University of Wolverhampton

Further education and skills inspection report

p.1

Inspection of University of Wolverhampton

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

The University of Wolverhampton is a provider of higher education and training with a long history of developing the skills of the workforce within the regions it serves. The university offers a wide range of apprenticeships from level 5 to 7. Currently, 1,007 apprentices are enrolled on mostly standards-based apprenticeships. In the health-related subjects, the largest cohorts consist of around 200 apprentices registered on the level 5 nursing associate and 38 on the level 6 nursing degree. In building and construction, there are 190 apprentices studying level 6 chartered surveyor, 126 on level 6 building control surveyor and 88 on level 6 civil engineering. In business and management, there are 97 apprentices studying level 7 senior leader and 82 on level 6 chartered manager apprenticeships. There are other smaller apprenticeship cohorts in the digital and manufacturing areas. 16–19 November 2021

p.1

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

Most apprentices benefit from high-quality learning resources that enable them to simulate the standards and working practices their employers demand. For example, chartered surveyor and construction apprentices train in a new low- carbon, award- winning building with well-appointed laboratories and teaching spaces.

p.2

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

Apprentices are professional and show respect for each other, their lecturers, and those they meet during their training. For example, during practical training sessions, level 6 nursing apprentices show sincere empathy and respect for their patients. Their lecturers set clear expectations for apprentices’ behaviour during their on- and off-the-job training. As a result, apprentices learn and work in calm and purposeful classroom environments.

p.2

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

Apprentices’ attendance during classroom-based sessions – including online – is too variable. Nursing apprentices attend most of their taught sessions, but level 7 senior leader and chartered surveyor apprentices do not attend a third of their classes. Too few apprentices know clearly the standards expected for attendance at their respective learning sessions.

p.2

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

Apprentices on nursing apprenticeships acquire the professional behaviours that are consistent with the Nursing and Midwifery Council. They include, developing professionalism with integrity, to be trustworthy, open, and transparent. However, apprentices have had limited opportunities to practise these skills as a result of COVID-19 restrictions.

p.2

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

Most apprentices who complete their courses develop the essential attributes to succeed in their roles. For example, level 6 chartered construction apprentices speak with pride about their achievements, including their fluent application of technical data and how they are better able to communicate with colleagues. A small number of apprentices have secured additional responsibilities and promotions at work due to their employer recognising their improvement.

p.2

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

Too few apprentices receive consistently high-quality and unbiased careers advice and guidance that helps them to make informed decisions about job roles outside of their current employment. For example, chartered legal apprentices receive careers information at the start of the course, but staff do not revisit this with them later in the programme. The university offers apprentices an ‘inclusive careers conference’, helping them to manage careers alongside personal barriers, including microaggression, inclusivity, equalities, sexuality, and health and caring responsibilities. However, participation is optional, and leaders do not monitor the extent to which the activities support apprentices’ future careers choices.

p.2

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

The majority of apprentices who complete their courses achieve their qualifications. Leaders accept however, that too few apprentices remain on their course or achieve all aspects of their programme as well as they could in the time allocated. 16–19 November 2021 Most apprentices know how to keep themselves safe at work, online, and know of the broad risks from extremist activity. However, apprentices have a superficial understanding of safeguarding topics and the risks associated with their work or local area.

p.2

better?

Leaders and managers have a clear strategic vision for apprenticeships as a comparable route to traditional degree programmes. They hope to inspire and support local people who aspire to learn and gain the skills needed in the local area and the wider region. As a result, leaders have grown apprenticeships rapidly. Although impacted by the COVID-19 pandemic, leaders and governors accept that they have been too slow to develop the necessary infrastructure to support apprentices across the university consistently. For example, systems to monitor apprentices’ attendance, their progress, and achievements do not enable leaders critically to analyse apprentices’ outcomes well enough to ensure that all apprentices do as well as they should.

p.3

better?

Since the previous monitoring visit, leaders and governors have been slow to rectify weaknesses stated in the report. They have commissioned various reviews and audits of their apprenticeship provision. The results highlighted a range of questions about the effectiveness of finance, audit compliance, safeguarding, and the quality of teaching. Although leaders now have comprehensive actions to improve provision – and evidence of some initial improvement – they do not have sufficiently useful information to enable them to monitor the impact of their actions. As a result, governors do not receive reports that give them enough insight to hold senior leaders fully to account.

p.3

better?

