Setting

T R A I N I N G S T A N D A R D S C O U N C I L

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I N S P E C T I O N R E P O R T M A R C H 2 0 0 0

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Headmasters I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Headmasters provides good training in hairdressing at NVQ levels 2 and 3. Trainees are all employed either in Headmasters’ salons or in a small number of independent salons. NVQ level 2 trainees attend the Headmasters’ training academy one day a week. All trainees have access to additional learning opportunities. Headmasters’ trainees are guaranteed employment as stylists once they have achieved their NVQ at level 2. Trainees make speedy progress towards achieving their NVQ at level 2. The company’s promotion of equal opportunities and management of training are satisfactory. The quality assurance system is effective but fragmented, and the company’s action planning is good. Efforts are made to recruit both male trainees and trainees from a minority ethnic background. Trainee support is good. There is an extended initial assessment period in the salons and new trainees have a mentor to support them.

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OCCUPATIONAL AREAS GRADE GENERIC AREAS GRADE

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Hair & beauty 2 Equal opportunities 3 Trainee support 2 Management of training 3 Quality assurance 3

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♦ exceptionally high standard of trainees’ practical work ♦ highly motivated and enthusiastic trainees ♦ extensive marketing to recruit trainees ♦ extended initial assessment of practical skills ♦ comprehensive induction programme ♦ high priority for continuous professional development of staff ♦ highly effective internal verification system

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♦ missed opportunities for work-based assessment at NVQ level 2 ♦ underdeveloped key skills training ♦ no monitoring or review of promotion of equal opportunities ♦ over-reliance on informal communication and record-keeping ♦ no structured framework for quality assurance I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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 Training Standards Council INTRODUCTION

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1. Headmasters is a privately owned company with salons in south-west London, Middlesex and Surrey. It was established in May 1982 as a single salon in Wimbledon Village, employing fewer than 10 staff. It has since expanded and now has nine owned and two franchised salons, two beauty salons, a training academy and a central office. The training academy is attached to the Wimbledon Village salon. There are over 188 staff and each salon has an art director in charge of an art team. The art team enters competitions, shows and run photo shoots. All staff, including trainees, have access to the art team and are encouraged to work alongside their art director for a period of time.

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2. Headmasters was first involved with youth training as a subcontractor to another training provider. In November 1997, Headmasters expanded their education team and in April 1998 they contracted directly with AZTEC. They now employ six staff in the education team and offer modern apprenticeships, national traineeships and other training. There are 38 trainees on the programmes. All trainees are employed in Headmasters’ salons or by a small number of external salons. The education team also trains adult returners to hairdressing. The company funds this training.

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3. Headmasters recruits throughout south-west London, Middlesex and Surrey. Just over 16.9 per cent of the working population are from minority ethnic groups. Many of the Headmasters’ salons are in areas where there are few persons from minority ethnic groups. The main priority for recruitment is 16 to 18 year olds but large numbers of young people stay in full-time education in the AZTEC area. In January 2000, the unemployment rate in the areas covered by Headmasters ranged from 1.6 per cent in Epsom and Ewell to 3.8 per cent in Merton. There rates compare with 4.5 per cent in London and 4.1 per cent in England. Information on school leavers is given below.

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Percentage of school leavers gaining GCSEs Percentage of young persons in full-time education & training Percentage of young persons on in government- funded training programmes 5+ A-C grades None Age 16 Age 17 Age 16 Age 17

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AZTEC area 43.5 6.0 81 67 6 8 I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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 Training Standards Council INSPECTION FINDINGS

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4. Headmasters has just completed its first self-assessment process and produced its first self-assessment report in February 2000. Managers invited all training staff, salon managers and some of the independent salon managers to contribute to the self-assessment. Trainees’ responses to questionnaires on the quality of training were taken into account in the self-assessment report. An action plan was drawn up to rectify the weaknesses and this is being implemented. Inspectors agreed with the judgements made in the self-assessment report. They recognised that improvements had occurred as a result of the implementation of the action plan and awarded higher grades for hairdressing and trainee support than those given by the company.

