Evolve Academy Ltd

Evolve Academy Ltd

Address: 2 New George Street, Manchester, M4 4AE Unique reference number (URN): 2626842

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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 established a positive culture where learners and apprentices feel welcomed and supported. They identify learners’ and apprentices’ learning needs and potential barriers to learning quickly. Leaders identify apprentices with no prior salon experience and provide a summer school to equip apprentices with core hairdressing and employability skills. They ensure that apprentices are not disadvantaged at the start of their apprenticeships.

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Inclusion Expected standard

Leaders ensure that staff access appropriate training in how to support learners and apprentices with identified learning needs. They provide learners and apprentices with helpful ‘learner passports’ containing personalised learning strategies. Educators teach apprentices with hearing impairments how to assess their clipping technique by visually checking for hair on clipper blades. However, staff do not review and document routinely where support can be reduced.

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Inclusion Expected standard

Leaders work with local charities to provide learners and apprentices facing economic disadvantage with access to housing and financial support and work attire. They ensure that learners and apprentices with temporary barriers to their learning receive tailored support. Staff agree interventions with employers such as short-term reductions in working hours and additional one-to-one tuition. They ensure that learners and apprentices are able to remain in learning and achieve their qualifications and apprenticeships.

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Leadership and governance Expected standard

Leaders have an accurate understanding of strengths and priorities for improvement. They take steps to remedy any areas that do not meet their expectations. In response to employers' feedback, leaders provide apprentices with training in temporary colour, root tint, toners and blow drying early in their apprenticeships. They ensure that apprentices acquire quickly the skills that they need to be proficient at work.

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Leadership and governance Expected standard

Leaders have recently established a new governance board. They have recruited governors with relevant experience who share leaders’ vision to provide high-quality training that is responsive to employer needs. Governors are taking steps to enable them to have full and precise oversight.

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Leadership and governance Expected standard

Leaders and governors are invested in making improvements that benefit learners and apprentices. They ensure that apprentices studying the hairdressing professional apprenticeship complete additional training. Apprentices study optional units in smoothing and strengthening and perming to meet employers' requirements.

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Leadership and governance Expected standard

Leaders recruit experienced educators who continue to work in industry. They collaborate with stakeholders to enable educators to access useful training to extend their sector- specific knowledge and skills. Educators benefit from training in type 4 hair, smoothing and strengthening with established industry professionals. Leaders provide training to hone educators’ pedagogical skills. However, they recognise the need for further training to support educator’s teaching and feedback practices. Leaders take steps to ensure staff workloads are manageable. They provide structured planning and marking time. Leaders provide an employee assistance programme, support flexible working and hold celebratory events. Staff value highly the positive and collaborative workplace culture.

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Achievement Expected standard

The vast majority of learners, including those with additional learning needs or barriers to their learning, complete their courses and achieve their qualifications.

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Achievement Expected standard

Learners acquire the knowledge and skills that they need to be successful in the hairdressing and barbering sector. They complete practical work to a high standard. Learners undertake balayage colouring and colour corrective work competently. They calculate bills, average pay and bonus percentages accurately. Learners adapt their oral communication to converse with clients and employers appropriately. They gain useful English and mathematical skills that prepare them well for employment.

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Achievement Expected standard

Most learners progress to positive destinations. Three quarters of learners studying the diploma in women’s hairdressing secure part-time employment in salons.

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Curriculum and teaching Expected standard

Leaders offer qualifications in hairdressing and barbering to meet learners' and employers' needs. They are acutely aware of limited opportunities for adults to access training in Manchester city centre where they live and work. Leaders offer fast-track courses to enable learners who are looking to change career, return to industry, or acquire new skills, to access training.

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Curriculum and teaching Expected standard

Educators sequence curriculums sensibly so that learners acquire new knowledge and skills swiftly. Learners studying the diploma in women’s hairdressing are firstly trained in core skills such as sectioning, shampooing and blow drying. Learners progress quickly to more advanced techniques such as slice highlights with foils, disconnected haircuts and creative colouring and finishing.

