums to respond to employers' needs. They work very closely with employers so that apprentices have timely opportunities at work to consolidate their knowledge and perfect their skills. For example, barbering apprentices start scissor work early on in their training. Employers ensure that there are ample opportunities at work for apprentices to develop their skills further.

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Curriculum and teaching Strong standard

Leaders frequently make well-considered changes that improve the curriculums. For example, they have introduced professional discussions at the start of the training so that apprentices are better prepared for their final assessments.

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Curriculum and teaching Strong standard

Expert teachers skilfully use a range of strategies to enable apprentices to remember what they are taught. They give clear explanations of complex topics, repeat content and use quizzes, questioning and discussion very well to check, for example, that apprentices understand the technical language and methods of blending colour, balayage, toning and smudging roots.

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Curriculum and teaching Strong standard

Teachers use role play very effectively to develop apprentices’ confidence and customer service skills, such as making eye contact when greeting clients and completing consultations. They observe apprentices and give very useful feedback so that apprentices understand, for example, how to improve their cutting technique.

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Curriculum and teaching Strong standard

Teachers ensure that the curriculum is accessible to apprentices with barriers to learning. For example, they break information down, use visual aids along with explanations, hold additional one-to-one sessions and repeat information to make sure that apprentices are fluent in, for example, understanding and identifying different skin conditions.

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Participation and development Strong standard

Leaders ensure that apprentices receive comprehensive, high-quality careers information, advice and guidance throughout their training. Apprentices have access to a first-rate online careers programme that includes resources on self-employment, insurance and renting a chair. Guest speakers, such as beauty professionals, share their career journeys. Staff ensure that apprentices consider both their short- and long-term career goals. This means that apprentices are excited about their next steps and their future in the hair and beauty industry.

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Participation and development Strong standard

Leaders have very high expectations of apprentices’ attendance and punctuality. They take prompt and highly effective action if apprentices' attendance dips. Consequently, attendance is very high. When apprentices are unable to attend, they inform their tutors and employers immediately and are effectively supported to catch up on any missed learning.

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Participation and development Strong standard

Leaders ensure that apprentices have a wide range of opportunities to contribute to the wider community. For example, apprentices provide wash and blow-dries, facials and massage treatments to residents of a local women’s refuge. Others have volunteered clearing litter in the local community. Teachers expertly teach fundamental British values. Staff, and consequently apprentices, model respect and tolerance in their ways of working with each other and the public. Apprentices understand very well what it means to be a good person and citizen.

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Achievement Expected standard

Apprentices, many of whom start without any experience in the sector, progress well from their starting points. They develop new knowledge, skills and behaviours that are valued by their employers. Most pass their final assessments and achieve their apprenticeship. A very high proportion gain employment once they complete their training.

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Achievement Expected standard

Apprentices develop their English, mathematical and digital skills well. For example, tutors make sure that apprentices understand the importance of written English and, consequently, apprentices use technical language accurately. Apprentices apply the mathematics that they learn well by, for example, using their knowledge of angles to cut and layer hair. Apprentices' work is of a high standard.

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Achievement Expected standard

Leaders have a thorough understanding of why a higher proportion of apprentices do not achieve merits and distinctions in their final assessments. They have put in place well- considered strategies that are beginning to have an impact on apprentices' achievement, but this is not evident across all assessments or apprenticeships.

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

Apprentices benefit from learning in small classes where they receive high-quality teaching and support from teachers and staff. Staff create a calm, purposeful and professional atmosphere in classes and at centres.

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

Apprentices progress well during their training. Staff care passionately about the hair and beauty sector and have high aspirations for apprentices. They know their apprentices very well and ensure that all apprentices receive the support and help that they need to succeed.

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

Apprentices, including those with barriers to learning, quickly develop the knowledge, skills and behaviours they need to make a positive contribution to their salon. Through taking additional qualifications that are above and beyond the core training, apprentices are able to offer additional treatments to clients, such as lash lifting, facial waxing and head massages.

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

Apprentices, many of whom are in their first jobs, benefit from a rich, wide-ranging and highly effective programme of personal development. This includes qualifications and topics such as skin cancer awareness, mental health, domestic violence, sustainable salon practices and online safety. This broader education means that apprentices quickly grow in confidence as young professionals and as mature young adults.

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

Apprentices become highly motivated to develop their knowledge, skills and professional behaviours. They develop very positive attitudes to learning and work because staff challenge them to be the very best that they can be. Apprentices show high levels of respect and care for each other, staff and clients.

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

Apprentices are proud of their work and enthused about their future in the hair and beauty sector. They say that any young person living in east London or Essex who is thinking of entering the sector should study at Halls of Ivy.

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Next steps

Leaders should continue to take action to ensure that a high proportion of apprentices achieve their apprenticeship and gain merits or distinctions.

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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, managers, teachers, apprentices and employers during the inspection.

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About this inspection

Halls of Ivy Beauty Academy Limited is a small independent learning provider based in Romford, east London. It provides hairdressing, barbering and beauty therapy

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Team inspectors:

Ruth Harrison, Ofsted Inspector Lois Vassell, Ofsted 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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Apprenticeships overall achievement rate

apprenticeships from two centres in Romford and Chelmsford. Most apprentices are aged 16 to 18. Many begin their training having previously not been in education and training and without having level 2 English or mathematics qualifications.

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Apprenticeships overall achievement rate

At the time of the inspection, there were 24 apprentices, 13 of whom study in Romford and 11 in Chelmsford. There are 6 apprentices on the level 2 hair professional barbering standard, 5 each on the level 2 hair professional, level 3 advanced and creative hair professional and level 3 advanced beauty therapist standards. Fewer than 5 study level 2 beauty therapy.

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Apprenticeships overall achievement rate

Heather Wythe and Jacey Ayres: Directors

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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

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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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