Canterbury Christ Church University

Canterbury Christ Church University Monitoring visit report

p.1

Name of lead inspector: Ann Monaghan, Her Majesty's Inspector

p.1

Type of provider: Higher education institution

p.1

Address: North Holmes Road Canterbury Kent CT1 1QU Monitoring visit: Canterbury Christ Church University, 26-27 June 2019

p.1

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 that began to be funded from April 2017 or after by 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.

p.2

Context and focus of visit

Canterbury Christ Church University introduced levy-funded apprenticeships in September 2017. The university offers apprenticeship programmes in Kent and East Sussex following requests from National Health Service (NHS) Trusts and other healthcare sector organisations. All apprentices are employed in hospitals and care settings in the region. At the time of the monitoring visit, 58 apprentices were enrolled on level 5 standards in healthcare assistant practitioner and nursing associate studies.

p.2

Reasonable progress

Leaders and managers have a clear and ambitious strategy for their apprenticeship provision. They use their excellent links with local and regional partners and employers to make sure that their courses meet the needs of the local community. Managers and staff work very effectively with local schools and colleges to promote apprenticeships in the healthcare sector.

p.2

Reasonable progress

Managers have planned the curriculum carefully to meet the needs of apprentices and the healthcare sector. Apprentices benefit from this well-designed and structured curriculum because it helps them to improve their knowledge of healthcare topics in a logical and sensible way.

p.2

Reasonable progress

Managers and staff make sure that apprentices receive thorough guidance at the start of their programme. This ensures that they are on the right course and understand the requirements of their apprenticeship programme. Managers check the skills of apprentices carefully at the start of their courses. They make sure that apprentices develop the skills and knowledge they need to gain promotion when they Monitoring visit: Canterbury Christ Church University, 26-27 June 2019 finish their programmes. Managers check frequently on the progress of apprentices. They contact employers quickly and intervene effectively if needed.

p.2

Reasonable progress

Leaders do not have a detailed understanding of the quality of teaching, training and assessment. This means that they cannot accurately review the performance of the apprenticeship provision. As a result, self-assessment is not effective. Leaders do not have a detailed and robust improvement plan in place to deal with any weaknesses in teaching and learning.

p.3

Reasonable progress

Apprentices value the support they receive from staff and colleagues. This helps them gain confidence, enhance their learning and develop good team-working skills. All apprentices have a workplace mentor and are supported well by many of their professional colleagues, who provide witness statements, share their knowledge and encourage on-the-job learning.

p.3

Reasonable progress

Apprentices develop new knowledge and skills rapidly and apply these confidently in their jobs. They benefit greatly from work placements, which broaden their knowledge. For example, associate nurses gain experience of day surgery, urology, orthopaedics and community services during their placements.

p.3

Reasonable progress

Apprentices are keen to share their newly acquired knowledge. They develop the confidence to support new healthcare assistants while working on wards and hospital departments. They explain the use of medical equipment to new colleagues and respond to questions with assurance and clarity.

p.3

Reasonable progress

Staff make sure that apprentices understand the importance of their end-point assessments. They use an optional module to help apprentices revise for the final assessment. However, managers do not understand the exact requirements of end- point assessments and, as a result, are not able to plan carefully enough to prepare apprentices for this.

p.3

Reasonable progress

Apprentices develop strong communication and literacy skills during their apprenticeships. Staff plan effective classroom activities for apprentices such as presentations. They make sure that apprentices develop valuable research skills that help them with their assignments.

p.3

Reasonable progress

Apprentices improve their work and knowledge as a result of the detailed feedback they receive from teachers. Although teachers correct apprentices’ grammatical errors, they do not provide them with strategies they can use to avoid the same mistakes in future work. Monitoring visit: Canterbury Christ Church University, 26-27 June 2019 Staff make sure that apprentices who need extra help receive the support they need to be successful. Apprentices who have additional learning needs, such as dyslexia, have appropriate support through adaptations such as specialist software and additional assessment time.

p.3

Reasonable progress

Apprentices feel safe in work and in their off-the-job training. Leaders ensure that apprentices are safe. Although leaders have clear safeguarding procedures in place, they recognise the need to improve their policies to fully reflect their current practice.

p.4

Reasonable progress

Leaders ensure that all staff receive appropriate safeguarding training. They make sure that safeguarding lead managers receive specialist training to keep them fully informed of potential risks to apprentices.

p.4

Reasonable progress

Leaders use their effective links with relevant local agencies when required. Although they have a ‘Prevent’ duty action plan it does not identify the local threats that apprentices face. Staff and apprentices know how to report any concerns they may have.

p.4

Reasonable progress

Apprentices know in detail about their responsibilities towards their patients. They are less clear about how safeguarding or the risks of radicalisation apply to themselves and their local community. Monitoring visit: Canterbury Christ Church University, 26-27 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 www.learnerview.ofsted.gov.uk .

p.4

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 .

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5