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In planning and delivering the Russian Lip Masterclass, I felt that the overall structure of the day worked well. I divided the session into a theory-based morning and a practical, hands-on afternoon, which suited the learning styles of most of the group. The aims were clearly set out, and I used a SMART outcome to guide the session: all learners should be able to understand and carry out a safe Russian Lip technique. I differentiated expectations using “all, some, few” outcomes to ensure the session catered to varying levels of ability.

During the session, Learner A, who had prior experience in aesthetics, quickly grasped the theory and was confidently able to complete the practical treatment with minimal guidance. I extended her learning by asking her to reflect on possible complications and how she would adapt techniques for different lip shapes. This worked well and helped stretch her understanding.

Learner B, on the other hand, was new to lip filler techniques and needed more time during the practical. In hindsight, I could have provided her with additional visual aids or a recap worksheet to reinforce the morning's theory before she moved on to a live model. She became flustered mid-way through the treatment and needed reassurance. A peer-assist pairing or peer observation task could have helped her build confidence before working independently.

The learners engaged well during the Q&A, and the demonstration element was effective, especially for visual learners. However, I noticed that not all learners took notes or referred back to handouts during practicals. Next time, I would reinforce the importance of note-taking, perhaps by including a short quiz or worksheet that checks recall of key points like contraindications and safe product usage.

One area I could improve is the embedding of functional skills. While I asked learners to write up case studies and calculate product amounts, I didn’t make these tasks as explicit or structured as they could have been. Next time, I would include a short maths task on measuring filler units and a written reflection template to improve engagement with English and IT skills.

Finally, although I planned for differentiation by setting extra tasks for more advanced learners, I didn’t fully prepare resources tailored to different learning needs (e.g., visual guides for kinaesthetic learners or simplified handouts for those with dyslexia). Learner C, for instance, mentioned struggling with long written tasks. I could have offered voice-notes or a simplified checklist version of the case study to support her learning style better.

The session was successful in achieving the main goal of introducing and applying the Russian Lip technique safely. Learners left feeling more confident, but I recognise the need to develop clearer functional skills tasks, offer more structured support for less confident learners, and prepare resources that are more inclusive and tailored to individual learning preferences.

MARKED FEEDBACK

Natasha has created a well-structured and professional lesson plan for the Russian Lip Masterclass. The plan clearly outlines timings, teaching activities, learner activities, resources, and how assessment will take place. Importantly, the SMART outcomes are well defined, using "all, some, few" differentiation to ensure expectations are realistic but also stretch more advanced learners. Functional skills embedding is referenced, particularly with links to English (case studies), Maths (product measurements), and IT (portfolio creation).

The overall structure of the day — a theory-based morning followed by a practical afternoon — matches the session aims and shows a good understanding of how to balance different learning styles. The lesson plan clearly allows time for demonstration, discussion, observation, and hands-on practice, ensuring that learners are fully prepared before attempting treatments on live models.

In her reflection, Natasha shows good critical thinking and awareness of where improvements could be made. She recognised that although the structure worked well overall, additional differentiation strategies (such as providing visual aids for less confident learners and more scaffolded support for learners who struggle with written tasks) would have enhanced the session further. She also identified opportunities to embed functional skills more explicitly, particularly by strengthening maths and written reflection tasks linked to treatment planning and evaluation.

Task:
For future masterclasses, focus on building more structured differentiation resources ahead of the session.
You should:

Prepare visual aids or quick-reference cards for learners who need extra reinforcement (e.g., flowcharts showing the steps of Russian Lip technique).

Create recap worksheets or mini quizzes for theory reinforcement before moving to practical sessions.

Develop alternative formats for case studies or treatment records, such as simplified checklists, visual reflection templates, or voice-note options for learners who struggle with written work.

Explicitly embed small functional skills tasks into the session (e.g., "Calculate the total product volume required for a full treatment" or "Write a short consultation note after assessing a model").

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ATA Academy website for all course information and bookings

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ATA Academy website for all course information and bookings

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The website acts as a gateway for learners to access information about the training we offer. It supports Duty 4, which focuses on planning and delivering effective teaching, by clearly listing the courses available, along with learning objectives, durations, and expectations. This helps learners prepare mentally for what’s ahead, and it supports my delivery by ensuring transparency and structure before a session even begins. That said, I’ve noticed that some learners still struggle with navigating parts of the site, which suggests improvements could be made in user experience. For example, clearer "Apply Now" or "Book a Course" buttons would support a smoother journey for learners with lower digital literacy or those using mobile devices.

In terms of Duty 9, which is about helping learners plan and progress, the website touches on progression routes by listing multiple training options—but I feel it could go further. I would like to see an area added that outlines suggested learning pathways or career routes (e.g., “If you’ve completed the foundation filler course, you may now want to consider advanced cannula training”). This would help guide learners and better support individual next steps, especially for those unsure of their long-term goals in aesthetics.

The site does a good job representing the academy’s values, which aligns with Duty 3 (maintaining professional and subject knowledge). I can confidently direct learners to it knowing the course content listed reflects up-to-date and safe practice. However, it doesn’t currently showcase learner testimonials or case studies. Including this would help me support Duty 5, which focuses on inclusion, by showing diverse learner journeys and celebrating different levels of achievement.

