University of Exeter

University of Exeter Monitoring visit report

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Name of lead inspector: Kathryn Rudd, Her Majesty’s Inspector

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Type of provider: Higher education institution

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Address: University of Exeter Harrison Building N Park Rd Exeter EX4 4QF Monitoring visit: University of Exeter, 5-6- June 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 the Education and Skills Funding Agency 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 University of Exeter introduced levy-funded engineering apprenticeships in September 2017. It offers a level 4 construction site engineering technician apprenticeship and level 6 degree apprenticeship progression routes. The university has worked with large engineering employers to design and deliver the apprenticeship provision. It currently has 19 apprentices on its level 4 programme. All of them follow standards-based programmes. Large engineering businesses, based across the country, employ the apprentices. Apprentices undertake block ‘off- the-job’ training placements at the university campus.

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Reasonable progress

Apprenticeship provision has a high priority in the university. Strategic plans to extend apprenticeship provision are ambitious. Significant investment in new posts and resources supports the development and growth of the apprenticeship programme. Consequently, the development of engineering apprenticeships by university leaders and managers is effective. Their partnership working with employers and the joint design process ensure that apprentices secure sector- specific knowledge and qualifications to support their future careers. Leaders ensure that staff and employers plan the elements of the apprenticeship together. Apprentices gain from well-sequenced off-the-job training, which they value.

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Reasonable progress

Leaders and managers use a culture of continuous improvement effectively to address areas for improvement. For example, after disappointing mathematics results in 2018, leaders overhauled the programme, resulting in all the apprentices passing their mathematics module. Managers use employers’ and apprentices’ feedback effectively to adapt training. This includes changing the pattern of the programme in response to concerns about the fast pace of delivery. However, the coordination of on-and off-the-job training lacks cohesion. Leaders’ oversight of off- Monitoring visit: University of Exeter, 5-6- June 2019 the-job training during university holiday periods, to check that apprentices develop their work-based behaviours and attitudes, is less effective.

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Reasonable progress

Senior leaders have been quick to adapt existing structures to reflect the differing requirements of apprenticeship provision. For example, governance arrangements now include an apprenticeship steering group, and employers lead a board of studies. This enables all parties to contribute to the ongoing development of the programme. The end-point assessor provides accurate and timely advice directly to apprentices via Skype sessions. These help ensure that second-year apprentices receive a good preparation for their assessments.

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Reasonable progress

The commitment by employers and the university to gender equality is strong. The promotion of female engineer apprentices, as ambassadors on open days to act as positive role models, led to an increase in the numbers of women accessing the apprenticeship.

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Reasonable progress

Leaders realised that lecturers used to be highly academically qualified but lacked relevant sector experience. Recently recruited lecturers and mentors have relevant and up-to-date industry experience. These industry experts benefit from an internal training programme to develop their skills in teaching and learning.

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Reasonable progress

Staff recruit apprentices with integrity. They prepare them well for the rigours of an academic, job-related apprenticeship. An innovative initial assessment of applicants’ mathematical ability enables managers to assess candidates’ suitability for the programme, and target the gaps in their mathematical skills. Managers make good use of employers’ recommendations of apprentices. Because of the effective recruitment procedures, few apprentices leave the programme early. However, leaders recognise that course planning does not fully use apprentices’ prior learning and experience to develop individual learning programmes and targets.

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Reasonable progress

Apprentices are enthusiastic, conscientious and ambitious to move on to higher-level programmes. They gain substantial new engineering knowledge, skills and understanding. For example, one apprentice has progressed to become a site-based setting engineer, within two years of his apprenticeship programme. Apprentices recommend the apprenticeship programme highly and recognise the advanced skills and knowledge they develop.

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Reasonable progress

Leaders and managers have planned and ordered the curriculum carefully to ensure that apprentices quickly develop the skills and knowledge to be effective in their workplaces. The project work which apprentices undertake during their block release placements is of a very high quality and allows them to develop advanced skills. Monitoring visit: University of Exeter, 5-6- June 2019 Lecturers support apprentices effectively to develop industry-specific mathematical skills. Apprentices make good use of their mathematical knowledge and skills when solving problems at work and in their assignments. However, managers and lecturers do not give as much attention to the importance of strengthening apprentices’ written English knowledge and skills. Feedback on assignments varies in quality and does not always support apprentices to develop their understanding. For example, in the professional studies module, feedback highlights the need to improve style and

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Reasonable progress

presentation, but does not suggest how it should be improved.

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Reasonable progress

A joint review system enables employers and university mentors to meet apprentices to raise and address issues. Leaders recognised that they did not have a sufficiently clear overview of the development of apprentices’ skills and behaviours. They have recently introduced a new progress review system and an online progress tracking system for all apprentices. However, it is too early to judge the impact of these changes.

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Reasonable progress

The majority of apprentices receive good support from highly effective workplace mentors, who ensure that they develop skills to meet industry and qualification standards.

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Reasonable progress

The arrangements for safeguarding are effective. A strong ethos of health and safety reinforces employers’ high priorities for safe working practices. This results in apprentices following demanding health and safety practices. This includes adhering to the strict guidelines and risk assessments when working in specialist sectors, such as the nuclear industry. Apprentices report that they receive thorough health and safety training and they develop good skills in undertaking risk assessments at work.

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Reasonable progress

Managers have good professional relationships with apprentices and know their training needs well. Apprentices trust and respect their mentors. Managers recognise and act on welfare concerns appropriately. Managers provide apprentices with online access to a wide range of health and well-being resources. They have recruited three senior mental health practitioners to offer additional support. An online appointment booking system for welfare services ensures that students can access it effectively off campus. A dedicated education support adviser meets with all the apprentices during their induction period and is available throughout their programme.

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Reasonable progress

All staff receive training on the ‘Prevent’ duty, including the delivery of face-to-face ‘Prevent’ training for workplace mentors. This is to ensure that they support students in the workforce effectively. Managers review and update the university ‘Prevent’ duty policy and action plan regularly. Leaders are currently combining individual policies into an overarching safeguarding policy across the organisation. Apprentices receive training on keeping safe online and the ‘Prevent’ duty at induction. However, Monitoring visit: University of Exeter, 5-6- June 2019 not all apprentices are able to talk confidently about the ‘Prevent’ duty and its implications. Monitoring visit: University of Exeter, 5-6- June 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

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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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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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