Learner Handbook

Bella Jules Academy is committed to a welcoming, personal and professional learning experience. This handbook explains what you can expect from us and what we expect from you. It brings the Academy's policies together in one place and should be read alongside your course description, joining instructions, enrolment form, Privacy Notice and Student Course Terms and Conditions.

Please read it before training and keep it for reference throughout your learner journey. If you need this handbook in a different format, help understanding any section, or a confidential conversation about support, please contact the Academy before your course wherever possible.

How to use this handbook

This handbook gives learners one clear source of day-to-day rules, support routes and policy information. Course-specific information takes priority for practical details. The Terms and Conditions govern contractual matters. Mandatory law and any applicable awarding-body rules always take priority.

The handbook applies to classroom, practical, blended and online learning supplied by the Academy. Course-specific requirements may add detail but will not remove your statutory rights.

Our learning promise

We aim to provide clear information, knowledgeable teaching, safe supervised practice, fair assessment, useful feedback and appropriate post-course support. We will treat learners with dignity, protect confidential information, consider reasonable adjustments and respond to concerns fairly.

We cannot promise that attendance alone will result in a certificate, business success, insurance approval or a particular income. Achievement depends on meeting the published learning outcomes, assessment standard and any external requirements.

Part 1 — Your learner journey

Your journey with us

Enquiry — tell us about your interests, experience and goals.
Consultation — we help identify a suitable course or pathway.
Booking — you receive the course information, Terms and Conditions and payment details.
Enrolment — you provide the information, evidence and acknowledgements needed to join.
Preparation — you complete pre-learning, arrange models and bring required kit or identification.
Training — theory, tutor demonstration, supervised practical work and assessment.
Completion — any case studies, portfolio evidence, reassessment or quality-assurance checks are completed.
Certification and support — eligible learners receive certification and ongoing guidance within the stated support period.

Before your course

Read the course description and joining instructions carefully. They confirm the course level, dates, venue, expected study time, entry requirements, model arrangements, kit, dress, pre-learning and assessment requirements.

Provide genuine identification and prerequisite certificates by the requested deadline.
Tell us promptly if your contact details, health, accessibility or support information changes.
Arrange travel, accommodation and models where these are your responsibility.
Complete required theory or pre-course tasks before attending.
Do not purchase insurance, equipment or stock on the assumption of certification until your competence has been confirmed.

Not sure whether a course is right for you? Please ask before booking. We will explain the pathway and entry requirements, but the learner remains responsible for checking that the training suits their intended scope of practice, insurer and local licensing requirements.

What to expect on a training day

Most practical training days follow a consistent flow, adapted to the course and learner group:

Theory — underpinning knowledge, indications, contraindications, consultation, consent, aftercare and complications.
Demonstration — the tutor models the treatment sequence, safety checks and professional technique.
Practical — learners practise under the level of supervision stated for the course.
Assessment — knowledge and/or practical competence is checked against the stated standard.
Feedback and next steps — you receive clear actions for completion, case studies, reassessment or supported practice.

Breaks and exact timings are confirmed in your joining instructions. Training may be adapted for safety, group needs, model suitability or reasonable adjustments.

Attendance, punctuality and absence

Learners attend required sessions, arrive ready to begin, and tell the Academy as soon as possible if they will be late or absent. This protects learning time, safety and fair assessment.

Sign in and out when asked and attend the full required learning hours.
Persistent lateness, early departure or absence may mean missed learning must be completed before assessment or certification.
Additional tuition or assessment may carry a reasonable pre-agreed fee where the need is caused by learner absence rather than an Academy change.
Exceptional circumstances will be considered fairly. Supporting evidence may be requested where relevant and proportionate.

House rules and learner conduct

Our house rules keep the Academy calm, safe and professional. Learners must:

arrive on time, prepared and appropriately dressed;
keep phones silent and use them only when authorised for learning or evidence;
maintain a clean, safe and hygienic workspace;
treat learners, staff, models and visitors with respect;
look after personal belongings and Academy property;
clean and tidy the working area before leaving; and
participate positively, ask questions and make the most of the learning opportunity.

Bullying, harassment, discrimination, intimidation, aggressive behaviour, deliberate disruption, theft, unsafe practice, substance misuse, unauthorised recording and serious breaches of confidentiality are not accepted.