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5. A team of three inspectors spent a total of nine days at Headmasters in March 2000. They interviewed 21 trainees, nine staff and eight salon managers at nine salons. They observed two instruction sessions. Inspectors examined trainees’ individual training plans, records of trainees’ progress reviews, files and portfolios. A wide range of other documentation was examined, including the TEC contract and reports, external verifiers’ reports, records of meetings, staff training and development records, policies and written procedures.

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GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL

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Grade 2

6. There are 38 trainees on the following programmes:

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Grade 2

Other Training National Traineeships Modern Apprenticeships TOTALS

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Grade 2

7. Headmasters employs 31 trainees. Seven trainees are employed in external salons. Eight trainees have recently completed their programmes and are awaiting certification. They are working in their salons and preparing for their final presentations. NVQ level 2 trainees attend off-the-job training at the training I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Grade 2

 Training Standards Council academy in Wimbledon on one day per week. NVQ level 3 trainees attend the central office premises in New Malden once a month. The programme is managed and carried out by the education team. All six staff have assessor qualifications. Some team members also hold teaching qualifications. Quarterly progress reviews are carried out by the quality assurance co-ordinator with the trainees, either in their salon placements or during off-the-job training. In addition, Headmasters’ trainees have a monthly one-to-one review session with their salon manager. NVQ level 2 assessment takes place mainly in the off-the-job training at the academy, while NVQ level 3 assessment is carried out in the workplace. In 1998-99, 18 per cent of trainees left the programme early compared with 28 per cent during 1999-2000. During 1998-99, 75 per cent of trainees who completed programmes achieved their

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Grade 2

qualifications. The programme has been running for less than two years and many trainees have not yet completed work for their NVQs. Inspectors agreed with three of the strengths and one of the weaknesses stated in the self-assessment report. They considered that other strengths related to generic aspects of provision. They found additional strengths and weaknesses and awarded a higher grade than that given in the self-assessment report.

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Grade 2

STRENGTHS ♦ trainees’ speedy progress towards achievement of NVQ level 2 ♦ exceptionally high standard of practical work ♦ excellent training in client care ♦ specialist additional learning opportunities ♦ highly motivated and enthusiastic trainees ♦ celebration of trainees’ success

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Grade 2

WEAKNESSES ♦ missed opportunities for work-based assessment at NVQ level 2 ♦ no involvement of salon managers in trainees’ progress reviews ♦ underdeveloped key skills training ♦ insufficient space for off-the-job training

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Grade 2

8. Trainees start being assessed early in their programmes and make speedy progress. All trainees have an individual training plan that allows them 24 months for achievement of NVQ level 2 and 15 months for the completion of the modern apprenticeship framework and achievement of NVQ level 3. Many trainees achieve an NVQ at level 2 within 15 months, and some do so within 13 months. Assessment records are kept up to date in the trainees’ portfolios. Both oral and written feedback are provided following each assessment and recorded on the clients’ consultation sheet. The comments on this are discussed with the trainee. Further action to improve the trainees’ work is identified, as appropriate. Trainees are familiar with the assessment process and are aware of the extent of their progress towards achieving their qualifications. Both trainees and assessors keep I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Grade 2

 Training Standards Council track of their assessments using awarding body achievement records and internal documentation.

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Grade 2

9. Trainees’ practical work is of an exceptionally high commercial standard and there is an emphasis on total client care. The standard of work is above that required for the NVQ at level 2. Trainees demonstrate sound knowledge and understanding, particularly in the aspects of hair colouring. Trainees who achieve at their NVQ level 2 are encouraged to take up modern apprenticeships and gain an NVQ at level 3. Training continues to ensure that they are fully confident in cutting and colouring before they begin work on clients in their salons. Salon managers work with trainees to emphasise the importance of client care. Special training courses are held to ensure that trainees are familiar with the standards on client care required by Headmasters.

