•UHB195 Consultation X3

•UHB196 - Shampoo, condition and treat the hair and scalp X2

•UHB200 - Cutting hair using barbering techniques to create a variety of looks

>PART A X3

>PART B X1

>PART C X1

•UHB201 - Style and finish men’s hair X2

•UHB202 - Cut facial hair into shape X3

•UHB203 - Shaving services X3

From the range, you must show you have:

•Consulted with new and regular clients

•Used all means of identifying clients’ wishes

•Adapted your advice to take into account the factors limiting or affecting services

•Identified or described the problems

•Taken into account all hair characteristics

•Worked on a minimum of 3 hair classifications

•Given all advice and recommendations

Multiple-choice test

You will complete a multiple-choice test. It will be closed book, meaning you will not have access to any books or reference materials.

The test will have 20 multiple-choice questions. You will have 30 minutes to complete it.

Practical assessment with questions

You will be observed by an independent assessor completing a set of tasks. It will last 3.25 hours. They will ask you at least 3 questions.

Theme: Ways of working - legal, organisational and health and safety

• follow all health and safety legislation

• follow environmental and sustainable working practices

Theme: Ways of working - client care / customer service

• a consultation for one of the services, taking into account the clients wishes, influencing factors, hair classification and characteristics

• an evaluation of one of the services

• provide aftercare advice following one of the services

Theme: Barbering technical - Cutting and finishing hair (two clients)

The services to be performed are detailed below

Cut, and restyle hair using a range of barbering techniques to create two looks

• cut and finish the hair

• restyle the hair changing the length, bulk or shape, to achieve a significant/clear different style

• create two different neckline shapes

• create two different outline shapes

Use all the tools and equipment for cutting:

• scissors

• clippers

• clipper attachments

• trimmers

• razors

Cutting must occur on both wet and dry hair

Use a minimum of 9 cutting techniques (excluding eyebrow trim)

• scissor over comb

• clipper over comb

• texturising

• freehand

• razor cutting

• tapering

• graduating

• layering

• fading

• disconnecting

Create two facial hair shapes

• full beard and moustache

• a partial beard including moustache

Theme: Barbering technical- Shaving

• a full-face shave, facial massage and finishing product

Professional discussion underpinned by a portfolio of evidence

You will have a professional discussion with an independent assessor. It will last 45 minutes. They will ask you at least 10 questions. The questions will be about certain aspects of your occupation. You need to compile a

Jack's long-term ambition is to open his own academy, delivering both funded and private training courses across barbering and hairdressing. His goal over the next two to three years is to grow his learner base by offering a range of qualifications, ensuring quality delivery that supports learner success and industry needs.

While Jack has a strong natural ability in training others, moving into funded delivery will require targeted support in key areas such as understanding apprenticeship standards, government funding compliance, conducting formal observations and reviews, and ensuring quality assurance processes are met. He will also need to build confidence in planning formal schemes of work, using assessment frameworks, and recording learner progress to the standards required for externally funded education programmes.

Jack’s personal strengths include leadership, strong communication skills, adaptability, and a highly reflective nature. He responds well to structured targets and thrives when he has clear goals to work toward. Supporting Jack with professional mentoring, structured action planning, and hands-on experience in delivering funded learning will be key to helping him confidently step into this next stage of his career.

Life skills help bridge gaps that many learners may have when entering a professional environment for the first time. Skills like managing time effectively, maintaining personal hygiene, and presenting oneself professionally are just as critical as learning how to cut hair or use clippers correctly. These areas build independence, confidence, and workplace readiness, giving learners a more rounded foundation for long-term success.

Understanding the learner’s starting point across these different areas also enables tutors and employers to better support individual needs. It allows early identification of any barriers to progress, meaning tailored support plans can be put in place quickly, helping learners overcome challenges before they impact achievement.

The next step will be to complete the Skills Scan with each learner. This will provide a clear baseline of skills, highlight strengths, and identify development areas early in the programme. It will also help tutors set personalised targets, ensuring that support is focused, meaningful, and relevant to each learner’s journey. Completing the Skills Scan will ultimately contribute to a higher quality learning experience and improved outcomes for all learners.

MARKED CHARLOTTE H

I think you have written a really strong and thoughtful reflection. You clearly understand the importance of focusing not just on technical barbering skills but also on developing essential life skills like personal hygiene, communication, time management, and client care. You’ve made it obvious why these skills matter in preparing learners for the real world, not just for passing qualifications. I can see that you have thought carefully about how the Skills Scan gives you a full picture of the learner from the start, which will help you plan support better. The way you have connected it to improving long-term outcomes shows great professional insight.