Where conduct causes an immediate risk, the Academy may stop a treatment or ask a learner to leave. Otherwise, concerns will normally be explained and the learner given a fair opportunity to respond. Actions will be proportionate and may include guidance, a warning, a learning agreement, temporary suspension or withdrawal from training.

Part 2 — Safety, welfare and inclusion

Health, safety and hygiene

Everyone follows risk assessments, manufacturer instructions, infection-control procedures, COSHH controls, emergency arrangements and tutor directions, to prevent injury, infection and ill health during Academy activities.

Learner responsibilities

Follow hand hygiene, personal protective equipment, cleaning, disinfection, waste and sharps procedures taught for the course.
Use products, devices and equipment only when authorised and supervised.
Report hazards, defects, spillages, needlestick injuries, blood or body-fluid exposure, adverse reactions, near misses and accidents immediately.
Do not practise if affected by alcohol, non-prescribed drugs, illness, fatigue or medication in a way that could make treatment unsafe.
Never continue a treatment when consent has been withdrawn or a contraindication, complication or safety concern is identified.

Emergency arrangements. On arrival, note the fire exits, assembly point, first-aid arrangements and who is supervising the session. In an emergency, stop work, make the area safe if possible, follow staff instructions and call 999 where urgent assistance is required.

Stop and ask. If you are unsure about a product, device, treatment step, contraindication or response, stop and ask the tutor before continuing. Safety comes before speed or completing a treatment.

Models, consultation and consent

Practical training may involve learners receiving or carrying out treatments. A model is a person, not simply assessment evidence. Their dignity, informed consent, confidentiality and right to stop must be respected throughout.

Use only models approved as suitable through the Academy consultation process.
Explain the trainee nature of the treatment and who will supervise it.
Complete consultation, consent, contraindication and aftercare records accurately.
Do not pressure a person to model, disclose health information publicly, or agree to photographs or marketing.
Stop if the model withdraws consent, becomes unwell, or the tutor identifies a concern.
Do not treat outside your training, current competence, insurance or legal scope.

Safeguarding children and adults at risk

Safeguarding is everyone's responsibility. Concerns are recorded and passed promptly to the Academy safeguarding lead or an appropriate external service.

A child is anyone under 18. Adult safeguarding concerns may arise where an adult has care and support needs, is experiencing or at risk of abuse or neglect, and cannot protect themselves because of those needs. The Academy will also respond appropriately to welfare concerns that do not meet a statutory threshold.

If you are worried about someone

If there is immediate danger or a medical emergency, call 999.
Tell the designated safeguarding lead, Erin Webb — erin@bellajules.co.uk. If the concern is about that person, contact Kimberley Hodson-Walker — kim@bellajules.co.uk.
Share what you saw, heard or were told. Use the person's own words where possible, and do not investigate or promise secrecy.
Make a factual record as soon as possible and keep it confidential.
The safeguarding lead decides on appropriate action, including referral to the local authority, police or another relevant service.

Information may be shared without consent where this is necessary and lawful to protect a child, an adult at risk or another person. Only relevant information will be shared, and the person's wishes will be considered wherever it is safe and appropriate to do so.

Equality, diversity and inclusion

We do not tolerate discrimination, harassment or victimisation, and we address barriers that could exclude learners from participating. See also our Equality of Opportunity Charter.

The Academy respects differences in age, disability, gender reassignment, marriage or civil partnership, pregnancy or maternity, race, religion or belief, sex and sexual orientation. We also value different backgrounds, identities, experiences and ways of learning.

Admissions, teaching, assessment, discipline and support decisions will be based on relevant, fair criteria.
Learners must use respectful language and challenge inappropriate behaviour safely, or report it.
No learner will be disadvantaged for raising a genuine equality concern or supporting someone else who does.
Concerns can be raised informally, through the complaints procedure, or through the safeguarding route where a welfare risk is involved.

Learning support, accessibility and reasonable adjustments

We invite early disclosure, discuss needs confidentially and record agreed adjustments. Learners are not charged for reasonable adjustments.

Tell us as early as possible about a disability, medical condition, learning difficulty, neurodivergence, communication need, temporary injury or other barrier that may affect learning or assessment. You only need to share information relevant to the support or safety decision.