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Grade 2

10. Trainees have many opportunities for additional learning. Headmasters has a comprehensive programme of continuing professional development for all its salon staff. Courses are both internal and external and include specialist workshops in cutting and colouring, customer service, product workshops, client consultation, business management and retailing. There are also regular manufacturers’ technical seminars to ensure that both staff and trainees are kept up to date with new products. Many trainees participate in training events. An events diary is clearly displayed on the staff notice board in each salon. Managers discuss training opportunities with the trainees during their individual appraisals. Experienced Headmasters’ salon staff also provide additional training in a wide range of related topics, such as colouring and client service. Trainees on all programmes benefit form instruction form members of the company’s art team, which aims to help the

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Grade 2

11. Trainees are enthusiastic about their work and are motivated. Learning resources are of good commercial quality. Group sizes are small and trainees receive individual tuition. Off-the-job training sessions are stimulating and include demonstrations, coaching, practical work and assessment. There is a wide range of models for trainee practice in the academy training salon. Clients book appointments directly with the academy salon and are allocated by the assessors, in advance, to trainees, according to their assessment needs. Although each trainee has an overall assessment schedule for all units in the NVQ, assessment can be requested at any time, as and when they feel ready for it. Trainees take the initiative in the assessment process and assessors encourage this. Trainees are encouraged to bring in models for practice and salon managers ensure that a member of staff is available to provide coaching. Some trainees work extra hours

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Grade 2

voluntarily, in the evenings or at weekends, to gain extra experience. Trainees’ success is celebrated. Upon achievement of their qualification, each trainee stages an individual presentation of their work at an awards ceremony, using several models. This is a high profile event and is attended by parents, friends and Headmasters’ staff. An annual company awards ceremony is held at a major local venue. There are competitions for year one, two and three trainees. There is local and national publicity for the trainees’ work and achievements. GOOD PRACTICE Headmasters’ trainees are employed and receive a wage which is above the minimum allowance. Upon achievement of the NVQ unit in colouring hair and when they are competent to work on clients, trainees receive a salary increase. Trainees are aware of this incentive and it helps to maintain their motivation. GOOD PRACTICE Modern apprentices work on their own clients in the

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Grade 2

salons. Many have additional supervisory responsibilities or specialist roles, for example, colouring technician or stock control and retailing. I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Grade 2

 Training Standards Council 12. There are missed opportunities for assessment in the workplace. NVQ level 2 trainees carry out a wide range of activities in their salons on a daily basis with clients and many participate in training days or evenings provided by their salons. Trainees do not, however, gather evidence of their acquisition of NVQ competencies in the salons. The services of work-based assessors in the salons are not used. NVQ level 3 trainees are assessed solely in the workplace by a Headmasters’ assessor who visits them frequently to assess their practical work. The quality assurance co-ordinator meets with trainees each quarter to carry out a review of their progress. During the review, trainees are set targets for achieving units and for the completion of practical work and assignments. The co-ordinator also agrees action points with the trainees for the improvement of their performance. The trainee and salon manager receive a copy of the record of the

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Grade 2

review. The salon managers have one-to-one review sessions with all their staff, including trainees, which involves an element of self-assessment. Progress and performance are discussed but the outcomes are not taken into account in the trainee’s quarterly review. The academy also sends the salons a report on each trainee every 12 weeks. Although there is frequent and informal communication between salon managers and Headmasters’ assessors, there is no systematic planning of on-the-job training to ensure it is co-ordinated with off-the-job training and meets the trainees’ needs.