ATA Academy website supports many aspects of my teaching practice and professional responsibilities. It helps learners access information and gives a professional first impression. Moving forward, I’d like to see more learner-led features added—such as progression pathways, FAQs, and clearer navigation—to make the platform more interactive, accessible, and inclusive. This would help me better fulfil my duties in planning learning, supporting progress, and ensuring all learners feel confident and informed from the start.

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All bookings at ATA & Aesthetics Training Academy require a deposit. Unfortunately these deposits are non-refundable.

Appointments- if given 48 hours notice for an appointment the deposit can be transferred to a new appointment.

If in the event a client has to self isolate, the deposit will automatically be transferred.

Training Courses- we require 7 days notice to move the training to a new date, and to transfer the deposit to a new course date.

All payments made by bank transfer or card machine adhere to the same cancellation policy.

If your appointment is moved by us due to covid-19 we will reschedule a new suitable date.

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Beauty Treatment Training Courses - ATA Academy

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Beauty Treatment Training courses for treatments including dermal filler course, botox courses, lip masterclass courses - ATA Academy

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Natasha & April meeting

Tuesday 5th March 2024

-approve level 4 qulifi qualification

-advertise on social media new courses

-new white draws for training room to be ordered

Tracey to complete teachable sign up

Natasha Hamilton took notes

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In terms of Duty 3, I feel confident that my subject knowledge is current and well-grounded in industry expectations. The presentation goes into depth about hyaluronic acid, vascular anatomy, contraindications, and product techniques—this supports K9, K15, K16, and K19, and demonstrates how I maintain up-to-date knowledge within aesthetics. I delivered the content using both scientific theory and practical, real-world examples to support learners’ understanding, especially those new to the field. I also encouraged critical thinking and reflective discussion around complications, which links closely to S4 and S25, showing evidence of embedding deeper understanding and reflection into the learning process.

From a delivery standpoint (Duty 4), I structured the course to include a balance of theory, visual content, Q&A, and hands-on live model practice. I made full use of digital resources—PowerPoint, videos, and practical observation—which ties to K17 and S20 in terms of using technology to enhance learning. Formative assessment was ongoing through questioning, peer discussion, and feedback during practicals. These methods helped me meet S11 and S15, as I was actively assessing understanding throughout and adapting where needed. However, I recognise that I could develop more formal feedback strategies, like checklists or self-assessment tools, to strengthen this further.

Working within professional boundaries and ensuring safety is at the core of aesthetic teaching, which links directly to Duty 7. Throughout the course, I emphasised ethical considerations, product knowledge, and how to respond to complications such as vascular occlusion or allergic reactions. This reinforces K10, S17, and S18. I also made sure to model clear expectations regarding consultation, consent, and professionalism in client care—ensuring S24 was embedded in both theory and practice.

One area I’m proud of is how I support learners beyond the course itself (Duty 9). We discussed business setup, pricing, client photography, and marketing—all of which support learner progression and employability. This aligns with K13 and S21, and I regularly provide 1:1 support for those building their portfolios or preparing for clinic interviews.

That said, I could strengthen this further by developing written resources or toolkits for post-course support.

Finally, I recognise that I could better embed Duty 5 around equality and inclusion. While the course content is universal, I want to be more proactive in addressing issues like confidence, body image, and representation within the aesthetics industry. This could be an area to develop reflective discussions with learners, especially around managing client expectations and promoting natural beauty.

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ATA Training room

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ATA class room for students to complete theory work

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ATA training school - students have all practical assessments and practice on live models

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Free Functional Skills Maths Online 10-Minute Tests

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These free online CGP 10-Minute Tests are superb for Functional Skills Maths practice on the go! All the answers are explained at the end of each test.

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Lesson plan adapted for somebody with a special need (dyslexia)

In preparing and delivering the Russian Lip Masterclass with a focus on supporting learners with dyslexia, I made a conscious effort to adapt my approach and create an inclusive, accessible learning environment. I planned the session around a clear structure, beginning with theory in the morning and moving into practical work in the afternoon. This gave learners time to absorb key information before applying it hands-on, which is especially important for those who may struggle with processing or retaining written content.

I made use of multiple learning styles during the theory portion—spoken instruction, visual demonstrations, flipboard diagrams, and physical tools—to help ensure that learners who find written content challenging could still engage and understand the material. For example, Learner A, who disclosed they had dyslexia, responded really well to the demonstration element and benefited from the visual breakdown of steps. I also provided handouts using a dyslexia-friendly font and ensured spacing was clear and uncluttered.

Where I could have done better was in reinforcing key written information. While I did provide printed handouts, I noticed Learner B struggled to keep up with the theoretical elements that required reading through consultation forms and contraindications. In future sessions, I’d like to include audio versions of key documents and allow learners to use text-to-speech tools where possible. I also recognised that having colour-coded or infographic-style resources could have made the content even more accessible.