Adjustments may include

accessible digital or printed materials;
extra processing time, rest breaks or a quieter space;
adapted explanations, demonstrations or equipment;
a reader, scribe or other support where the skill being assessed is not compromised;
adjusted seating, lighting, communication or session arrangements; and
an alternative date or temporary arrangement where appropriate.

An adjustment cannot remove an essential safety requirement, competence standard or mandatory awarding-body rule. If a requested adjustment is not possible, we will explain why and explore a reasonable alternative.

Part 3 — Assessment and achievement

Assessment

Assessment is designed to be valid, fair, consistent, transparent and appropriate to the course. Learners receive the assessment requirements, criteria, permitted support, deadlines, feedback and completion actions relevant to their course.

Assessment may include knowledge questions, practical observation, consultation skills, case studies, professional discussion, reflective accounts, treatment records, photographs, video and portfolio evidence. Some checks are formative and help you improve; others are summative and determine whether the standard has been met.

The tutor or assessor explains what competent performance looks like.
Feedback identifies what has been achieved and any action still required.
Where reassessment is permitted, the course information explains the process, number of attempts, timescale and any reasonable fee.
The Academy may pause or repeat assessment if safety, authenticity or access arrangements need to be resolved.
Where an external awarding or accreditation body applies, its rules and timescales also apply.

Assessment evidence and authenticity

Evidence must be your own, genuine, current, relevant and sufficient to demonstrate the required knowledge or competence. Treatment records and images must relate to the stated learner, model, date and treatment, and must not be altered in a misleading way.

Keep original records until the Academy confirms that quality assurance and any appeal period are complete.
Obtain the required model consent before capturing or submitting identifiable evidence.
Use secure Academy-approved submission routes, and do not post confidential evidence in public groups or social media.
Clearly identify any source, quotation, template or permitted assistance used in written work.

The Academy may ask questions, request original files, compare evidence, observe another treatment or take other proportionate steps to confirm authenticity.

Use of artificial intelligence in learner work

Artificial intelligence tools can support learning when the tutor permits them, but they must not replace your own knowledge, judgement or practical competence.

Do not submit AI-generated answers, case studies, images or treatment records as if they are entirely your own.
If AI assistance is permitted, check the output carefully and declare how it was used.
Never enter personal, model, client, health, assessment or confidential Academy information into a public AI tool.
You remain responsible for accuracy, citations, safety and professional judgement.

Undeclared or misleading AI use may be treated as plagiarism or malpractice. Permitted assistive technology used as a reasonable adjustment will be agreed separately and will not be treated unfairly.

Quality assurance

The Academy samples learning and assessment activity, standardises tutor decisions, reviews feedback and acts on identified improvements, to maintain consistent standards and improve the learner experience.

Quality assurance may involve a second person reviewing assessment decisions, observing teaching or assessment, sampling portfolios, checking records and discussing evidence with learners or tutors. Where an external organisation is involved, authorised reviewers may also access relevant records. Only information reasonably required for quality assurance will be used.

Certification and completion

Attendance alone does not guarantee a certificate. Certification is issued when the learner has met the stated learning outcomes and assessment requirements, completed required evidence and quality-assurance actions, and paid all sums properly due under the agreement.

Completion certificates confirm the learning or standard stated on the certificate; they do not grant a legal scope of practice by themselves.
Before offering treatments, check insurance, licensing, product or device training, professional guidance and any local authority requirements.
External certificates are subject to the awarding or accreditation body's verification and issue timescales.
Replacement certificates may carry a reasonable published administration fee.

Post-course support and professional boundaries

The Academy aims to provide supportive next steps, which may include feedback on case studies, clarification of course content, guidance on further training and follow-up contact at the intervals stated for the course.

Post-course support is educational. It does not replace medical advice, emergency support, insurer guidance, manufacturer instructions or treatment by an appropriately qualified professional. Urgent complications must be managed through the emergency and referral arrangements appropriate to the treatment.

Part 4 — Information, agreements and concerns

Data protection and privacy

The Academy provides privacy information when data is collected and restricts access to people who need the information for their role. Full detail is in our Privacy & Data Protection Policy.