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Curriculum and teaching Expected standard

Educators use their industry expertise to teach learners effectively. They provide one-to-one tuition and offer additional time in the academy to enable learners to practise and hone their skills. Educators alternate theory and practical training weeks. Learners are taught key theoretical concepts, followed by ‘model weeks’ where learners apply their training working with clients.

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Curriculum and teaching Expected standard

Educators use carefully considered assessment strategies. They plan final assessments that are in addition to learners’ qualifications. Educators design these assessments so that learners are prepared well to undertake industry trade tests.

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Curriculum and teaching Expected standard

Educators mostly provide learners with useful feedback on their practical work. Learners receive weekly feedback sheets that document what they have done well and what they need to do to improve further. However, the feedback that educators provide on learners’ written work does not include the steps that they need to take to improve.

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Participation and development Expected standard

Leaders and educators set high expectations for learners that mirror the professional standards required to work in the hairdressing and barbering industry. Learners know that they are expected to attend their training, be respectful, tolerant and professional. Learners closely adhere to these expectations. They have high attendance to their training, form positive working relationships with their educators and are respectful to peers and clients. Learners know that bullying or harassment are never tolerated.

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Participation and development Expected standard

Leaders provide a monthly ‘core values’ programme of topics such as personal finance, fundamental British values and equality and inclusion. Learners know that tolerance and respect are essential for successful careers in a diverse industry. Educators ensure that learners are aware of risks local to where they live or work. Learners know that they need to be vigilant for signs of grooming or county lines when working with clients who may be vulnerable.

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Participation and development Expected standard

Leaders organise opportunities for learners to participate in wider activities. Learners provide hair services for local university graduate fashion shows and aid photographic shoots. They extend their knowledge of potential careers in the industry. Educators provide useful information to learners about self-employment rights and responsibilities. Learners feel well informed to plan their next steps.

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Achievement Expected standard

Apprentices, including those who are disadvantaged or have barriers to their learning, mostly make appropriate progress and achieve their apprenticeships. Just under half of apprentices that complete their apprenticeships achieve distinction grades in their final assessments.

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Achievement Expected standard

Apprentices gain the knowledge, skills and behaviours that they need to be successful at work. They complete blow dries competently within timescales expected in professional salons. Apprentices conduct consultations with clients confidently and professionally. They explain accurately the importance of temperature control to increase peptide longevity in smoothing and strengthening treatments.

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Achievement Expected standard

Apprentices acquire the English, mathematic and digital skills that they need to be proficient in their roles. They use digital media adeptly to manipulate lighting and backgrounds to showcase their work. Apprentices calculate accurately client payments, applying student discounts, vouchers and tips.

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Achievement Expected standard

Apprentices are prepared well for their next steps. Most apprentices remain in employment and over a third progress to further training.

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Curriculum and teaching Expected standard

Leaders offer apprenticeships to meet the needs of regional employers. They offer barbering and hairdressing apprenticeships so that employers can accommodate a wider range of client needs.

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Curriculum and teaching Expected standard

Leaders use appropriate quality processes to identify and respond to any areas that need to be improved. They have redesigned the initial advice and guidance that apprentices receive to better prepare them for their training. Leaders have increased the number of apprentices that remain on their apprenticeships.

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Curriculum and teaching Expected standard

Leaders design curriculums so that apprentices build their knowledge and skills incrementally. Apprentices studying the hairdressing professional apprenticeship are first taught how to apply basic colour techniques such as global colour application. Apprentices then progress to more complex techniques such as woven highlights and lowlights to change colour depth and tone.

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Curriculum and teaching Expected standard

Educators use a range of teaching strategies skilfully. They provide helpful demonstrations so that apprentices acquire practical skills quickly. Educators demonstrate to apprentices studying the barbering apprenticeship precision blending techniques. Apprentices then apply techniques such as tapers and skin fades independently.

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Curriculum and teaching Expected standard

Educators mostly use assessment methods effectively. They use questioning skilfully to correct apprentices’ misconceptions swiftly. Educators provide apprentices with helpful feedback that identifies how to improve their work. However, the targets that educators set are too broad and do not ensure that apprentices optimise the progress they make. Educators ensure that apprentices with identified learning needs have personalised strategies in the academy and workplaces. Apprentices with autism benefit from breaks at fixed times and use earphones in noisy salon environments.