During the practical session, Learner C, a confident practitioner, quickly grasped the technique and completed their model with minimal guidance. I extended their learning by challenging them to explain how they’d adapt the procedure based on different lip shapes and volumes, which worked well. However, for Learner A, I noticed a dip in confidence when transitioning from theory to practice. Although I offered reassurance and support, I now feel that I could’ve eased this transition with a simple step-by-step laminated checklist at each station to reinforce the process visually and practically.

I also realised I could make functional skills more explicit. I briefly asked learners to calculate product volumes and encouraged them to write up their case studies post-session, but this wasn't clearly structured or directly embedded. Next time, I plan to incorporate a mini maths activity where learners estimate product usage, and provide a visual example of a model case study to guide their English work.

The session achieved its goal: learners gained knowledge and practical skills in performing the Russian lip technique safely. The differentiated tasks supported progression, and I made visible steps toward creating a dyslexia-friendly environment. However, I’ve identified areas for improvement—particularly in offering accessible resources in different formats, integrating functional skills more clearly, and providing extra support in transitioning from theory to practice. With those changes, I feel my planning and delivery will be even more inclusive and effective for all learners.

MARKED CHARLOTTE HUGHES

Natasha identified that while she made good adaptations (e.g., visual breakdowns, clear language), there were further improvements she could make, such as offering audio versions of handouts, colour-coded or infographic resources, and step-by-step laminated checklists to ease transition from theory to practice. She also highlighted the need to embed functional skills (maths and English) more explicitly within the practical tasks, which shows an excellent commitment to continuous development.

Task:
For future specialist classes (especially those involving learners with additional learning needs like dyslexia), you should focus on expanding the range of accessible resources even further by:

Producing audio-recorded summaries of theory content for learners to listen to in their own time.

Designing infographic-style guides showing key treatment steps visually, using minimal text.

Creating laminated "step-by-step" visual checklists for use at practical stations, making it easier for learners to transition independently between stages of the procedure.

Embedding explicit functional skills activities (e.g., mini product measurement tasks, short structured writing prompts) naturally within the session to support wider curriculum goals.

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Reporting abuse

If you are the victim of abuse, or you know someone who you think is being or has been abused, then it is really important to seek help.

Complete a Redbridge Safeguarding Adults Referral Form. A Word version is available via the Redbridge Safeguarding Adults Board website.

Report concerns to Redbridge Health and Adult Social Services on 020 8708 7333 (Monday to Friday 9.00am to 5.00pm). Outside of office hours, contact the Emergency Duty Team on 020 8553 5825.

Report any concerns about a crime to the police on 101. In an emergency call 999

There are also a number of local and national organisations you might want to talk to.

For more information, please see the safeguarding information page on the Support and Help for Adults website.

For general information on safeguarding adults at risk, please view the Redbridge Safeguarding Adults Board website.

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If you are the victim of abuse, or you know someone who you think is being or has been abused, then it is really important to seek help.

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This free course, Everyday maths 1, is designed to bring your learning to life, inspiring you to improve your current maths skills or helping you to remember any areas that you may have forgotten.…

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Redbridge FiND | Multi-Agency Safeguarding Hub (MASH) Redbridge

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What is a MASH? A Multi-Agency Safeguarding Hub (MASH) is a centre which brings together agencies (and their information) in order to identify risks to children at the earliest possible point and respond with the most effective interventions. MASH allows the multi-agency safeguarding team to cary out a joint confidential screening, research and referral of vulnerable children. Agencies work together to ensure vulnerable children are identified and properly cared for and protected. What is the purpose of a MASH? The purpose of the MASH is to make the best decisions which will keep children safe. This will in turn ensure timely and necessary interventions, improving the outcomes for vulnerable children. What agencies are in the MASH? Children’s Social care Police Health Education Probation Housing Youth Offending Service How will it work? Concerns relating to the safeguarding or welfare of a child will be considered by the MASH screening team including self referrals, multi-agency referrals, a referral from the Police, another local authority or an anonymous referral. Using an agreed set of criteria, the Head of the MASH will decide whether the case would benefit from going through the MASH. Each MASH case is assigned to a social worker. The social worker gathers any information available about the child/family concerned from their colleagues in the multi-agency team. The information is collected from all the partner agencies within the timescales set by the Head of the MASH. The most urgent cases will be turned around within four hours. All information is collated by the social worker who reviews and analyses the information received from partner agencies and writes a summary of that information on a MASH record. The social worker recommends what further action should be taken. What happens next? The Head of the MASH reviews the MASH record and makes a decision as to the most appropriate action to take in relation to the case. Outcomes will include: Case raises serious concerns or identifies complex needs and is passed to the Child Protection and Assessment team (CPAT) Case does not raise serious concerns but it is assessed that the familywould benefit from some support from the Early Intervention and Family Support Service The case has identified a child with additional needs which will be assessed and addressed through a Common Assessment Framework (CAF) The case is referred to a partner agency for a single agency response Some cases raise no concerns and require no further action What should you do if you are concerned about a child? If you have a concern about the welfare or safety of a child you should contact the Redbridge MASH.