The Academy may process information for enquiries, bookings, payments, learning, assessment, certification, support, safety, quality assurance, complaints and legal obligations. Health, disability and some other support information may be special category data, requiring both an Article 6 lawful basis and a separate Article 9 condition under UK data-protection law. Consent is not automatically the correct basis for every use, so the Academy documents the basis that fits each purpose.

Learners must keep other people's personal, treatment and assessment information confidential.
Use Academy-approved systems and strong passwords; do not share access links or login details.
Report any lost device, misdirected email, unauthorised disclosure or suspected data breach immediately.

Questions or rights requests should be sent to kim@bellajules.co.uk. A privacy complaint can also be made to the Information Commissioner's Office, although the Academy should normally be given an opportunity to resolve the concern first.

Photographs, video and marketing consent

Assessment or quality-assurance images are separate from marketing. Where an image or video is required as evidence, the Academy will explain the purpose, required consent, access and retention.

Marketing consent is optional and must be a clear choice. Refusing or withdrawing it will not affect enrolment, teaching, assessment or certification. Withdrawal applies to future use and may not require removal of material already lawfully printed, published or processed before withdrawal.

Learners must not photograph, film, livestream or post another learner, model, staff member, treatment, assessment or Academy material without explicit permission.

Confidentiality

Information shared during consultation, support, safeguarding, assessment or complaints is handled sensitively and disclosed only where there is a legitimate need. Confidentiality is not absolute: the Academy may share relevant information where required by law, or reasonably necessary to protect a child, an adult at risk, the learner or another person.

Learners must anonymise case discussions where possible, and must never use another person's private circumstances for gossip, entertainment, promotion or unauthorised teaching content.

Fees, deposits, cancellations and transfers

Your invoice, booking confirmation, payment plan and Student Course Terms and Conditions contain the contractual detail. The following is a learner-friendly summary only:

Standard deposits are £99 for courses up to £799, 25% for courses from £800 to £1,499, and 30% for courses priced £1,500 or more, unless a different amount is clearly agreed before booking.
Where offered, payment plans may be arranged over 3 months, 6 months or another agreed period.
Qualifying distance and off-premises consumer bookings will normally have a 14-day statutory cooling-off period.
After the cooling-off period, any cancellation charge must reflect the Academy's fair and reasonable actual net loss, taking account of costs saved and any ability to fill the place.
Transfers are subject to availability and the rules in the Terms and Conditions.

Nothing in this handbook removes statutory consumer rights. If this summary differs from the signed Terms and Conditions, the Terms and Conditions and applicable law govern the contractual position.

Complaints

We resolve dissatisfaction fairly, respectfully and promptly, without disadvantaging someone for speaking up. We distinguish complaints from assessment appeals, safeguarding concerns and data-protection complaints, and route each matter appropriately. Full detail is in our Complaints Policy.

Informal resolution — raise the matter with your tutor or the Academy contact as soon as possible. Many issues can be corrected quickly.
Formal complaint — send the facts, desired outcome and any supporting evidence to kim@bellajules.co.uk, normally within 20 working days of the event or of becoming aware of it.
Acknowledgement — the Academy aims to acknowledge a formal complaint within 5 working days and identify who will review it.
Investigation and outcome — the reviewer will consider relevant information fairly and aims to issue a written response within 20 working days. If more time is needed, you will be told why and given an update date.
Review — if dissatisfied, request a review within 10 working days, explaining the error, new evidence or unfairness alleged. A person not materially involved in the original decision will review it where practicable.

The Academy may adapt timescales where complexity, absence or an external process makes this necessary, and will keep you informed. You may also seek independent advice or use an applicable awarding-body, accreditation, consumer or legal route.

Assessment appeals

An appeal reviews whether the decision and process were correct and fair; it does not guarantee a different result. Full detail is in our Appeals Policy.

Ask the assessor to explain the decision and feedback. This is not yet a formal appeal.
Submit a written appeal to kim@bellajules.co.uk within 10 working days of the decision, stating the decision challenged, the grounds and the evidence.
The Academy acknowledges the appeal, safeguards the evidence and appoints a reviewer who was not the original decision-maker where practicable.
The reviewer may uphold, amend or set aside the decision, or require reassessment or further evidence. A written outcome and reasons will normally be issued within 20 working days.
Where an external awarding or accreditation body applies, any further appeal must follow its published process and deadlines.