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Grade 2

13. Trainees know they are required to demonstrate acquisition of the key skills requirement and the education team has begun some key skills training. However, key skills training is not yet an integrated part of programmes. Trainees have to use key skills to a significant extent in their NVQ work and when carrying out routine tasks in the salons. They are not shown, however, how to gather evidence of their proficiency in key skills for their NVQ portfolios. Trainees do not receive training in the key skill of information technology and there are no computers at the academy for trainees’ use. The academy’s training salon lacks natural daylight, and is in need of some refurbishment. The trainees have no rest area. There is no training room for theory work. Training groups are small but the academy’s training salon is not big enough for them. Headmasters recognises that priority must be given to the

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Equal opportunities Grade 3

14. Headmasters has a written equal opportunities policy which has recently been updated. It also has an anti-harassment policy and a policy related to the statutory requirements of the Disability Discrimination Act . Information about all trainees is collected for TEC purposes on their gender, ethnicity and disabilities. There is a recruitment director who manages the recruitment and selection process. Thirty- seven trainees are female and one is male. One trainee is from a minority ethnic background. The recruitment director works closely with all schools and careers services in the area and has arranged open evenings to encourage a wide range of I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Equal opportunities Grade 3

 Training Standards Council young people to join the programme. Inspectors agreed with one strength and one weakness stated in the self-assessment report. They found additional strengths and weaknesses agreed with the grade given in the self-assessment report.

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Equal opportunities Grade 3

STRENGTHS ♦ effective promotion of equality of opportunity through work practices ♦ clear and well-expressed policies on equal opportunities

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Equal opportunities Grade 3

WEAKNESSES ♦ insufficiently systematic monitoring of the promotion of equal opportunities ♦ insufficient analysis of equal opportunities data

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Equal opportunities Grade 3

15. All partners and salon managers are committed to ensuring equality of opportunity for everyone who works in the organisation, including the trainees. Open evenings are arranged to encourage recruitment of persons from groups under-represented on training programmes. All the policies relating to equal opportunities are prominently displayed on the staff noticeboard in each salon and are also on display in head office. Trainees understand what equality of opportunity means to them as individuals and to their clients. They say, however, that the concept of equal opportunities was only dealt with briefly during their induction programme.

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Equal opportunities Grade 3

16. The equal opportunities policy and the anti-harassment and Disability Discrimination Act policies are clear to ensure that staff and trainees understand them easily. The policies contain relevant background information and examples of what they mean in practice. A member of the education team recently attended a workshop on the Disability Discrimination Act to identify what the implications of the Act means for Headmasters and how to present these to staff.

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Equal opportunities Grade 3

17. There is no member of staff with specific responsibility for monitoring the promotion of equal opportunities. Although all staff check that trainees are free from discrimination, they do so as a result of their own initiative rather than any systematic monitoring process. The company does not carry out sufficient analysis of data on trainees’ recruitment, selection, retention and achievements as a means of monitoring its promotion of equality of opportunity. Trainees know to whom they should refer any complaint. They feel confident that their complaints will be dealt with promptly and fairly. The complaints procedure is, however, insufficiently formalised and systematic.

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Trainee support Grade 2

18. The recruitment director works closely with schools and careers services and I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Trainee support Grade 2

 Training Standards Council meets prospective trainees to talk about hairdressing as a career and how the training is organised at Headmasters. A high proportion of trainees have worked as part-time assistants and have already received basic training at Headmasters. Once trainees have been accepted on the programme, they have the opportunity to work as a part-time assistant until they leave school. Trainees receive induction to the salon and the training programme and they are given an explanation of the NVQ. All trainees are allocated a mentor in the salon who is normally a more experienced trainee. Trainees also have access to salon staff and the education team to discuss any issues that are causing them concern. Trainees with specific learning difficulties receive extra support. Inspectors agreed with two of the strengths stated in the self-assessment report. They identified additional strengths and weaknesses

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Trainee support Grade 2

and awarded a higher grade than that given in the self-assessment report.

