University of Worcester

University of Worcester Monitoring visit report

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Name of lead inspector: Bev Ramsell, Her Majesty’s Inspector

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Type of provider: Higher education institution

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Address:

Henwick Grove Worcester Worcestershire WR2 6AJ Monitoring visit: University of Worcester 17–18 June 2021.

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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 ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

The University of Worcester (UW) gained degree-awarding powers in 1997, followed by full university status in 2005. The university started to teach apprenticeships in May 2018, with the level 5 nursing associate apprenticeship standard. At the time of the visit, the university had 75 apprentices studying the level 5 nursing associate apprenticeship standard, and five apprentices studying the level 7 senior leaders apprenticeship standard.

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Context and focus of visit

The vast majority of the university’s apprentices work within the four regional hospitals. In early April 2020, some apprentices took a break in learning to enable their redeployment by their employer as a result of the workforce challenges they faced from COVID-19 (coronavirus). The majority of these learners returned in May 2020, and July 2020.

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Context and focus of visit

The impact of COVID-19 has been taken into account in the findings and progress judgements below.

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Significant progress

Leaders recognise the importance of long-standing partnerships with local employers. Initially, leaders taught a pilot nursing associate scheme with Health Education England. Following the success of that scheme, they identified the need to implement a nursing associate apprenticeship. They used the expertise of their local NHS Trusts and other health care providers to discuss and identify the requirements of the apprenticeship.

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Significant progress

Employers know well their commitments to the apprenticeship. They work with the provider to match the taught elements of the apprenticeship to the knowledge and Monitoring visit: University of Worcester 17–18 June 2021. skills requirements within apprentices’ job roles. This gives apprentices the chance to practise their newly learned knowledge or skills. Apprentices on the nursing associate apprenticeship complete additional work placements in different clinical settings. In some cases, these work placements take place in different NHS trusts or health care providers, enhancing and widening apprentices’ learning experiences.

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Significant progress

Leaders from the business school ensure that apprentices gain the experience they need to benefit from the range of modules taught. On the level 7 senior leadership apprenticeship, where the module specification does not match the individual’s job role, business school work coaches provide additional support. Where possible, they organise placements which ensure that apprentices gain exposure to differing job activities. This gives apprentices the opportunity to develop their understanding, enabling them to meet their potential.

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Significant progress

Leaders use thorough quality assurance procedures to ensure that apprentices receive a high-quality learning experience. They use approval processes prior to allowing schools to teach an apprenticeship standard. As part of approval, schools must show that they have the relevant skills and expertise within the school to teach the apprenticeship. They must demonstrate that they meet internal quality assurance measures. These measures are regularly reviewed by an apprenticeship sub- committee. As a result, apprentices receive teaching from highly qualified and experienced staff, they make good progress and most achieve their expected outcomes.

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Significant progress

Leaders and managers in nursing have developed a curriculum which aligns with the requirements set out to practise as a registered nursing associate. They complete ‘learning environment profiles’ which evaluate the workplace capabilities, ensuring that apprentices gain the experience and support they need. Practice facilitators communicate regularly with assessors on apprentices’ progress. Learning is further reinforced through well-planned skills development workshops. As a result, apprentices develop substantial new skills and knowledge throughout their course.

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Significant progress

Teachers in nursing use assessment well to check apprentices’ understanding of key concepts. They provide apprentices with appropriate support and feedback to develop their knowledge and to challenge any misconceptions identified. As a result, apprentices understand what they need to know, or do, to improve.

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Significant progress

Teachers on the level 7 senior leaders degree apprenticeship have designed the curriculum well. They ensure that taught modules present apprentices with the opportunities to practise what they have learned. For example, marketing knowledge sits within two modules. They order the teaching of these at various points, allowing Monitoring visit: University of Worcester 17–18 June 2021. the apprentice to develop their skills and to build on previous learning. They work closely with business school work coaches and employers to contextualise assessments to the employer’s business, which often lead to positive changes to the business. As a result, apprentices build learning over time and can identify the value of their learning.

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Significant progress

Teachers on the level 7 senior leaders degree apprenticeship assess the starting points of apprentices precisely. This enables business school work coaches to plan the support apprentices need to complete their apprenticeship. They review this with apprentices frequently and encourage self-reflection, ensuring that apprentices are aware of the progress they make.

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Significant progress

Leaders have widened the opportunity for apprentices to return to study. Apprentices can see how the apprenticeship has removed barriers to learning and value highly the opportunity to advance their careers. They recognise the career paths that are now available to them.

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Reasonable progress

Leaders have established a culture of safeguarding throughout the university. They use regular training, staff meetings and briefings along with signposting across the university campus to ensure a consistent message to staff and apprentices.

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Reasonable progress

Leaders are appropriately experienced and have developed strong links with local safeguarding and ‘Prevent’ agencies. Processes for the recording of safeguarding concerns are systematic and support the tracking of referrals through to resolution.

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Reasonable progress

Leaders recognised the need for an increased focus on well-being for apprentices. This attention has resulted in changes to some university policies. For example, apprentices can now access counselling facilities within 24 hours of raising a concern.

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Reasonable progress

Apprentices recognise the need to protect themselves. They articulate well the risks of online grooming and know the local issues around county lines. The vast majority of apprentices work within local NHS trusts. During the pandemic, they completed individual risk assessments. These assessments enabled them to work in some of the most exposed wards during the COVID-19 pandemic. As a result of this experience, they see the value of using the correct personal protective equipment and the need to follow processes such as ‘barrier nursing’. Most apprentices say they feel safe and know how to keep themselves safe. Monitoring visit: University of Worcester 17–18 June 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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Reasonable 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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