University of Leeds

University of Leeds Monitoring visit report

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Name of lead inspector: Steve Hunsley, HMI

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Type of provider: Higher education institution

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Address:

University of Leeds Woodhouse Lane Leeds LS2 9JT Monitoring visit: University of Leeds, 8-9 May 2019

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by ESFA and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Providers newly directly funded to deliver apprenticeship training provision’ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

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Context and focus of visit

The level 5 apprenticeships offered by the University of Leeds are delivered through the university’s Lifelong Learning Centre. The university began offering employer levy-funded apprenticeships in September 2017. The range of programmes offered includes standards-based apprenticeships for healthcare assistant practitioner and nursing associates. The university currently has 85 apprentices on level 5 programmes, all of whom are above 19 years of age. University staff deliver all the provision, apart from a very small number of English and mathematical qualifications.

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Reasonable progress

Leaders and managers, in conjunction with employers, have ensured that the apprenticeships they offer meet the needs of their apprentices. A high proportion of apprentices are returning to learning and have access to effective and supportive learning experiences. Consequently, they gain the new skills, knowledge and behaviours that they need in their job roles as healthcare assistant practitioners and nursing associates.

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Reasonable progress

Apprentices and their employers have a good understanding of the requirements and principles of an apprenticeship programme. Leaders ensure that staff and employers plan all the elements of an apprenticeship effectively. Most apprentices receive more than their minimum entitlement to off-the-job training. This includes blocks of training at the university and job rotation, supported by clinical tutors and mentors in the workplace, or attendance at the university on a day-release basis.

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Reasonable progress

Senior leaders and managers give apprenticeship provision a high priority in the university. This enables relationships with large employer partners to thrive and ensures that the quality of the provision continues to improve. Leaders promote a culture of continuous improvement. They have developed effective governance processes in the form of a Taught Student Education committee, which reports Monitoring visit: University of Leeds, 8-9 May 2019 directly to the Taught Student Education Board and ultimately the university governing council.

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Reasonable progress

Leaders and managers evaluate the quality of their provision continually and thoroughly. Through effective self-assessment and the development of a meaningful quality improvement plan, they identify appropriate actions to improve the provision. However, a few of these actions focus too much on processes and procedures rather than on the impact any improvements may have on the quality of teaching, learning and assessment and the progress that apprentices make.

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Reasonable progress

Leaders and managers have forged strong relationships with their employer partners. Employers and apprenticeship mentors are routinely involved in the planning of learning programmes for apprentices and in their progress reviews. Consequently, employers are fully aware of the progress that their apprentices make. However, a few healthcare practitioner apprentices have not received sufficient information and direction regarding their end-point assessment or future employment prospects.

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Reasonable progress

Leaders, managers and employers recruit apprentices with integrity and prepare them well for the rigours of an academic, job-related apprenticeship. They ensure that apprentices benefit from appropriate advice and guidance at the start of their programmes and effective support during the programme. Consequently, apprentices make good progress in developing the skills, knowledge and behaviours expected in the National Health Service (NHS) settings in which they work.

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Reasonable progress

Apprentices profit from effective teaching and learning in well-resourced classrooms and laboratories. Programme leaders and teaching staff are highly qualified. They use their extensive healthcare experience and understanding effectively to link theory to workplace practice. They describe assessment methods clearly and give apprentices constructive feedback on their work. Workplace mentors validate apprentices’ development of clinical skills. However, they do not record the evidence supporting this development for future reference.

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Reasonable progress

University staff, together with apprentices’ mentors, review the progress that apprentices make effectively and act swiftly to ensure that apprentices make expected progress. They provide effective help and support when deemed necessary or when requested by apprentices.

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Reasonable progress

University staff and employers ensure that nursing associate apprentices gain experience across a wide range of placements. Consequently, apprentices gain a broad range of skills relevant to the healthcare sector. Most employers provide additional work-based training and qualifications for apprentices which augment their Monitoring visit: University of Leeds, 8-9 May 2019 skills and knowledge. However, a minority of healthcare assistant practitioner apprentices do not have the opportunity to experience different areas of practice.

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Reasonable progress

Apprentices talk confidently about the new knowledge, skills and behaviours that they gain. For example, they plan care pathways, provide effective clinical care for their patients and quickly become valued members of the workforce. Employers are right to value the changes in the professional approach that apprentices demonstrate as a result of their training.

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Reasonable progress

University staff and employers ensure that effective safeguarding arrangements are in place. Leaders, managers, staff and employers are suitably qualified, as are apprentices, all of whom work for one of several NHS Trusts or private healthcare providers. Staff and apprentices follow safeguarding procedures well and use them effectively, whenever there is a need, as part of their everyday job roles.

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Reasonable progress

University leaders and employers follow safe recruitment practices when employing staff and apprentices. The university secretariat and NHS Trust human resource departments keep accurate and appropriate records of professional registrations and staff qualifications.

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Reasonable progress

Apprentices are safe and feel safe while at work and in their training environments. They demonstrate a good understanding of safeguarding practices. They know how to report any concerns that they may have and to whom they should report them.

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Reasonable progress

Apprentices have an effective understanding of the risks from extremist groups and possible radicalisation. As part of their professional practice modules, they establish a good understanding of how to recognise people at risk and those presenting extremist tendencies. Monitoring visit: University of Leeds, 8-9 May 2019 the guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . Learner View Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

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Reasonable progress

Employer View Employer View is a website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too. To find out more go to www.employerview.ofsted.gov.uk .

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to

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the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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