Managers and course leaders ensure that the curriculum reflects the skills needs of most employers and apprentices. For example, building surveyor courses prepare apprentices very well to work in large and varied construction projects with the ‘people skills’ to meet with clients’ specifications. Most programmes include relevant professional statutory regulatory body recognition, such as chartered status or a licence to practise. These additional elements help apprentices to advance in their careers. In a few cases, the curriculum – such as the senior leader programme for public authorities – does not match apprentices’ needs well enough, resulting in them studying topics that do not align sharply with their daily roles.

p.3

better?

The majority of lecturers ensure that apprentices follow topics and modules sequentially so that they build substantial new knowledge over time. Most curriculum plans identify the additional skills apprentices need to undertake end- point assessment. On level 5 nursing associate courses, lecturers plan introductory modules to embed basic concepts, such as the anatomy and physiology of the heart, so apprentices can apply this knowledge to more sophisticated diagnostic work. However, lecturers of level 6 chartered legal courses, do not plan sufficiently 16–19 November 2021 the activities for apprentices to apply theoretical principles into practice. Lecturers of nursing degree apprenticeships do not adapt their plans, so that apprentices advance their understanding of specialist knowledge quickly enough - too often repeating learning from their current workplace.

p.3

better?

During teaching sessions, most lecturers relate fluently their expert subject knowledge to their vocation, so that apprentices make sense of new topics in context. For example, lecturers provide nursing apprentices with challenging case studies – based on real patients – so they can discuss various medical problems and agree ‘personalised’ care plans. Although most lecturers explain new and complex information clearly, too often they do not take sufficient account of individual apprentices’ needs. For example, when teaching online, too few lecturers take advantage of break-out rooms or other tools to work with individuals or groups to help deepen apprentices’ understanding, discuss their thinking, and challenge misconceptions.

p.4

better?

Lecturers assess apprentices’ knowledge and skills routinely. During face-to-face sessions, they question learners frequently, checking what they know. Also, lecturers often encourage apprentices to discuss and evaluate each other’s work - helping them to recall and apply information in various settings. On chartered surveyor courses, lecturers do not check adequately what apprentices know - limiting the opportunity for them to adapt teaching to ensure that all apprentices can retain and recall essential knowledge. Where lecturers provide apprentices with written feedback, too often, the information fails to inform apprentices about what they need to do to improve and how they might extend their understanding.

p.4

better?

The majority of apprentices who need English and mathematics qualifications receive the training and support required to achieve these subjects during their programme. However, too few apprentices learn these skills early enough in their programme to ensure that they achieve the qualifications swiftly – limiting their access to new and more intricate topics. Most apprentices continue to develop their English and mathematics skills beyond level 2. Apprentices focus on the specific skills to ensure they can meet the demands of their courses, such as report writing, presentation and research skills. Nurse associate apprentices do not develop their English skills well enough to support their daily activities.

p.4

better?

Skills coaches and lecturers do not review consistently well what apprentices know and remember so that they make the progress that they should. Too few apprentices undertake reviews with both their tutor and employer often enough. Consequently, apprentices do not always receive helpful feedback on specific work- related knowledge, skills, and behaviours in readiness for end-point assessment. Skills coaches also fail to explore or discuss the wider curriculum in areas, such as safeguarding, the ‘Prevent’ duty, and British values, so apprentices can apply this knowledge at work and in their daily lives.

p.4

better?

Employer mentors on nursing practitioner courses provide new apprentices with the appropriate support to fit in and quickly become valued staff. However, in a few curriculum areas, employer mentors do not have a sufficient grasp of the 16–19 November 2021 apprenticeship standard to provide precise and helpful feedback on apprentices’ progress.

p.4

better?

Apprentices access a variety of support to help them with their studies. For example, they can book an appointment with their personal tutor, or access specialist support from the library on skills, such as statistics interpretation and academic writing. Lecturers and support staff ensure that apprentices who have an identified learning need, such as dyslexia or dyscalculia, receive the support to help them undertake their studies effectively.

p.5

better?