Learners will not be penalised for making a genuine appeal. Assessment evidence and records will be retained until the appeal and any permitted further review are complete.

Malpractice and maladministration

Suspected malpractice or maladministration is recorded, investigated proportionately and decided on evidence, with a right to respond and appeal.

Examples of learner malpractice

plagiarism, collusion, impersonation or submitting another person's work;
falsified case studies, signatures, treatment dates, qualifications, consent or photographs;
undeclared or prohibited AI assistance;
unauthorised access to assessment materials, or sharing confidential assessment content;
unsafe treatment, deliberate breach of supervision, or concealing an incident; and
attempting to influence, intimidate or deceive an assessor, model or witness.

Examples of Academy maladministration

avoidable failures in records, assessment arrangements, security, communication or quality assurance;
not following published procedures or external requirements; and
errors that could disadvantage a learner or undermine a result.

The Academy will secure relevant evidence, notify the person concerned of the allegation where appropriate, allow a fair response, consider conflicts of interest and keep a written decision. Interim safety or evidence-protection measures are not a finding of guilt.

Outcomes may include no action, guidance, correction of records, resubmission, reassessment, a warning, suspension, withdrawal from the course, withholding or revoking an Academy certificate where justified, or referral to an awarding body, insurer, regulator, local authority or police. Decisions will be proportionate and appealable under the relevant route.

Conflicts of interest

Learners and staff must disclose any personal, financial, family or other relationship that could reasonably be seen to affect an assessment, complaint, appeal, disciplinary or procurement decision. The Academy will record and manage the conflict, for example by changing the assessor or reviewer. A declared conflict is not misconduct by itself.

Feedback and continuous improvement

We welcome honest feedback about teaching, resources, accessibility, facilities, administration and learner support. Feedback may be collected during or after the course and may be anonymised for quality review. Raising a concern will not affect fair treatment or assessment.

The Academy reviews this handbook at least annually, and sooner where law, guidance, course delivery or an external requirement changes. Material changes will be communicated. A policy update will not retrospectively remove rights or impose a material new contractual obligation without reasonable notice and, where required, agreement.

Key contacts and emergency information

Academy enquiries — kim@bellajules.co.uk · 07778 963287
Academy address — Unit 7, See-More Arcade, 33 Towngate, Ossett, WF5 9BL
Safeguarding lead — Erin Webb, erin@bellajules.co.uk
Alternative safeguarding contact — Kimberley Hodson-Walker, kim@bellajules.co.uk
First aider / incident contact — Kimberley Hodson-Walker
Fire assembly point — the public car park across the road from the academy
Complaints, appeals and privacy contact — Kimberley Hodson-Walker, kim@bellajules.co.uk

Immediate danger. Call 999 where someone is in immediate danger, a serious crime may be in progress, or urgent medical assistance is required.

Learner checklist

Before training

I have read the course description, joining instructions, Terms and Conditions, Privacy Notice and this handbook.
I have supplied genuine identification and prerequisite evidence.
I have completed required pre-learning and arranged an eligible model where required.
I have told the Academy about relevant support, accessibility, health or safety needs.
I know the venue, time, dress, kit and payment arrangements.

During and after training

I will follow safety, hygiene, consent, confidentiality and supervision rules.
I will ask before continuing if I am unsure or identify a risk.
I understand what evidence, case studies or reassessment remain outstanding.
I will practise only within my competence, insurance and legal scope.
I know how to raise a support need, safeguarding concern, complaint or appeal.

Learner acknowledgement and declaration

The digital enrolment form asks you to confirm the following:

“I confirm that I have received or been given access to the Bella Jules Academy Learner Handbook, Student Course Terms and Conditions and Privacy Notice. I have read and understood them, had the opportunity to ask questions, and agree to follow the Academy's learning, safety, conduct, assessment and confidentiality requirements. I understand that marketing consent is optional and separate.”

Digital confirmation is proof of acceptance. The date and time are recorded automatically by the enrolment system.

Questions about this policy? Contact Bella Jules Beauty, Aesthetics and Training Ltd, kim@bellajules.co.uk or 07778 963287.