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Tracey & Natasha meeting on Tuesday 2nd April

-Tracey to complete teachable sign up

-April to complete finance (cosmetic finance group) short answers and watch short video

-Natasha order new flooring for training school

-advertising weekly emails to be sent out promoting courses we have to offer

notes taken by Natasha

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Faces, Digital Consent and Booking System

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Faces allows aesthetics practitioners to create and use botox and dermal filler consent and consultation forms. Medic and non medics are able to save clients data from their consent forms

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The Digital Skills Gap

Webinar

View our last webinar, we took a closer look at the digital talent landscape. Particularly focusing on the digital skills gap, we explored how businesses have navigated their way through the global pandemic and what this means for digital skills in a post-pandemic world.

Apprentify: Developing You.

Our specialist apprenticeships allow us to deliver training across the whole of England. We offer a variety of E-learning modules with some being completed individually and others being hosted by our very own Development Coaches.

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Discover more about our cost-effective apprenticeships which are a great way to ensure the growth of your business. We pride ourselves on offering a unique approach to transform aspiring apprentices into business-ready experts.

It took us a few attempts to find an apprenticeship provider who was able to fit our specific requirements. We love Apprentify's process and their customer service. As a result of that, we hired six apprentices! We will definitely be using Apprentify again. If you are looking to hire apprentices to join your company, we couldn't recommend Apprentify enough!

Harley Mae-Marley

Business Development at Digital Media Team

"'The great resignation' means there is a huge demand for digitally equipped talent. This is pushing up salaries and means SMEs are being 'squeezed' as they struggle to compete with the corporates. If we're going to meet 2030 digital demands, we need to start to think creatively now."

Ian Browne

Lloyds Banking Group

Working with Apprentify is and always has been an easy and smooth process. From the superb range of candidates to the coaching, we believe that Apprentify has one of the best digital marketing programmes and talent providers we have ever worked with.

Ross Green

Managing Director at Embryo Digital

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The Best Digital Marketing Apprenticeships Virtual Classrooms & Coaching | Apprentify

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The Digital Skills Gap View our last webinar, we took a closer look at the digital talent landscape. Particularly focusing on the digital skills gap, we explored how businesses have navigated their way through the global pandemic and what this means for digital skills in a post-pandemic world.

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>Could update newsletter and blogs

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This resource is designed to support the delivery of training on advanced dermal filler techniques using a microcannula. It covers important aspects such as side effects, complications, injection techniques, health and safety, and anatomical knowledge. I use it during theory sessions as a reference guide and teaching tool, especially when explaining the differences between hypodermic needles and cannulas, as well as how to manage complications safely. It’s also useful for learners to review post-class to consolidate their understanding.

What I like about it:
I like that this resource is comprehensive and clearly laid out, making it easy for learners to follow. It breaks down advanced procedures into simple steps, including visual explanations and practical tips—especially for early users. It gives learners confidence by not only showing techniques but also highlighting the potential risks and how to avoid or manage them. The structure flows logically from safety and anatomy to application and aftercare, making it suitable for all learning styles. It also reinforces safe practice, which is a key part of Level 5 teaching values.

What I would choose to improve:
Although the content is strong, I would improve this resource by adding more interactive or visual elements, such as diagrams or images for the vascular anatomy and technique sections. Including annotated diagrams would help visual learners and make complex topics easier to understand. I would also like to include a short reflective task or quiz at the end to encourage learners to engage with the material more deeply and test their understanding. Adding a case study example with before and after photos, plus how complications were handled, would bring the content to life and connect theory with real-world practice.

MARKED CHARLOTTE HUGHES

You have produced a very thoughtful and well-structured reflection on the use of the "Advanced Dermal Fillers with Cannula" training resource. It’s clear you have carefully considered how the material supports learner understanding during theory sessions, as well as how it helps consolidate knowledge afterwards.

Your reflection shows strong critical thinking — you recognise the strengths of the resource, such as the logical layout, clear explanations, and relevance to Level 5 safety and practice standards. You also correctly identify that the resource encourages confidence by addressing potential complications openly and providing straightforward, actionable advice.

You’ve made very appropriate observations about where improvements could be made. Suggesting the addition of more diagrams and visual aids (especially for vascular anatomy and technique sections) would make the material even more accessible, particularly for visual learners. Your idea to add case studies, reflective tasks, or end-of-module quizzes is excellent and shows strong awareness of active learning strategies that promote deeper engagement and critical thinking.

Task:
For the next version of this training resource, focus on making it more interactive and visually engaging by:

Adding annotated diagrams (e.g., blood vessel anatomy relevant to filler injection sites, cannula insertion techniques).

Including one or two real-world case studies showing how complications were handled (with images if possible).

Creating a short end-of-module quiz (5–7 questions) covering safety, anatomy, and technique principles.

Building in reflective prompts or discussion questions throughout the guide to encourage critical thinking.

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I chose to use Teachable as my online learning platform because it offers a user-friendly, professional way to deliver structured content to learners, especially those who are studying vocational or practical subjects like aesthetics. The platform allows me to upload videos, presentations, downloadable resources, and quizzes—all in one place—making it easy for learners to access and navigate the course at their own pace.