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Trainee support Grade 2

STRENGTHS ♦ extensive marketing of training programmes ♦ extensive initial assessment of trainees’ practical skills ♦ comprehensive induction programme ♦ mentor system for new trainees ♦ good additional support for trainees

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Trainee support Grade 2

WEAKNESSES ♦ no initial assessment of trainees’ key skills ♦ failure to record some aspects of trainee support

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Trainee support Grade 2

19. The recruitment director markets hairdressing as a career effectively. She also promotes Headmasters as an employer and training provider. She works with over 60 schools and all the local careers services and ensures that Headmasters is involved in careers education. Headmasters arranges work experience and personal and social development programmes for pupils in schools from year nine onwards. It organises careers events, open evenings and visits of school pupils to salons. Headmasters’ partners and stylists visit schools to talk about hairdressing as a career and carry out demonstrations. Part-time assistants are encouraged to view hairdressing as a career and can attend basic training for one evening a week for up to 12 weeks. Once trainees join Headmasters, they spend between four and six weeks working in the salon before they begin their training programme. During this time, they find out if hairdressing is really what they want to do and the salon

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Trainee support Grade 2

manager assesses them to ascertain whether they have the aptitude and the motivation to undertake training. They are given basic training and carry out basic tasks that serve as a practical initial assessment of their occupational skills. An account of their performance of these basic tasks is fed back to the education team and trainees requiring additional learning support are identified.

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Trainee support Grade 2

20. Trainees have a comprehensive induction programme which is in three stages. Stage one is on day one when they have induction to the salon. This covers health I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Trainee support Grade 2

 Training Standards Council and safety and the importance of client care. After four to six weeks they attend a ‘signing-on’ day. This is a formal induction to the training programme and includes a quiz to ensure that they have understood their salon induction. They are given further information on health and safety and equal opportunities. Trainees have initial assessment in basic skills and a one-to-one session with the quality assurance co-ordinator to draw up their individual training plan. Stage three of induction is on the first day of their off-the-job training when they have an introduction to the NVQ, assessment and portfolio building. Trainees remember their induction and say how useful and enjoyable it was. In the first few months of their employment, trainees also attend an employees’ induction day run by one of the partners. This gives an overview of Headmasters and trainees are told about the importance of

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Trainee support Grade 2

21. New trainees are assigned a mentor in their salon. Mentors are usually more experienced trainees who help the new trainees to settle in. They work with them to ensure that they know what they should be doing. Trainees take their mentor role very seriously. Several trainees know whom they will be mentoring in the new group and are already planning how they will support them. Additional support is available to trainees who have been identified as needing it. This includes help in looking for accommodation, support for pregnant trainees, assistance with personal problems and basic skills support when required.

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Trainee support Grade 2

22. Although trainees spend between four and six weeks in the salon before registering on the programme, they receive no initial assessment of the key skills during this period. Key skills are not covered in the individual training plan or by planned training. This weakness has been identified and covers the development key skills training. Headmasters ensure that trainees receive a great deal of additional support. This support is not recorded in the trainee’s file. The provision of additional support if not systematically reviewed to ensure it meets trainees’ needs.

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Management of training Grade 3

23. Headmasters is a commercial hairdressing business with nine owned and two franchised salons. Each salon has a partner/manager with overall responsibility for the daily running of the business. Headmasters recruits trainees directly as employees. Not all trainees are eligible for government funding. There are also trainees in five salons outside the Headmasters group. These trainees follow exactly the same arrangements as Headmasters’ own trainees. Overall responsibility for training rests with one of the partners although the daily management of training is delegated to the internal verifier co-ordinator. There are six staff in the education team. Five work on a part-time basis between one and four days a week. Training staff have formal meetings every eight weeks and communicate informally on a daily basis. New staff have a four week induction to the company. There is a six-monthly staff appraisal system. Inspectors agreed with

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Management of training Grade 3

some of the strengths and weaknesses stated in the self-assessment report. They I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Management of training Grade 3

 Training Standards Council found one weakness the company had not identified and they awarded the same grade as that given in the self-assessment report.

