University Hospitals of Leicester NHS Trust

Further education and skills inspection report

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Inspection of University Hospitals of Leicester NHS Trust

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

University Hospitals of Leicester NHS Trust (UHL) runs apprenticeship courses for healthcare providers in Leicester and the surrounding area. Almost all apprentices work for UHL or Leicestershire Partnership NHS Trust. At the time of the inspection, there were 238 apprentices.

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Information about this provider

The majority of apprentices follow nursing associate apprenticeships at level 5. Smaller but significant numbers of apprentices study level 3 team leader, level 3 business administration, level 2 customer services or level 2 healthcare support worker courses. Very small numbers of apprentices study other healthcare-related courses at level 3 or level 5.

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Information about this provider

A few apprentices also study functional mathematics and English qualifications via subcontracted courses at Leicester College. 11–14 October 2021

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What is it like to be a learner with this provider?

Apprentices rightly feel very positively about the new skills, knowledge and behaviours that they develop through their studies. They enjoy their learning, attend classes at high rates and, in most cases, value the impact their studies have on their career development. They benefit from high professional expectations, and adhere to these very well.

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What is it like to be a learner with this provider?

In the large majority of cases, the provider’s staff work closely with apprentices’ line managers. This ensures that line managers fully understand the purpose and requirements of the apprenticeships. In a few cases at level 2, the link between teachers and line managers is less clear. This means that there is not a strong enough link between what apprentices learn in lessons and their practical activities at work.

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What is it like to be a learner with this provider?

Apprentices develop the skills and confidence to take on important new responsibilities at work. For example, team leader level 3 apprentices independently chair meetings and conduct appraisals. Those that study level 5 nursing associate apprenticeships evaluate complex situations more effectively. They apply these skills to the new responsibilities they take on at work.

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What is it like to be a learner with this provider?

Apprentices feel safe when they study. Inspectors agreed that they are safe.

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better?

Leaders and managers have developed a curriculum that meets the needs of the healthcare profession well. They have selected and adapted courses to tackle local and national skills shortages in nursing and healthcare assistant roles. Leaders work effectively with external organisations such as The Nursing and Midwifery Council to prepare apprentices well for the demands of working in challenging healthcare settings.

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better?

Teachers cover topics that are highly relevant to apprentices’ needs. For example, level 5 theatre-specific trainee assistant practitioners develop substantial knowledge of anaesthetics, infections and patient care. As a result, apprentices perform more effectively at work. Teachers also place a considerable focus on the broader skills that apprentices need. This includes a focus on difficult patients and scenarios for level 2 customer service apprentices.

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better?

In the large majority of cases, teachers plan well-structured lessons. They build upon the learning that apprentices covered in previous modules, and use discussions to explore topics in greater depth. At level 5, teachers assess apprentices’ knowledge early in each new module to check their understanding. They amend subsequent teaching based on the results of the assessments to ensure a focus on areas where apprentices lack knowledge. 11–14 October 2021

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Apprentices at all levels develop the knowledge, skills and behaviours they need to perform well at work and progress in their careers. High numbers of apprentices gain distinction grades. The large majority remain in sustained employment or go on to further study at the end of their courses. Although the small number of apprentices that study functional English at Leicester College achieve their qualifications at high rates, the rate of those that achieve functional mathematics is too low.

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Leaders ensure that apprentices with special educational needs and/or disabilities receive helpful support. For example, apprentices with memory difficulties get extra help to break down tasks and plan their academic work schedule.

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Leaders place a heavy focus on apprentices’ personal development, such as supporting apprentices to live healthy lives. Leaders devise activities to help apprentices understand the diverse local population that they serve, the importance of equality at work, and fundamental British values. Despite this, a significant minority of apprentices have limited knowledge of these values.

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In most cases, apprentices benefit from useful on- and off-course careers guidance. Level 2 healthcare support worker apprentices value how careers discussions with their teachers and exposure to different workplace activities help them to gain permanent roles within hospitals. In a minority of cases, apprentices at level 3 do not receive sufficient careers advice.

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Leaders are unwavering in their focus on improving the quality of apprenticeships. They have tackled issues well, such as reducing the previously high numbers of apprentices that left their courses early. However, during quality assurance activities leaders do not focus enough on the effect of teaching activities on apprentices.

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Governors have a valuable array of experience, for example substantial knowledge of safeguarding and further education. Leaders’ attempts to introduce a single board of governors have been hampered by the COVID-19 pandemic. They have advanced plans in place to introduce a new and more efficient structure.

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Leaders provide appropriate training and development activities for teachers. This includes training on teaching skills, but also a focus on teachers’ mental well-being to help them cope with stressful and upsetting scenarios that they discuss with apprentices.

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Teachers’ remote classes are not always as effective as face-to-face lessons. Senior leaders do not ensure that teachers have access to up-to-date computer equipment to help them teach online lessons. As a result, apprentices cannot fully participate in their online classes.

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Teachers do not use apprentices’ starting points consistently well to plan teaching. This means that a few level 2 apprentices with strong academic skills move through theory activities at the same pace as less confident peers. They rightly feel frustrated by this, and recognise that they could learn new topics at a faster pace. 11–14 October 2021

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff with responsibility for safeguarding are vigilant to local risks. They ensure that staff at all levels benefit from comprehensive safeguarding training and updates, and that this is well contextualised to local safeguarding issues such as knife crime and county lines.

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Safeguarding

When apprentices report safeguarding concerns, staff report and record these appropriately. This includes a risk rating to help them determine appropriate next steps. Staff are particularly vigilant about the safeguarding of apprentices under the age of 19.

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Safeguarding

If apprentices need to work in an unfamiliar part of the hospital, as part of their training, staff ensure that they carry out appropriate safety checks.

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What does the provider need to do to improve?

 Leaders should focus more closely on the impact of teaching activities on apprentices during quality assurance activities.  Leaders should ensure that teachers have access to good-quality computer equipment to support their online teaching.  Teachers should use apprentices’ starting points effectively to plan courses. 11–14 October 2021

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Provider details

Address Ground Floor Knighton Street Offices, Leicester Royal Infirmary Infirmary Square Leicester Leicestershire LE1 5WW

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Leicester College 11–14 October 2021

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Information about this inspection

The inspection team was assisted by the senior learning and development manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Saul Pope, lead inspector Her Majesty’s Inspector Helen Whelan Her Majesty’s Inspector Kathryn Townsley Ofsted Inspector Janet Cannon Ofsted Inspector 11–14 October 2021

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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 children looked after, safeguarding and child protection.

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