Teachable supports blended learning, which is ideal for my students who may be working full-time or need to revisit lessons in their own time to reinforce their understanding. It also helps with differentiation—some learners prefer visual or audio content over reading, and Teachable allows me to cater to those preferences by offering a mix of formats.

Another benefit is that Teachable tracks learner progress, which helps me monitor engagement and support learners who may fall behind. It also allows me to maintain professional standards, with built-in certificate issuing, secure payments, and GDPR-compliant student data handling.

Ultimately, using Teachable has helped me create a more flexible, accessible, and organised learning experience—one that reflects the needs of adult learners and the professional expectations of the aesthetics industry.

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Teachable: Sell Courses, Coaching and Digital Downloads

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Create & sell online courses and coaching with the best online course platform used by the entrepreneurs to sell $500m+ to over 18 million students. Try it free.

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Find your nearest job centres in Havering.

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ATA model group for model appointments

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Natasha is embarking on her teaching journey with Debut, aiming to elevate her skills to Level 5 in teaching. Recognising the impact of her current teaching methods, Natasha is eager to expand and enhance her skills. She wants to open new doors so therefore knows she needs to look at different ways of teaching. Currently taught private courses, she is now excited to explore opportunities within funded organisations. She has just been approved to deliver the level 5 aesthetics course by Qualifi (awarding body). We have discussed how she can use the learners work towards her evidence folder for her EPA. I have also shown Natasha the Padlet she will be using and where to find her assignments; which i will share with her on her next lesson. She has been tasked to complete her initial and diagnostic assessment and ETF courses by her next lesson where we can review Natasha starting points.

During the "Get to Know the Learner" session, Natasha emphasised a preference for theory work broken down. To support her in this aspect, I plan to incorporate a variety of teaching resources, including video materials that break down complex theoretical concepts into more digestible segments. Additionally, I'll encourage Natasha to actively participate in discussions, providing a platform for her to ask questions and seek clarification on any challenging theoretical topics.

The qualification Natasha is pursuing is theory-based. While I plan to include videos as supplementary resources, I also recognise the importance of hands-on experience. Offering Natasha the opportunity to come in for work experience which will provide her with a firsthand understanding of how theoretical knowledge is applied in a practical setting.

Highlighting Natasha's experience in managing her own salon, it is evident that she is adept at handling a diverse range of individuals. Natasha expresses a desire to acquire new skills, particularly in training aesthetics and diversifying her teaching approaches to cater to varying student abilities and learning styles; she has not been able to gain a wide of range of skills with the courses she currently delivers. She is particularly interested in mastering different teaching techniques and effective delivery methods.

Natasha has laid out benchmarks for herself, aiming for a distinction. Regular monitoring and prompt feedback will be instrumental in guiding her toward achieving this goal. As her tutor, I am committed to ensuring a 5-7 day turnaround on marking to facilitate her continual progress.

To assist Natasha in navigating BUD system, dedicated 1-1 sessions have been allocated to guide her through its functionalities. This will help her to track assigned work and facilitate direct communication, including extension requests as needed. Collaboratively, our efforts aim to ensure Natasha's success and ongoing improvement throughout the course.

I eagerly anticipate witnessing Natasha's transformative journey with us. The attached development form, initially provided, will undergo continuous review during each visit to ensure her evolving needs are thoughtfully addressed. However, she agrees and is happy with the plan and scheme of learning so far.

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NATASHA ENLbksb End of Assessment Report

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Your lesson plan effectively integrates sustainable development principles, creating engaging and relevant learning experiences for students. By incorporating diverse activities like group discussions, hands-on demonstrations, and role-playing, you provide students with multiple ways to explore and understand sustainability concepts. Each session includes practical examples and interactive elements, which not only make the lessons more engaging but also encourage students to think critically about their personal impact on the environment. Overall, your approach fosters awareness and responsible practices, aligning well with the goal of modeling sustainable behaviors in the classroom.

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Evidence collection-Challenge and professionalism (B1, B4)

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Evidence collection-Challenge and professionalism (B1, B4)

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Marked Charlotte Hughes

Your work provides a well-rounded reflection on resilience, adaptability, professionalism, and relationship-building, supported by relevant examples and evidence. You address each requirement clearly, beginning with a example of adapting to curriculum changes, which demonstrates your resilience and ability to stay focused under pressure.

The feedback from your line manager and colleague adds credibility to your self-assessment, highlighting your calm and proactive approach in team settings. This supports your professionalism and positive influence on team dynamics. Your reference to the Staff Handbook for professional conduct is well-placed, showing your adherence to institutional standards and ethical behaviour in your interactions.

The digital literacy project example illustrates your organisational skills and effective teamwork, while the conflict resolution scenario demonstrates your empathy and ability to maintain a respectful environment. Your commitment to Continuous Professional Development (CPD) is clearly shown through workshops, which reinforce your adaptability and dedication to improving your teaching practice. Including CPD certificates as evidence helps tie your professional growth to practical outcomes.

