University of Gloucestershire

University of Gloucestershire Monitoring visit report

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Name of lead inspector: Helen Flint, Her Majesty's Inspector

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Type of provider: Higher education institution

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Address:

The Park Campus Cheltenham Gloucestershire GL50 2RH Monitoring visit: University of Gloucestershire, 30–31 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

At the time of the monitoring visit, there were 61 apprentices studying on three standards-based, higher level apprenticeships at the university. These apprenticeships take approximately two years to complete. Around two thirds of apprentices were in the first year of a nursing associate apprenticeship at level 5. The remaining apprentices were either in the final few months of a healthcare practitioner apprenticeship at level 5, or at the start of a newly introduced financial adviser apprenticeship at level 4.

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Reasonable progress

Leaders have made apprenticeships a vital part of the university’s strategy to develop knowledge and skills in the county of Gloucestershire and the wider UK. They are increasing the number and type of apprenticeships on offer in accordance with the expertise available to them and the requirements of employers. Staff work closely with providers, such as local further education colleges and external organisations such as local enterprise partnerships. They collaborate well with employers to recruit appropriate apprentices who have the potential to develop their careers through higher level apprenticeships. As a result, current apprentices develop the new knowledge, skills and behaviours needed by employers such as local NHS trusts.

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Reasonable progress

Leaders have clear processes and procedures that ensure a strategic level of oversight of apprenticeships. For example, the higher apprenticeship board, responsible for monitoring targets for recruitment, funding and compliance with apprenticeships, is chaired by the vice-chancellor. However, the board is not yet fully effective in monitoring quality. Managers on this board are insufficiently critical of the quality of their apprenticeship programmes. Consequently, their plans for improvement are not developed fully enough. Monitoring visit: University of Gloucestershire, 30–31 May 2019 Managers of each apprenticeship course use a range of useful information to monitor the quality of their apprenticeships, such as course assessment boards, very clear assessment strategies and feedback from employers and apprentices. A recently instated operational board is focused on improving the experience of apprentices,

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Reasonable progress

but it is too early to evaluate the impact of this informal board on quality.

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Reasonable progress

Since leaders implemented an apprenticeship coordination team earlier this academic year, the understanding of apprenticeship requirements by university staff has improved greatly. Leaders have rectified effectively a number of errors they made when they initially set up the apprenticeship programme. Managers have implemented improvements, such as online availability of learning materials for apprentices, checking apprentices’ prior attainments more effectively and monitoring the progress of apprentices towards their qualifications more closely.

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Reasonable progress

Staff are working well to support the small minority of apprentices who are due to complete their final assessments soon. However, at times, the workload required of these apprentices creates unnecessary burdens on them.

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Reasonable progress

Apprentices develop substantial new knowledge and skills early in their apprenticeships. For example, financial adviser apprentices prepare detailed inheritance tax briefings for colleagues. They do this to a high standard as a result of the off-the-job training university staff give them and the high-quality resources for learning that are available for them. University lecturers are highly knowledgeable experts in their sectors and most apprentices enjoy their off-the-job sessions on campus. Apprentices’ employers are strongly committed to the apprenticeship and ensure that apprentices have the time they need to attend their weekly university days.

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Reasonable progress

University staff have designed well-structured apprenticeship programmes that are linked well to detailed assessment strategies. Nursing associate apprentices benefit from a highly structured programme on which they rotate through different ward placements every six months. As a result, they gain valuable insight into different aspects of nursing. For example, mental health nurse associates learn about effective wound management and cancer treatments. A high proportion of healthcare assistant practitioners completed their apprenticeships in 2017/18 and most were promoted into the roles for which they were being trained.

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Reasonable progress

Lecturers assess and monitor apprentices’ progress effectively using an appropriate range of methods that check apprentices have developed the knowledge, skills and behaviours they need. The standard of apprentices’ academic written work is high, Monitoring visit: University of Gloucestershire, 30–31 May 2019 and they receive very detailed feedback from lecturers that helps them improve their work further.

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Reasonable progress

University staff provide a range of effective vocational, academic and pastoral support to apprentices. Apprentices also receive support from workplace mentors to ensure that they gain the experience they need in the workplace. Healthcare apprentices benefit from the additional support of university coaches who visit them at work to review their progress and assess their medical practice. However, in too many cases, reviews do not place sufficient emphasis on the progress apprentices are making. Therefore, many do not always know what they do well and what they need to do to improve further.

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Reasonable progress

Not all healthcare apprentices and employers are fully aware of how they are going to be assessed at the end of the apprenticeship or the grades they could achieve because university staff have not informed them. Consequently, these apprentices do not know if they are working towards the highest grades of which they are capable.

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Reasonable progress

University staff do not provide enough teaching and support for the very small number of apprentices who need to achieve a level 2 qualification in English and/or mathematics. Apprentices were left to complete independent study to attain these qualifications. Managers have recognised that this was not appropriate and have plans in place to provide support for new apprentices requiring teaching in English and/or mathematics.

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Reasonable progress

Managers have implemented a range of clear and comprehensive safeguarding policies and procedures. They have considered carefully how to meet the ‘Prevent’ duty and implemented appropriate measures such as monitoring of external speakers. Relevant information is freely available in student handbooks, and staff have improved online training for apprentices. Staff and apprentices know how to report concerns and apprentices feel safe. However, university staff do not develop apprentices’ deeper awareness of safeguarding and the ‘Prevent’ duty sufficiently well.

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Reasonable progress

The designated officer for safeguarding is well informed and maintains close relationships with local external agencies. University staff complete regular safeguarding training and four additional safeguarding officers have recently been appointed. Managers follow safe recruitment practices. However, senior leaders’ monitoring of safeguarding, radicalisation and extremism, health and safety and apprentices’ well-being is underdeveloped. Monitoring visit: University of Gloucestershire, 30–31 May 2019 the guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Reasonable progress

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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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 children looked after, safeguarding and child protection.

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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 .

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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 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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