University of Suffolk

University of Suffolk Progress monitoring report

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Name of lead inspector: Linnia Khemdoudi, Her Majesty’s Inspector

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Type of provider: Higher Education Institution

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Address:

Waterfront Building Neptune Quay Ipswich IP4 1QJ Monitoring visit: University of Suffolk, 24–25 February 2021

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Context and focus of visit

The University of Suffolk was last inspected in March 2020. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

This monitoring visit focused on the extent to which leaders and those responsible for governance are taking effective action to provide education in the current circumstances. It was undertaken as outlined in the operational note on visits carried out from January 2021 and with reference to the further education and skills handbook.

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Context and focus of visit

These visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners in this period, including those with high needs and those with special educational needs and/or disabilities.

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Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, inspectors carried out this monitoring activity remotely. As a result, the range of evidence available to inspectors was narrower than would be the case during an on-site inspection. Therefore, this report provides a more limited level of assurance.

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Context and focus of visit

The impact of COVID-19 has been taken into account in the findings and progress judgement below. Inspectors did not evaluate leaders’ response to COVID-19 during the spring and summer of 2020, when the provider was not open to all learners and there were no national expectations regarding remote education.

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Insufficient progress

Senior managers do not fulfil all the mandatory requirements of an apprenticeship. They do not complete apprenticeship reviews within stipulated time frames. Apprentices recruited in September have yet to receive a review of their progress in learning. As a result, these apprentices’ work-based skills have not been assessed. Apprentices do not know if they are the making good progress in developing the knowledge and skills required of their qualification.

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Insufficient progress

The assistant practitioner apprenticeship programme does not meet the apprentices’ needs. Many apprentices have a significant amount of experience in their current job role. Apprentices’ specific job roles mean they often have limited opportunity to apply new theoretical knowledge to their workplace. In addition, advisers do not help Monitoring visit: University of Suffolk, 24–25 February 2021 apprentices translate theoretical learning to their workplace practices effectively. As a result, these apprentices do not develop substantial new knowledge and skills.

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Insufficient progress

Apprentices do not receive impartial careers advice and guidance. Lecturers do not promote the careers guidance available through the university effectively. They do not know what use, if any, apprentices make of the resources available to them to broaden their understanding of the wide-ranging careers available to them. Advisers and lecturers do not systematically discuss apprentices’ next steps as part of their ongoing development.

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Insufficient progress

Apprenticeship skills advisers do not review apprentices’ progress sufficiently. Too many reviews lack meaningful employer comments. They do not reference the skills and knowledge that apprentices gain at work. Advisers often set generic targets focused on completion of assignment work. They do not focus on apprentices developing and practising their knowledge and skills within the workplace. They do not review apprentices’ progress in later reviews. As a result, advisers and apprentices do not have a clear overview of the progress an apprentice is making.

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Insufficient progress

Leaders have ensured that most online learning sessions are effective. Apprentices have had continued access to learning sessions throughout the pandemic. Apprentices attend planned online learning sessions fortnightly. In between, they undertake directed independent study and research. Apprentices have continued to make good progress towards their foundation degree throughout the pandemic.

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Insufficient progress

However, a few lecturers do not teach lessons online effectively. A few lecturers, for example, read out presentations during lessons. Apprentices say that they can easily read these in their own time. Assistant practitioner apprentices feel that online lessons are often too impersonal. They have too little time to discuss the theories being presented with their peers. As a result, these apprentices learn little in these lessons. However, as a result of online learning, most apprentices have continued to make progress. Nursing apprentices benefit from breakout groups and interaction with lecturers.

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Insufficient progress

Lecturers support apprentices through the foundation degree modules very effectively. Lecturers’ feedback is highly developmental and useful. They promote the importance of accurate written English skills. As a result, most apprentices produce good-quality academic work. However, too few lecturers set assignments to enable apprentices to apply theory to their own practice. Where assignments do allow for this, most apprentices do so accurately and effectively.

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Insufficient progress

Staff provide good support for apprentices who have a learning difficulty or disability. Apprentices undertake an initial screening to quickly identify any immediate support needs. This is followed by a more detailed assessment. Further support, such as specialist equipment and one-to-one support, is then put in place. Because of the pandemic, managers quickly moved services online. This has ensured that this support remains in place for those apprentices in need. Monitoring visit: University of Suffolk, 24–25 February 2021 Staff have worked closely with employer partners to review the nursing associate curriculum. Lecturers sequence modules in a logical order. This enables nursing apprentices to link the theory they learn at university to their job roles. These apprentices develop excellent skills in patient care and clinical practice. They develop their confidence and competence in their clinical roles. This is recognised and valued

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Insufficient progress

by their employers. Nursing associates learn how to work in a range of clinical settings. Most assistant practitioner apprentices do not benefit from the same opportunities to develop their wider skills and knowledge.

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Insufficient progress

Senior managers have substantially improved their oversight of the apprenticeship provision. Staff at all levels of the organisation have a better understanding of apprenticeships. Managers have improved the reporting structures to senior leaders. They have enhanced the expertise of staff responsible for the apprenticeship provision.

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Insufficient progress

Leaders and those responsible for governance should take further action to:

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Insufficient progress

 ensure that assistant practitioner apprentices are able to closely link their theoretical learning to their clinical practice. Advisers must help them identify where and how they can enhance their skills within their current job roles  make sure that apprentices benefit from effective, impartial careers advice and guidance to enable them to be clear about their wider career choices on completion of their apprenticeship  ensure that apprentices receive their workplace reviews in a timely way. Advisers must help apprentices identify and understand the progress they are making towards completing their qualification. Monitoring visit: University of Suffolk, 24–25 February 2021 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

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Insufficient progress

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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Insufficient progress

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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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