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Evidence collection-Coaching and Mentoring K17 K20

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Evidence collection-Coaching and Mentoring K17 K20

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Marked Charlotte Hughes

Your weekly coaching and mentoring log is thorough, well-structured, and provides a clear view of the situation with Learner A and Learner B. You effectively describe the challenges posed by their demotivation and misbehaviour and detail your approaches, such as one-on-one meetings, goal-setting, and behavioural contracts, which showcase a thoughtful and empathetic approach to mentoring.

Your emphasis on ethical considerations, including confidentiality and a non-judgemental attitude, demonstrates professionalism and a commitment to respectful mentoring. Additionally, the reflection on positive reinforcement and its role in sustaining behaviour change shows your understanding of effective coaching techniques.

To strengthen the log, consider adding more specifics about how you engaged the learners in creating their goals and how you monitored progress over time. Including examples of positive reinforcement and how these strategies contributed to broader training outcomes, such as improved group dynamics and engagement, would also enhance the account.

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Evidence collection-Setting goals and targets K8, S5, S6

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Evidence collection-Setting goals and targets K8, S5, S6

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Creating a scheme of work (SOW)-L5 Teaching

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Creating a scheme of work (SOW)-L5 Teaching

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Evidence collection: Health, wellbeing and safeguarding K12

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Evidence collection: Health, wellbeing and safeguarding K12

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Continuous Professional Development (CPD) is essential for maintaining and improving professional skills, knowledge, and competence in any career, especially in education and vocational sectors. It ensures that practitioners stay up-to-date with the latest research, technologies, regulations, and best practices, allowing them to deliver high-quality teaching and support to learners. CPD also promotes adaptability, helping professionals respond effectively to changes within their industry and meet the evolving needs of students. Engaging in regular CPD activities demonstrates a commitment to personal and professional growth, enhances confidence, and encourages reflective practice. Furthermore, CPD contributes to career progression, as it strengthens an individual’s ability to take on new challenges, improve outcomes for learners, and uphold high standards of ethical and professional conduct.

CHARLOTTE HUGHES MARKED

CH- It is now time for Natasha to create and maintain a Reflective CPD Journal to deepen her professional development. Each week, Natasha should spend 10–15 minutes reflecting on new strategies she has implemented, challenges she has faced, and any areas where she feels further growth is needed. The journal will help her track her progress over time, celebrate successes, and identify skills or knowledge gaps to shape future CPD goals. By setting small, targeted monthly development goals based on her reflections, Natasha will take greater ownership of her professional journey, ensuring her learning remains continuous, purposeful, and aligned with both personal and organisational objectives. This reflective journal will also serve as valuable evidence for appraisals, portfolios, and future career advancement.

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Encouraging learners to take ownership of their own learning is a vital part of promoting independence, confidence, and lifelong learning skills. When learners are actively involved in setting their goals, monitoring their progress, and reflecting on their development, they become more motivated and engaged in the learning process. Ownership helps learners understand that education is not something done to them, but something they are actively shaping. In my practice, I aim to foster this by giving learners choices in how they demonstrate their understanding, encouraging self-assessment and reflection activities, and providing opportunities for goal setting and personal tracking. By embedding these strategies, I hope to create a classroom environment where learners feel empowered, responsible for their achievements, and equipped to apply these skills beyond formal education into their professional and personal lives.

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Evidence collection: Health, wellbeing and safeguarding K12

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Evidence collection: Health, wellbeing and safeguarding K12

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Reflecting on the development of the Scheme of Work for the Level 7 Certificate in Aesthetic Practice, I aimed to create a structured, progressive, and learner-focused programme that supports both the clinical and academic growth of each student over the course of 12 months. I wanted the course to reflect the depth and responsibility that comes with advanced aesthetic practice, while also allowing for real-world application through hands-on experience.

Starting with a thorough induction was important to me—it helped set the tone and expectations for the rest of the course. I used this initial session to introduce learners to the assessment processes (including IQA and EQA procedures), build familiarity with course materials, and ensure everyone felt confident navigating their learner handbooks and portfolios. From there, I gradually increased the level of complexity, beginning with theory-based units like consultation and complications management before moving into more advanced injectable techniques.

I structured the practical modules—such as botulinum toxin and dermal filler training—after the foundational theory to ensure learners had the underpinning knowledge required to work safely and ethically. I also included observation opportunities, followed by live model treatments, to scaffold the transition from theory to confident, independent practice. During the open salon weeks, I was pleased to see learners taking greater ownership of their work, applying advanced techniques and demonstrating increasing clinical judgement.

Another key part of my rationale was embedding opportunities for reflection and critical thinking. For example, the unit on the Psychology of Facial Aesthetics encourages learners to consider the emotional and psychological motivations behind aesthetic procedures, not just the technical skills. Assignments and group discussions helped foster a deeper understanding of how aesthetics intersects with client wellbeing and self-perception.

I also built in designated home study periods throughout the programme, recognising that Level 7 learners often juggle professional and personal commitments. This flexibility gave learners time to research, develop case studies, and work through assignments in a way that suits their individual learning styles.