Most apprentices develop the requisite skills to work productively in their various roles; most of them remain in their current jobs. Leaders do not monitor carefully enough the extent to which apprentices move into their planned next steps. Consequently, they do not have the information to change courses that do not provide apprentices with clear routes to their career aims.

p.5

Safeguarding

The arrangements for safeguarding are effective.

p.5

Safeguarding

Leaders and managers have started to develop a culture of safeguarding. They have a safeguarding policy but necessary updates to both this policy and the ‘Prevent’ action plan have been very recent. They have recently appointed four assistant designated safeguarding officers (DSO) to support the current DSO. All staff have received appropriate safeguarding training, including on the ‘Prevent’ duty. Leaders have appointed a governor responsible for safeguarding at board level. The DSO has effective relations with local safeguarding networks to understand fully the local risks to learners. As a result, leaders have adopted a university-wide stance to raise awareness of risks, including forced marriages, and sexual harassment. They now have an improved central-referral function via their website for apprentices and learners to report any of their concerns. It is too soon to judge the effectiveness of this function.

p.5

Safeguarding

Leaders and managers have a new safer recruitment policy awaiting ratification from governors. This includes an update of their recording and monitoring processes to ensure the safe recruitment of staff. Leaders ensure that staff who work in healthcare and education settings have the appropriate disclosures. They accept that they need to monitor more closely the currency of staff clearances and mandatory safeguarding training, so that all staff have the appropriate disclosures and are suitably informed about the risks to themselves and their apprentices.

p.5

Safeguarding

Apprentices develop an effective understanding of health and safety at work. They know how to assess risk and protect themselves in the various settings where they operate. For example, in nursing, apprentices know the infection-control measures and personal protective equipment needed for different patients and their environments. Too few apprentices are sufficiently well informed about the potential 16–19 November 2021 threats from extremist behaviour in places where they work and in their local communities.

p.5

What does the provider need to do to improve?

 Leaders must ensure that they identify and use information of apprentices’ progress and achievements to make sure that apprentices make the progress they should from their respective starting points.  Leaders must ensure that governors receive useful information about apprentices’ progress and achievements so they can hold leaders to account.  Leaders and managers must ensure that their curriculum matches closely with employers’ needs and apprentices’ future career aspirations.  Leaders must ensure that they understand thoroughly apprentices’ next steps and destinations so they can determine the suitability of their curriculum to help apprentices to achieve their ambitions.  Leaders must ensure that apprentices attend routinely their teaching and learning sessions.  Managers must ensure that lecturers plan learning so that apprentices can apply new knowledge at work – avoiding unnecessary repetition.

p.6

What does the provider need to do to improve?

 Managers must ensure that lecturers develop teaching strategies – including the use of online tools – so that they can help apprentices to develop their thinking and deepen their understanding.  Managers must ensure that lecturers check routinely what apprentices know and provide them with helpful feedback to improve. Where given, written feedback should enable apprentices to extend their work and wider understanding.  Managers must ensure that apprentices who require English and mathematics qualifications develop these skills rapidly early in their apprenticeship. They must also ensure that all apprentices continue to develop these skills beyond level 2 to support their future studies and careers.  Managers should ensure that apprentices receive routinely helpful and informative reviews with skills coaches and employers. The reviews should help apprentices to know specifically the knowledge, skills, and behaviours they need

p.6

What does the provider need to do to improve?

to focus on to do their best and to explore other topics such as, the ‘Prevent’ duty and safeguarding.  Leaders must ensure that apprentices receive helpful careers information, advice and guidance, so they are well aware of the career options open to them outside of their current employer.  Leaders must ensure that managers monitor more closely the currency of both staff disclosures and mandatory safeguarding training to ensure that all staff have the required clearances and are suitably informed about the risks to themselves and their apprentices. 16–19 November 2021  Leaders must ensure that apprentices are sufficiently well informed about the potential threats from extremist behaviour in places where they work and in their local communities. 16–19 November 2021

p.6

Provider details

Address Wulfruna Street Wolverhampton West Midlands WV1 1LY

p.8

Provider details

Provider type University of higher education

p.8

Provider details

Date of previous inspection Not previously inspected

p.8

Provider details

Main subcontractors Serco 16–19 November 2021

p.8

Information about this inspection

The inspection team was assisted by the Head of Quality, 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.

p.9

Inspection team

Richard Deane, lead inspector Her Majesty’s Inspector Tina Pagett Her Majesty’s Inspector Andrew Ross Ofsted Inspector Fazal Dad Ofsted Inspector Sharon Dowling Her Majesty’s Inspector Andrea Dill-Russell Her Majesty’s Inspector Angus Forsyth Ofsted Inspector Beth Selwood Ofsted Inspector 16–19 November 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 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.

p.9

Inspection team

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 .

p.10

Inspection team

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

p.10

Inspection team

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

p.10

Inspection team

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

p.10