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Management of training Grade 3

STRENGTHS ♦ clear and concise records ♦ good staff appraisal system ♦ good and diverse staff development programme

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Management of training Grade 3

WEAKNESSES ♦ insufficient analysis of data ♦ insufficient systematic recording of communications ♦ lack of job descriptions for some staff ♦ insufficient co-ordination of on- and off-the-job training

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Management of training Grade 3

24. All assessors submit summary reports regularly to the internal verification co- ordinator on the progress of each trainee. Staff are informed at regular meetings of the company’s progress towards meeting contractual targets. Records are clear and precise. These show the extent to which trainees are carrying out their action plans and they are used in the planning of external verification. Trainees have similar records in their portfolios that help them keep up to date with their own achievements. The record system keeps track of which trainees are due for a progress review. It also allows the internal verification co-ordinator to plan recruitment to meet contractual obligations. Managers are able to maintain an accurate overview of all trainees’ progress at any one time.

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Management of training Grade 3

25. Members of the education team have six-monthly appraisals with the internal verification co-ordinator. Their training needs are identified and prioritised. The induction for new staff includes a training needs analysis and action plan. Training courses are booked promptly for the staff requiring them. The senior staff throughout the company have high levels of technical expertise and can provide training that benefits all staff, including trainees. Some training courses are purchased through external agencies. The diverse programme of staff development helps staff to maintain and improve their hairdressing technical skills, keep up to date with new products, enhance their management abilities and improve customer service. The internal verifier has a development plan to ensure assessors have all relevant qualifications. These include hairdressing NVQs and qualifications in key skills at the appropriate level. Some of the assessors keep their occupational skills

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Management of training Grade 3

up to date by working in salons and the opportunity to do this is extended to all training staff. Salon staff are being encouraged to work towards their assessor qualifications to enable more assessment to be carried out in the workplace.

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Management of training Grade 3

26. Data are maintained on trainees’ achievements to enable the company to monitor progress in meeting contractual obligations. The company does not, however, compare trainees’ performance in the different salons from one year to GOOD PRACTICE This is an example of good practice in helping a trainee who was diagnosed as having dyslexia. She was working towards an NVQ. The company obtained permission from the awarding body for her to use a scribe. Staff gave her extra help with the theory work. She obtained her NVQ. I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Management of training Grade 3

 Training Standards Council the next. Headmasters relies on a manual management information system. This provides basic data but cannot readily offer detailed analysis of all available information.

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Management of training Grade 3

27. Communication between staff over the day-to-day running of the training programme is frequent and effective. Staff hold meetings regularly and they keep in contact with trainees and salon managers through visits and telephone calls. There is, however, insufficient systematic recording of communications. The company has not produced a business plan for two years. Staff, other than those recently appointed, do not have job descriptions. Measures to co-ordinate on- and off-the-job training are insufficiently systematic. Trainees are expected to tell the salon managers what they have covered in their off-the-job training. The company does not have formal contracts with employers outside the Headmasters’ group of salons that clearly state the employers’ roles and responsibilities in respect of training. As a result of the company’s action plan, work is well under way to rectify this weakness. Although many of the management procedures are effective,

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Management of training Grade 3

Headmasters has recognised that there is scope for them to become more systematic.

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Quality assurance Grade 3

28. Headmasters has written quality assurance procedures. The more established aspects of the system meet contractual and awarding body requirements. Most of the quality assurance arrangements are new and are continuing to evolve as the company matures. Written procedures are presently being reviewed and updated. New procedures are being introduced to reflect changes in current practice. Basic performance data are recorded manually and are readily available. The company has identified why trainees leave the programmes early and has found they do so for reasons largely beyond its control. The self-assessment report suggested two strengths and two weaknesses. A further quality assurance strength was identified in a different part of the report. The inspectors agreed with two of the strengths and one of the weaknesses. They found additional strengths and weaknesses and agreed with the grade proposed in the self-assessment report.