Looking back, I feel the balance of practical and theory learning works well to meet the needs of adult learners at this level. However, in future iterations, I’d like to introduce more peer review opportunities and perhaps a reflective learning journal throughout the programme. This could help track personal and professional development more meaningfully over time

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NATASHA bksb End of Assessment Report (2)

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NATASHA bksb End of Assessment Report (1)

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L5 LEARNING AND SKILLS TEACHER KNOWLEDGE (1)

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Start Date: 30/11/2023

End Date: 07/12/2024

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Marked: Charlotte Hughes

Well done! This is a very clear, detailed, and professional piece of evidence. You've chosen three highly relevant barriers to learning—low confidence, learning difficulties/neurodiversity, and external life factors—and explained them with strong, real-world examples. It's great to see that you haven't just listed problems but have provided practical, learner-centred strategies for addressing each barrier. Your strategies are realistic, inclusive, and show that you understand how different learners need different types of support.

The tone of your reflection is strong—you are clearly thinking about the whole learner, not just their academic performance. Highlighting actions like praising effort, allowing flexible submissions, and scaffolding tasks shows that you're committed to creating an inclusive and safe environment for all learners.

Your Reflection and Action Plan is excellent too. It shows real self-awareness and a growth mindset in your own professional development. You are actively thinking about how to embed inclusive practices long-term, not just fix short-term problems. Setting goals like completing CPD and reviewing interventions each term shows commitment to continuous improvement.

There is very little that needs changing, but to make this even stronger:

Personal examples: Where possible, you could add a very brief example from your own teaching experience to show how you've already applied (or plan to apply) these strategies practically.

For example: "I noticed that offering coloured overlays helped a learner with dyslexia access reading tasks more independently."

Specificity for Next Steps: Your next steps are strong, but you could make them a little more SMART (Specific, Measurable, Achievable, Relevant, Time-bound). For example:

Instead of "Complete CPD," you could say, "Complete one CPD course on trauma-informed teaching by July 2025."

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Marked Charlotte Hughes:

While the lesson plan shows good initial structure and clear intent to embed Functional Skills, it does lack depth overall. The activities are relevant and well linked to the vocational context, but the session only touches on FS topics briefly and doesn't allow enough time for deeper exploration or practice. In reality, skills like product quantity calculations or formal client consultations could benefit from being developed across a whole day or series of sessions, rather than being condensed into short blocks. Learners need time not only to practise but also to reflect, consolidate, and apply these skills in varied scenarios. A longer session could also allow for more learner-led activities, peer collaboration, and differentiated challenges. While the foundation is strong, expanding this lesson to cover a full day would create more opportunity for mastery, meaningful assessment, and personalisation—especially for those who may need additional support or extension. Going forward, planning FS integration over multiple sessions or projects would ensure greater impact and better learner outcomes.

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What worked well:

The prompts were clear and learner-friendly, especially for short, fast-paced courses.

Having a designated section for learner voice encouraged more meaningful reflection.

It created a record of progress that could be revisited in follow-ups or for portfolio use.

It allowed for tailored action planning, which felt more personal than verbal-only feedback.

🔄 What could be improved:

In future, I might offer the learner a digital version of the form to complete before the review, giving them more time to reflect.

The form could benefit from a 1–5 rating scale for self-assessment (e.g., confidence in communication or practical skills).

Add space for learners to note questions or requests for further support to make the process more learner-led.

Trial use of the form mid-course, not just at the end, to support ongoing development.

🎯 Next steps for improvement:

Adapt the template to include a confidence scale or checklist.

Explore using tools like Google Forms or editable PDFs for remote learners.

Introduce the form earlier in the course to promote continuous self-evaluation.

Collect feedback from multiple learners to evaluate its wider impact.

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As part of setting the tone for a respectful and professional learning environment, I begin each course by delivering a Classroom Ground Rules & Expectations Agreement. This isn't just about managing behaviour — it’s about building mutual respect, shared responsibility, and professional habits that reflect real workplace standards.

By co-creating and signing this agreement with learners, I ensure that expectations are clear, consistent, and agreed upon by everyone. Learners are encouraged to reflect on what behaviours matter most in a safe, inclusive classroom. We discuss not only rules, but also the why behind them — for example, how punctuality and professionalism impact learning and group dynamics.

I introduce this activity at the beginning of the course because it sets the tone and establishes boundaries early. It gives learners a sense of structure, accountability, and involvement from day one. It also helps reduce issues later on, because I can refer back to the agreement as a shared contract, not just a tutor-enforced rule.

This process contributes to a positive learning culture by:

Encouraging learner voice — they write their own key commitments

Reinforcing professional behaviours aligned with workplace expectations

Establishing a two-way commitment — I sign each agreement too, to show that I am equally accountable in supporting them

Having the learners write or personalise their own rules helps promote ownership. I then review each one and also sign the form myself, which shows mutual commitment and reinforces the idea that respect is not one-sided — it's a collaborative classroom effort. This also builds rapport and trust from the start.

Impact and Reflection

Since introducing this strategy, I’ve noticed:

Improved early engagement and classroom climate

Learners referring back to their own commitments in reflective tasks

Fewer behaviour reminders needed, as expectations were made explicit early on

Next time, I plan to revisit the agreement mid-way through the year, encouraging learners to reflect and update it as part of a personal progress review.

