Whether you are just starting out in the industry or looking to take your career to the next level, our Open Evenings are the perfect place to explore your options.
We host regular Open Evenings on the first Tuesday every of month across our training centres. Go to your nearest academy when booking your space:
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We are here to support you every step of the way. Here is what to expect after you attend an Open Evening:
Within a few days of the event, we will send you a quick email recapping everything we discussed. You will have all the course information, funding details, and next steps right at your fingertips.
Ready to start your journey in hair, beauty, or aesthetics? Your follow-up email will include a direct, easy-to-use link to apply for your chosen course and secure your spot.
Still deciding or need a little help with the forms? Our friendly admissions team will give you an optional follow-up call to answer any lingering questions and guide you through the process.
We provide a comprehensive Information, Advice and Guidance (IAG) service that is impartial, confidential, accessible, and inclusive, enabling individuals to make informed decisions about learning, work, and progression. Our IAG supports individuals to recognise their strengths, understand their options, overcome barriers, and achieve positive and sustainable outcomes aligned to their personal goals and aspirations.
Our IAG is embedded throughout the entire learner journey to ensure support is timely, consistent, and responsive to individual need.
At the point of initial enquiry, individuals receive accurate, current, and accessible information about programmes, entry requirements, funding, progression routes, and available support. This enables informed decision-making and supports realistic expectations before enrolment.
Open evenings and engagement events provide opportunities for individuals and, where appropriate, parents or carers to access impartial advice. Discussions focus on learning pathways, career options, labour market information, and progression opportunities, supporting informed choice and early career exploration.
During induction, structured guidance, initial assessments, and one-to-one discussions are used to identify starting points, aspirations, and support needs. This ensures programmes are appropriately matched and personalised from the outset, supporting successful engagement and retention. Key information is included in a learner's Learning Plan.
IAG is integrated into teaching and learning activities. Tutors provide ongoing advice linked to progress, skills development, employability, and career planning, supporting learners to understand how their learning connects to future goals.
Regular progress reviews provide structured opportunities for reflection, review, and target setting. Learners receive personalised advice on progression pathways, including further learning, apprenticeships, employment, or other positive destinations. Guidance is reviewed and adapted in response to changing needs or aspirations.
IAG is enhanced through Wider Curriculum planned activities such as careers talks, workshops, industry professional masterclasses, employer engagement, enrichment activities, and input from external professionals, e.g. safety talks delivered by the Police. These wider curriculum experiences broaden understanding of labour market trends and real-world career pathways, as well as own personal safety.
Our IAG services are client-centred and needs-led, recognising the diverse backgrounds, abilities, and aspirations of individuals. Guidance is tailored according to age, experience, learning needs, and personal circumstances. Where appropriate, individuals are signposted or referred to specialist internal or external services to ensure holistic and effective support.
IAG is delivered through a coordinated, whole-organisation approach by trained and knowledgeable staff, including:
Funding Contract Managers
Tutors and Assessors
Apprenticeship and Employer Engagement Staff
Managers and Curriculum Leaders
Learner Support and Pastoral Staff
External and Industry Professionals
All staff involved in delivering IAG are appropriately trained and supported to ensure guidance is accurate, current, and aligned with best practice.
Our IAG services are accessible to a wide range of recipients, including:
Learners aged 14–16 (Teen Referrals)
Home-educated learners
16–19 learners
19+ Adult learners
Learners seeking a Private Course route
We also deliver IAG within schools, supporting pupils from Year 8 onwards, enabling early exploration of learning pathways and career options.
High-quality IAG has a positive and lasting impact on individuals by:
Supporting informed decision-making through access to accurate, up-to-date, and impartial information
Increasing confidence and motivation by helping individuals understand their strengths, interests, and potential
Raising aspirations and broadening awareness of learning, career, and progression opportunities
Reducing the risk of incorrect course or career choices, supporting improved retention and achievement
Removing barriers to participation through early identification of support needs and appropriate referrals
Improving employability and life skills, including goal setting, self-reflection, and career planning
Enabling positive progression outcomes, such as sustained learning, apprenticeships, employment, or further training
Promoting equality, diversity, and inclusion by ensuring guidance is accessible and responsive to individual circumstances
Through effective IAG, individuals are empowered to take ownership of their learning and career journey, make confident choices, and progress successfully into positive destinations.
Feedback is gathered through a structured and inclusive approach that ensures learners and stakeholders are actively involved in shaping provision. The training provider uses a range of feedback processes, including regular surveys at key stages of the learner journey such as induction, mid-programme, and end of programme, to capture views on teaching, support, facilities, and Information, Advice and Guidance.
In addition, learner voice opportunities such as focus groups, class discussions, enable individuals to provide qualitative feedback and raise ideas or concerns in a supportive environment. All feedback is reviewed and analysed by managers and curriculum teams, shared with relevant staff, and used to inform quality improvement actions. Outcomes and improvements are communicated back to learners to demonstrate how their feedback has been listened to and acted upon, supporting a culture of continuous improvement and accountability.
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