University of Newcastle Upon Tyne

University of Newcastle upon Tyne Monitoring visit report

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Name of lead inspector: Andrea Shepherd, Her Majesty's Inspector

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Type of provider: Higher education institution Address: 6 Kensington Terrace Newcastle upon Tyne NE1 7RU Monitoring visit: University of Newcastle Upon Tyne, 15 and 16 March 2022

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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 Newcastle upon Tyne began the delivery of apprenticeships in September 2019. At the time of the monitoring visit, there were 123 apprentices enrolled on four different standards-based apprenticeships. Almost all apprentices study level 7 standards. Over half of the current apprentices are studying the level 7 digital and technical solutions standard and almost a third are studying the level 7 senior leader standard. The remaining small number of apprentices are studying the level 7 power engineer standard or the level 3 team leader/supervisor standard. All apprentices are aged 19 or above. The university subcontracts the delivery of courses leading to functional skills qualifications in English and mathematics to Runway Training.

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Reasonable progress

Leaders have a clear and appropriate strategy for the introduction and growth of apprenticeship programmes. They are firmly committed to the development and delivery of programmes only in areas where they have subject expertise and that meet regional needs. Leaders had a cautious approach to the initial implementation of apprenticeships at the university but now have plans to expand into new subject areas such as electrification.

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Reasonable progress

Managers ensure that employers understand their role in apprenticeships. Employers provide apprentices with the protected time away from the workplace to which they are entitled. They also identify appropriate ways in which apprentices can apply their knowledge and practise their skills in the workplace.

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Reasonable progress

Managers recruit apprentices with integrity. Staff have at least three ‘touch points’ with apprentices before the programme begins. These involve apprentices self- Monitoring visit: University of Newcastle Upon Tyne, 15 and 16 March 2022 assessing their knowledge, skills and behaviours in advance of attending an interview to assess their suitability for the apprenticeship. This means that apprentices are recruited to appropriate programmes on which they can quickly develop significant new knowledge, skills and behaviours that are relevant to their job role and career aspirations.

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Reasonable progress

Managers have a clear oversight of apprentices’ progress. They track closely the off- the-job training that apprentices complete and the frequency with which tripartite meetings take place. Leaders and managers make good use of this information to help apprentices who fall behind. However, leaders rightly recognise that their approach to capturing the extent to which apprentices develop new knowledge, skills and behaviours is not sufficiently well developed and have suitable plans to improve this.

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Reasonable progress

Leaders have a good understanding of what needs to be done to improve further the quality of training that apprentices receive. They thoughtfully introduced new staff roles to support apprentices better and created governance structures which ensure that managers are held to account for the progress of apprentices. However, a few academic staff do not yet have a clear enough understanding of the requirements of apprenticeship programmes.

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Reasonable progress

Staff make effective use of their research activity and their networks to inform the curriculum. For example, staff who teach the level 7 senior leader apprenticeship share their contemporary expertise on sustainability and inclusion. Apprentices apply their learning of these topics well in the workplace to challenge organisational cultures and perceptions of race in their organisations.

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Reasonable progress

Apprentices develop relevant new knowledge, skills and behaviours that they apply well in the workplace. Employers speak highly of the contribution that apprentices make. Apprentices on the level 7 digital and technical solutions programme put their newly developed leadership skills to good use and, as a result, can successfully manage complex development projects.

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Reasonable progress

Staff have a thorough understanding of the requirements of the external assessment that apprentices need to complete at the end of their programme. Skills coaches provide effective support to apprentices in readiness for this final assessment and help them to plan suitable work-based projects in advance. Apprentices know what is expected of them and are making at least expected levels of progress with their preparations.

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Reasonable progress

Lecturers and skills coaches provide apprentices with useful advice and clear pointers on how to improve their assignment work. Most apprentices value the timely support Monitoring visit: University of Newcastle Upon Tyne, 15 and 16 March 2022 that they receive and use this guidance well to improve the standard of their work. However, a few apprentices on the level 7 digital and technical solutions standard do not benefit from such responsive guidance and support.

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Reasonable progress

Staff thoroughly assess what apprentices know and can do before they join the apprenticeship. Most skills coaches make good use of this information and work well with employers to plan a meaningful programme of training for apprentices. Apprentices on the level 7 senior leader programme benefit from attending board meetings and completing financial planning tasks to fill gaps in their experience and understanding. However, a few apprentices on the level 7 digital and technical solutions standard with no prior experience in coding do not receive enough support to improve rapidly their knowledge of this topic.

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Reasonable progress

Leaders are well trained and keep themselves up to date with current threats and risks. They carry out suitable assessments of the risks that apprentices might face and successfully implement relevant policies for the safeguarding of apprentices.

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Reasonable progress

Staff make available a collection of helpful resources which apprentices can access to support their safety and well-being. Skills coaches discuss relevant safeguarding topics in their monthly meetings with apprentices. Apprentices know how to keep themselves safe at the university, in the workplace and online. They know who to contact if they need help.

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Reasonable progress

Staff complete a range of topical safeguarding training which includes themes such as coercive control and mental health awareness. However, systems for overseeing the completion of training are not rigorous enough, making it difficult for leaders to see the full picture. Leaders have already taken action to address this, but it is too soon to see the impact. Monitoring visit: University of Newcastle Upon Tyne, 15 and 16 March 2022 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

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Reasonable progress

children's services, and inspects services for children looked after, safeguarding and child protection.

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Reasonable 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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