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After completing the Learner Skills Scan with new starters, I found it to be a useful tool for identifying key support needs early in the programme. The form prompted learners to self-assess their confidence in areas such as literacy, digital skills, communication, and numeracy — all essential for successful participation in their course.

Many learners openly shared challenges around speaking confidently, digital access, and basic written tasks, which allowed me to plan more scaffolded activities and identify those who may need early intervention or additional tutorials. It also opened up more personal conversations about barriers to learning, which helped build trust and rapport from the outset.

Reflection and Improvement

While the skills scan provided valuable insight, I realised it could go further. For learners preparing for careers in salon environments (such as beauty or aesthetics), there is a clear need to include questions or tasks that cover real-world expectations — especially life and workplace skills that are often assumed.

For example, learners may need support with:

Time management and punctuality

Customer service and professional language

Teamwork and dealing with feedback

Handling money or basic appointment systems

Salon hygiene and health & safety awareness

These are not just course expectations, but core employability skills that are vital for success in salon-based roles.

Next Steps

Moving forward, I plan to:

Update the Skills Scan to include a section on Life and Employability Skills

Create or source mini life skills tasks or scenarios (e.g. handling a late client, explaining a product)

Integrate these findings into lesson planning for holistic learner development

Use the updated scan as part of the induction process, with reviews scheduled throughout the course

This will ensure the learning experience is not just educational but also vocationally relevant and career-focused, especially for those entering the service industry.

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To promote an inclusive and supportive learning environment, I created and displayed a Learner Support Services poster in the classroom and included it in learner handbooks and digital course folders. The poster provides a clear, accessible list of national support services covering areas such as mental health, housing, crisis help, and domestic abuse.

How it is used:

Introduced during induction or the first group tutorial session

Referred to during safeguarding or wellbeing discussions

Added to digital platforms Teachable for 24/7 access

Displayed on the classroom noticeboard and communal spaces

Used to signpost confidential support in a non-confrontational way

Why this matters:

Many learners face hidden barriers that impact attendance, engagement, or confidence. Some may not feel comfortable disclosing these challenges directly. By providing discreet and independent access to trusted services, this poster helps learners feel:

Seen and supported

Informed about their rights and options

Less alone, especially if they’re dealing with sensitive issues

Impact & Reflection:

I’ve found that having this poster visible and referred to regularly makes wellbeing support feel like a normal part of classroom culture, rather than something only brought up in crisis. It also aligns with my safeguarding responsibilities and promotes learner resilience and independence.

In the future, I’d like to:

Include local services alongside national ones

Add QR codes for quick mobile access

Translate key information for ESOL learners

Incorporate a brief wellbeing check-in activity using the poster in tutorials

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At ATA Aesthetics, safeguarding is a core responsibility of every staff member. Our learners may face a wide range of personal and social challenges, including mental health difficulties, domestic abuse, housing instability, and exploitation. The beauty and aesthetics sector also involves close client interactions, which makes learner wellbeing, safety, and professionalism critical to both their learning journey and future employment.

This step-by-step safeguarding and wellbeing process has been developed to:

Ensure consistency and confidence in how staff respond to concerns or disclosures

Protect learners through clear and immediate action

Support staff in understanding their role within the broader safeguarding framework

Embed safeguarding into everyday practice, not just formal reporting moments

How This Document is Used

As Part of Staff Induction:

Shared with all new teaching and support staff

Discussed during safeguarding training and policy briefings

Used as a reference to clarify roles and boundaries

In Practice:

Referenced when a safeguarding or wellbeing disclosure is made

Used alongside ATA’s safeguarding reporting procedure (digital or paper)

Displayed in staff rooms or shared drives for quick access

Reviewed during team meetings or CPD to refresh understanding

Why It Matters

By having a simple, practical, and consistent process, we ensure that every learner feels safe, supported, and heard — and that every staff member knows what to do and where to go. It reduces anxiety about “getting it wrong” and promotes a culture of care and accountability within the academy.

This process also aligns with:

Ofsted’s expectations around safeguarding culture and responsiveness

Professional standards for educators (e.g. ETF, teaching qualifications)

ATA’s core values of learner wellbeing, professionalism, and inclusion

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To strengthen your online delivery even further, your next target could be:

Develop more interactive and learner-led features within Teachable—such as discussion forums, live Q&A sessions, reflective journals, or peer feedback activities.
This would help create a stronger sense of community and active participation, rather than just self-paced study, and better mimic the interactivity of a live classroom environment.

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To strengthen your online delivery even further, your next target could be:

Develop more interactive and learner-led features within Teachable—such as discussion forums, live Q&A sessions, reflective journals, or peer feedback activities.
This would help create a stronger sense of community and active participation, rather than just self-paced study, and better mimic the interactivity of a live classroom environment.

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To strengthen your online delivery even further, your next target could be:

Develop more interactive and learner-led features within Teachable—such as discussion forums, live Q&A sessions, reflective journals, or peer feedback activities.
This would help create a stronger sense of community and active participation, rather than just self-paced study, and better mimic the interactivity of a live classroom environment.

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Natasha Hamilton-Special Educational Needs and Disabilities in the Classroom