University of Chester

University of Chester Monitoring visit report

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Name of lead inspector:

Alison Cameron Brandwood, Her Majesty’s Inspector

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Name of lead inspector:

Type of provider: Higher education institution

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Address:

Parkgate Road Chester CH1 4BJ Monitoring visit: University of Chester, 25–26 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 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

In January 2018 the University of Chester (the university) started to deliver levy- funded apprenticeships in health-related subjects at level 5. Currently, there are 77 apprentices on standards-based programmes. Most apprentices are over 25 years of age. Two thirds of apprentices are on nursing-associate apprenticeships and the remainder study healthcare assistant practitioner apprenticeships. The university works with 17 employers across north west England. It also offers apprenticeships at levels 6 and 7, which are not in scope for this monitoring visit.

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Reasonable progress

The university mission and strategy to serve the needs of the community by providing high-quality higher-level apprenticeships are being realised. Leaders and managers work in partnership with key stakeholders and employers to develop apprenticeships at level 5 that meet the needs of employers and healthcare regulatory bodies. Apprentices receive a broad and varied curriculum in which on- and off-the-job training are carefully coordinated. They develop substantial new vocational knowledge, skills and behaviours which employers value greatly. The apprenticeship provision meets the principles and requirements of an apprenticeship.

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Reasonable progress

Leaders and managers have rigorous arrangements in place to recruit suitable apprentices. They work very closely with employers to ensure that they place apprentices on the most appropriate programme. Consequently, most apprentices remain on their programme.

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Reasonable progress

Governance arrangements are well established and effective. Governors from a range of relevant backgrounds make good use of their experience to support and challenge senior leaders and hold them to account. They are clear about the actions in place to eliminate weaknesses and what senior leaders need to do to bring about further improvements. Governors and senior leaders have recently established a Monitoring visit: University of Chester, 25–26 June 2019 group to oversee the quality of apprenticeship programmes and to report to the governing board. It is too soon to assess the impact of this development.

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Reasonable progress

At the start of the apprenticeship programme, leaders and managers were too slow to put in place all the measures necessary to ensure that all apprentices had a high- quality experience from the beginning of their programme. For example, leaders and managers have only recently put formal training arrangements in place for apprentices who need to prepare for functional skills English and mathematics examinations. As a result, a few apprentices who are due to complete in early 2020 have not yet started to prepare for these examinations.

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Reasonable progress

Apprentices benefit from good on- and off-the-job training that develops their surgical and medical practice and professional behaviours extremely successfully. Teaching is highly effective, and apprentices apply their knowledge, skills and behaviours at work and share their learning with colleagues. For example, apprentices working in child health assess a range of conditions, including respiratory problems, head injuries, dog bites and poisoning. Apprentices’ attendance at off-the- job training sessions is high.

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Reasonable progress

Staff are highly qualified and have a broad range of relevant and up-to-date experience and expertise. Managers have established a practice learning committee made up of members from the university health and social care faculty, practitioners from local NHS trusts and employers. The group works effectively together to respond swiftly to changes in practice. Apprentices benefit from the information and best practice that this group shares.

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Reasonable progress

Feedback to apprentices is comprehensive and it helps them to improve. The work they produce is of a high standard. It demonstrates clear links between theory and practice. For example, they apply ethical constraints very successfully when treating patients. Teachers provide effective support to apprentices to develop their knowledge and skills in English and mathematics, which apprentices apply in their work settings. For example, apprentices monitor effectively blood pressure and respiratory rates, and manage medications, as well as completing patients’ records accurately.

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Reasonable progress

Apprentices make good progress in their apprenticeships. Workplace mentors and, more recently, learning mentors provide effective support to apprentices. Employers know how well their apprentices are progressing and they participate in apprentices’ frequent reviews.

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Reasonable progress

Leaders and managers recognise rightly that they need to improve the assessment and recording of apprentices’ starting points. They are also aware that they need to Monitoring visit: University of Chester, 25–26 June 2019 monitor how tutors use these when setting and reviewing apprentices’ targets. They have recently put in place new systems and processes to address these weaknesses, but it is too soon to judge the impact.

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Reasonable progress

Leaders and managers have put in place the necessary arrangements to ensure the safety of apprentices. The steps that staff follow for reporting and responding to concerns about safeguarding, including the ‘Prevent’ duty, are effective. The designated safeguarding officer and the safeguarding team are suitably qualified. They deal with safeguarding incidents competently.

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Reasonable progress

Strong and highly effective external partnerships are in place, for example with local health authorities and the police. Staff complete referrals to external agencies swiftly, ensuring that the most appropriate support for apprentices is available quickly.

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Reasonable progress

Staff and apprentices benefit from the training they receive. As a result, apprentices have a good understanding of safeguarding and the ‘Prevent’ duty in relation to their professional practice and personal lives. They apply their knowledge and skills in the workplace to keep patients safe. For example, apprentices act as second checkers for controlled drugs allocations. Monitoring visit: University of Chester, 25–26 June 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

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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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