Next time, I would consider making the reflection a little more personal by linking it back even more clearly to your own practice. For example, you could give a brief example of how you have already seen a learner struggle because of missing life skills — or how you supported someone through a similar journey. This would make the reflection feel even more real and connected to your day-to-day work. You could also mention briefly how this aligns with employer or apprenticeship expectations (e.g., preparing learners for work-readiness or client-facing roles).

I would suggest including a small section about how you will monitor progress once the Skills Scan is complete. For example: Will you revisit the Skills Scan partway through the programme? Will you set review dates based on the gaps learners show? Adding that would show how you are not just using the scan at the start, but actively embedding it into ongoing planning.
Also, you could briefly link this work to a KSB (Knowledge, Skills, and Behaviours) standard, such as S9: Inspire all learners to achieve their full potential or S13: Promote the development of independent learners.

Sharing the Mitchells’ reputation for excellence in the "About Me" section also helps set clear expectations early. Learners can immediately see the level of professionalism and quality we expect from them, and they can start to feel proud to be part of something bigger than just completing a course.

Reflecting on this, I feel that next time I could make this section even more engaging by making it a bit more personal — maybe by sharing a real story from my career, or giving examples of challenges I've overcome. This would help learners connect with me on a deeper level and inspire them even more.

What I want to get from this is simple: I want learners to feel motivated, supported, and confident that they are learning from someone who has been where they are — and who knows how to help them build a future they can be proud of.

MARKED CHARLOTTE HUGHES

You have created a really strong and professional "About Me" section.
It gives learners a clear sense of who you are, what experience you bring, and what they can expect from their learning journey with you. It sets high expectations while remaining welcoming and encouraging, which helps to build early trust with learners.

You clearly link your personal story to the wider culture of excellence at Mitchells, which helps learners feel proud to join and motivates them to maintain high standards themselves.
The tone is positive, motivating, and builds credibility from the start.

What you can improve next

To make the "About Me" even stronger, next time you could:

• Include a real personal story or example from your career to make it feel even more relatable and inspiring. (For example: a moment you struggled and overcame it, or a proud achievement with a client.)

• Link it even more clearly to the learner's future goals — for example, briefly mention how what they learn with you could lead to specific opportunities like competitions, opening their own shop, or working internationally.

• Incorporate direct values from the standards (e.g., commitment to professional development, respecting British Values) to show your wider teaching and training commitment.

Including wider curriculum elements like trips, employability, and competitions also helps to show how we are preparing learners for the real world, not just teaching them to pass a qualification. It shows a more complete, professional approach, helping learners to build confidence and broader skills along the way.

Reflecting on this, I can already see that the next step for me is to use the log book even more effectively. I want to get better at checking it weekly with learners, setting clear targets, and using it to highlight the practical progress they are making. This will help me track achievements in a much more organised way and support learners individually by identifying gaps earlier.

You have completed a strong and well-structured form. You have clearly identified the key barriers to learning, including low motivation, low confidence, and struggles with time management. Your plan is well thought out and is underpinned by recognised educational theories such as Growth Mindset, Scaffolding, and Experiential Learning. You have designed a practical strategy focused on setting small achievable goals, providing frequent positive feedback, encouraging peer support, and maintaining a safe, encouraging learning environment. Your SWOT analysis is realistic and reflects a good understanding of both the strengths of your plan and the possible risks.

To develop your work further, you could now consider adding measurable outcomes to your strategy. This would help track the learner’s small successes and show more clearly when real progress is being made. You could also embed English and maths skills more naturally into everyday activities, such as using time calculations during haircut sessions or encouraging clear written communication when completing consultation forms. Another step you could take would be to gradually plan for the learner’s independent working, using scaffolding to encourage more self-reliance as their confidence grows.

In terms of improvement, you could introduce regular reflections into your planning, reviewing after a few weeks what strategies have worked well and what might need adjusting. You could also link your future actions more explicitly to the Knowledge, Skills, and Behaviours (KSB) standards, particularly around designing inclusive resources (S8) and inspiring learners (S9). Finally, collecting feedback from the learner themselves — even through informal conversations — could provide valuable insights and strengthen your next phase of support.

When you revisit the form, your next move should be to review progress against the original small goals, update your SWOT analysis if any new strengths or barriers have emerged, and begin stretching the learner with slightly more challenging tasks. Recording the learner’s voice and reflecting on this will also help guide your next steps, ensuring that your support remains tailored, meaningful, and impactful.