Setting

Clare Curran Director of Human Resources and Organisation Development Durham University Rowan House Stockton Road Durham DH1 3LE

p.1

Short inspection of Durham University

Following the short inspection on 3 and 4 November 2015, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. The visit was the first short inspection carried out since the provider was judged good in July 2008.

p.1

Short inspection of Durham University

 Your training team has maintained the good quality of education and training in the university since the last inspection. You and your team have continued to have a strong focus on sustaining the quality of teaching, learning and assessment; all apprentices are making good or excellent progress. Managers value the contribution that apprentices make to the organisation.  You and your managers have set a clear strategic direction for the apprentice provision; this has resulted in the provision of new and good opportunities for local young people. All of your apprentices in the most recent year are progressing to employment, promoted posts or to higher education.  You and your managers support and challenge the drive to improve the quality of the apprentice programme and the university executive committee are kept informed of the performance and achievements. Communication and feedback with the apprentice managers is very good and as a result, they are well

p.1

Short inspection of Durham University

informed about any areas where apprentices need support or help.  The implementation of the new apprentice frameworks is effective. Clear progression routes are in place and are preparing apprentices well for their next steps. The design of programmes includes an appropriate focus to improve Ofsted

p.1

Short inspection of Durham University

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk English, mathematics and skills relevant to specific job roles at the university; as a result, apprentices produce high quality work and all progress to permanent employment.  At the previous inspection, inspectors commended the university’s success in focusing on the quality of achievements and standards. The inspectors identified that the key areas for improvement were: insufficient use of observations to check the quality of teaching, the under-developed evaluation of the apprentices programme from their line managers, and the incomplete procedures to meet the new safeguarding legislation. The university has successfully addressed the very large majority of the areas requiring improvement at the last inspection.  Safeguarding policies have been thoroughly reviewed to include recent changes

p.1

Short inspection of Durham University

in legislation. All staff have received training at the appropriate level, including for meeting the requirements of the Prevent duty. All apprentices feel safe.  Managers, trainers and apprentices are actively involved in designing a programme of learning that closely matches the needs of their specific job roles and future aspirations. Staff at all levels have had recent training and promote equality and diversity well, both in the workplace and in training sessions. Apprentices understand how to apply their knowledge in the work place, for example, in the way they take into account different customers’ needs when working on reception.  The self-assessment process accurately identifies the large majority of areas that require improvement and appropriate actions are in place to ensure that the good quality of provision is being maintained. Managers have identified that improvement is required in ensuring that lesson observations accurately identify

p.2

Short inspection of Durham University

strengths and areas for improvement so that good practice can be shared.

p.2

Short inspection of Durham University

The training team has ensured that safeguarding arrangements are fit for purpose; they take very effective action to safeguard apprentices. Clear and comprehensive safeguarding and health and safety processes are in place, including the risk assessment of the workplace before apprentices start work. Staff are aware of their new responsibilities and have taken appropriate steps to protect apprentices from radicalisation and extremism. They promote a strong culture of fairness and respect. Apprentices behave particularly well at the university and respect each other and their managers and trainers. The university has very good relationships with a range of agencies in the region and works very effectively with them to ensure that the most vulnerable apprentices are identified and kept safe. All apprentices have a good understanding of their own health and safety and demonstrate this in their workplace.

p.2

Inspection findings

 Success rates are excellent. In the most recent year, all apprentices successfully completed their programme within their agreed timescales and progressed into permanent employment; two thirds attained a promoted post and are studying a higher level programme in business and finance. The progress of all of the current apprentices is good.  Teaching, learning and assessment are consistently good and enable all apprentices to achieve their qualification, realise their potential and progress in their employment. All apprentices respond positively when providing feedback on the quality of their experience at the university. Managers are now fully involved in the planning and evaluation of the apprentices programme. Apprentices benefit from the training offered to all university staff, for example, they have completed equality and diversity, text processing and spreadsheet training, which greatly assists them to be more productive in their workplace.

p.2

Inspection findings

 Assessment practice is thorough and robust and ensures that apprentices make good progress towards achieving their qualification. Marked assignment work contains good checks of spelling and grammar and has clear feedback on how apprentices can improve the standard of their work.  Apprentices develop very good employability skills such as problem solving and teamwork through effective individual support from trainers and workplace managers. They develop their English skills to a good standard, resulting in them producing documents of a high quality. Apprentices are confident and articulate, for example in producing written reports of a high standard.  The implementation of the specifications of apprenticeship standards for England (SASE) is effective. Apprentices receive well planned on- and off-the-job training. Staff in the training team, apprentices and their workplace managers work well together to ensure that the programme meets the needs of the individual well;

p.3

Inspection findings

this results in all apprentices making good progress.  Information resulting from initial assessment is not always used effectively enough by trainers to set challenging targets for the most-able apprentices and provide appropriate support for those apprentices with specific needs for improved skills in mathematics.  The self-assessment process and associated action plans accurately identify the large majority of areas that require improvement and appropriate actions are in place to ensure that the good quality of provision is being maintained, however the self-assessment report requires revision to ensure that all aspects of the new standards are included.

p.3

Next steps for the provider

Leaders and managers should ensure that:

p.3

Next steps for the provider

 the results of initial assessments are used to inform apprentices’ individual learning plans in order to suitably challenge the most-able and to provide extra mathematics support for those who need it  they share good practice in teaching, learning and assessment by accurately identifying strengths and areas for improvement through direct observation of training sessions to ensure that they sustain a consistently high quality learning experience  the self-assessment process is reviewed to ensure that all aspects of the new standards are included in order that apprentices continue to receive a high quality experience.

p.3

Information about the inspection

During the inspection, we were assisted by the training manager. We met your senior leaders and managers. We visited your main campus with members of the training team to observe teaching, learning and assessment and to look at apprentices’ work. We held meetings with apprentices, staff, senior leaders and managers. We reviewed key documents including those relating to self-assessment, performance management and safeguarding. We considered the views of apprentices by reviewing the comments received on Ofsted’s online questionnaires and by seeking the views of apprentices and their managers during on-site activity.

p.4