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Participation and development Expected standard

Leaders set high expectations for apprentices to attend their training, wear professional attire and be respectful. Apprentices mostly demonstrate professional behaviours. They form positive working relationships with their peers and colleagues and know that bullying or discriminatory behaviour will never be tolerated. Apprentices actively participate in their classes and have high attendance. However, in a very few instances, apprentices are not punctual to their training or workplaces.

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Participation and development Expected standard

Educators encourage apprentices to enter prestigious industry competitions and to volunteer their services to patients at a regional hospital. In addition, leaders provide apprentices with a useful ‘core values’ programme of wider topics including mental wellbeing and healthy relationships. Most apprentices know how to stay safe from risks associated with radicalisation, and how to identify coercive control or financial abuse. However, a few apprentices have limited recall of these topics.

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Participation and development Expected standard

Leaders and educators organise masterclasses from industry specialists to broaden apprentices’ knowledge and skills beyond the apprenticeship standards. Apprentices attend masterclasses in hair extensions, expert cutting of different hair types and consultations. In addition, educators provide career information and guidance aligned to apprentices’ intended employment goals. Apprentices are informed about career progression in salons, employment on cruise ships, and how to become self-employed.

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

Learners and apprentices value the education and training that they receive in welcoming, safe and supportive environments. They appreciate that staff greet them with smiles and make time to get to know them. Learners and apprentices look forward to attending the academy where they use high-quality facilities and products. Leaders provide free food, drinks and kitchen facilities. Learners and apprentices are able to study, relax and form positive relationships with educators and their peers.

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

Learners and apprentices benefit from knowledgeable educators who continue to work in the hairdressing and barbering industries. Educators teach with enthusiasm and passion. They ensure that learners and apprentices are taught up-to-date techniques that prepare them well to work in the sector.

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

Learners and apprentices feel well supported and listened to. They appreciate small class sizes where they receive individual support and are not afraid to make mistakes. Learners and apprentices with identified learning needs value one-to-one support and strategies that are personalised to meet their needs. Learners and apprentices are proud of the knowledge and skills that they acquire. They gain confidence in their abilities and become proficient in a range of techniques. Apprentices use technical vocabulary accurately to explain techniques and styles. They use terms such as ‘graduation’, ‘club cut’ and ‘concave bob’ precisely. Learners understand and respond appropriately to client requests such as ‘scratches’, ‘fades’ and ‘wolf cuts’. Apprentices explain confidently to clients how permanent colour penetrates the cortex so that it does not wash out as quickly as semi-permanent colour that coats the outer layer of the hair.

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

Learners who aspire to be self-employed receive helpful advice from educators to understand the impact of inflation on prices, how to calculate tax and prepare for national insurance contributions. Learners and apprentices are determined to achieve long-term careers in the hairdressing and barbering industry.

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Next steps

Leaders should ensure the governing board develops further to enable governors to have a detailed insight and sustained impact on the quality of provision for learners and apprentices. Leaders should provide further training to staff to hone educators’ teaching and feedback practices so that apprentices make continuous and swift progress and achieve the highest grades. Leaders should ensure that, where support is put in place for learners and apprentices, it is reviewed and reduced where appropriate. Leaders should strengthen the ‘core values’ programme so that learners and apprentices revisit and acquire a secure knowledge of wider topics.

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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, educators, apprentices, learners, governors, stakeholders and employers during the inspection.

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About this inspection

Evolve Academy Ltd is an independent training provider based in Manchester. It specialises in education and training in the hairdressing and barbering sectors.

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About this inspection

At the time of the inspection, there were 59 apprentices and 10 adult learners. Forty apprentices were studying the level 2 hairdressing professional apprenticeship, 5 apprentices were studying the level 2 barbering professional apprenticeship and 14 apprentices were studying the level 3 advanced creative hair professional apprenticeship. There were 46 apprentices aged 16 to 18. There were 8 apprentices working towards achieving qualifications in English. There were 10 apprentices with a learning difficulty and/or disability. Adult learners were all studying the level 3 diploma in hairdressing. There were 3 adult learners with a learning difficulty and/or disability.

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Team inspectors:

Jackie Moores, Ofsted Inspector Alison Humphreys, 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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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

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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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