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Quality assurance Grade 3

STRENGTHS ♦ highly effective internal verification system ♦ effective arrangements for obtaining trainees’ views ♦ effectiveness of action plan in leading to improvements

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Quality assurance Grade 3

WEAKNESSES ♦ fragmented arrangements for quality assurance ♦ no arrangements for obtaining the views of salon managers ♦ little identification and sharing of good practice I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Quality assurance Grade 3

 Training Standards Council 29. The internal verification procedures are clearly stated in writing. All verification of assessment practice is planned and extensively recorded. Assessors submit a summary of trainees’ progress to the internal verification co-ordinator every four weeks. Internal verification of portfolios is carried out as trainees complete NVQ units. All assessors are observed regularly by the internal verifier co-ordinator and receive a rigorous appraisal of their performance. The internal verifier co-ordinator provides assessors with specific, detailed and constructive feedback. If an assessor’s practice is considered deficient, action is implemented promptly to improve it. Occasionally, assessors have all their judgements countersigned whilst undergoing some refresher training. The internal verification co-ordinator goes beyond awarding body requirements by looking at all the contents of each trainee’s

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Quality assurance Grade 3

30. Headmasters has a clear agenda to introduce change and other good training. It has a history of identifying concerns and addressing them. Most of the initiatives have arisen as a result of the education team’s personal commitment to continuous improvement, rather than as a consequence of the quality assurance system. Examples of recent improvements include a new system to record progress reviews, clearer lines of communication between the education team and the salons, new and highly effective induction packs for staff and trainees, a new anti- harassment policy, more defined responsibility for training at partner level, and specific staff development activities to rectify weaknesses identified through feedback from trainees. Further improvements are being implemented. These include a complete review of all procedures, the development of new employer contracts, and, the production of highly structured training session plans and the

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Quality assurance Grade 3

identification of requisite resources. The views of all trainees have been sought since the company was first awarded a government-funded contract. Questionnaires are circulated to all trainees every six months. Approximately 70 per cent are returned. The system allows anonymous feedback, although many trainees are happy to declare their names and add further comments if they feel strongly about certain issues. The feedback is analysed and the results are discussed with staff. The most recent round of feedback has led to a plan to find better premises for the training academy. It has also resulted in some staff development activities to address issues that have been raised.

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Quality assurance Grade 3

31. The arrangements for quality assurance are fragmented and incomplete in many areas. There is no overall quality assurance system covering every aspect of training and assessment. The responsibility for quality assurance is not clearly defined and the processes are not widely understood. Quality assurance is not systematically co-ordinated or planned. Several aspects of quality assurance are in their developmental stages, such as internal audit, benchmarking and self- assessment. In the absence of a coherent quality assurance system, there is no continuous evaluation of the company’s performance. Good practice is not identified and shared among staff. I N S P E C T I O N R E P O R T : H E A D M A S T E R S M A R C H 2 0 0 0

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Quality assurance Grade 3

 Training Standards Council 32. Currently feedback is only obtained from trainees. There are no formal arrangements for gathering the views of the managers and owners of salons. Several of the trainees are employed by salons independent of the company. The company has taken no action to obtain the views of the managers of these salons about the quality of the training programme.

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Quality assurance Grade 3

33. The self-assessment report was the first the company has produced. All training staff and salon managers and some independent salon owners were invited to contribute to it and many did so. The responses of trainees to questionnaires during recent years were taken into account in the self-assessment report. The sections in the self-assessment report on generic areas were insufficient detailed. The action plan that complements the report is extensive and well designed. It concentrates on ways of rectifying weaknesses but says little about building on strengths. Inspectors agreed with many of the strengths and weaknesses stated in the self-assessment report and with the grades given by the company. Judgements were supported by clear and relevant evidence. Several of the weaknesses had been rectified by the time of the inspection.

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