St George's Hospital Medical School

Further education and skills inspection report

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Inspection of St George’s Hospital Medical School

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Overall effectiveness Requires improvement

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

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Information about this provider

St George’s Hospital Medical School (St George’s) is located in Tooting, south London. St George’s began providing courses funded directly by the Education and Skills Funding Agency in January 2018. St George’s provides apprenticeship programmes at levels 6 and 7 to apprentices working in a broad range of specialist roles in hospital trusts and independent clinical services across London and the south east of England.

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Information about this provider

At the time of the inspection, there were six apprentices on the level 6 healthcare standards-based science practitioner apprenticeship, and 25 apprentices on the level 7 standards-based advanced clinical practitioner apprenticeship. 12–14 April 2022

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

Apprentices gain new knowledge and skills which they apply effectively in their professional practice. For example, apprentices learn about different approaches to managing members of their team. They use what they have learned well to adapt the way in which they conduct supervisory sessions to better meet the individual needs of their staff. Apprentices gain the confidence to take on responsibilities beyond their role such as speaking at conferences and chairing national professional groups.

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

A few apprentices have an unsatisfactory experience on their apprenticeship. They feel the course is disorganised. At times, leaders do not communicate changes to apprentices’ timetables quickly enough. Consequently, apprentices miss lessons because they cannot change their work patterns in time to attend. Apprentices sometimes receive pre-reading material too late to read before the start of a module. In a minority of instances, teachers on advanced clinical practitioner (ACP) apprenticeships do not have a sufficiently well-developed understanding of apprentices’ specialist clinical roles within the hospital. As a result, a few apprentices need to do their own research to make what they are taught meaningful for them.

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

Apprentices benefit from access to a range of useful resources to support their learning. They appreciate the helpful research materials available to them through the online library.

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better?

Leaders have worked closely with employers to design apprenticeships that meet effectively employers’ need for staff with high levels of expertise within the healthcare sector. Leaders plan courses so that apprentices can select specialist pathways according to their interests. For example, on the ACP course, senior professionals can choose optional modules to further increase their skills in roles such as paramedicine and physiotherapy. Consequently, most apprentices learn substantial new skills and knowledge, and successfully gain promotion into these specialist jobs.

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better?

Staff do not consider well enough apprentices’ prior knowledge at the start of the course. In a significant minority of instances, apprentices who have previously studied similar subjects repeat these topics in the first year of the course. As a result, courses initially lack challenge for these apprentices.

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better?

In a minority of instances, a few of the topics taught on the ACP course, such as leadership skills, do not relate to apprentices’ roles. Where this happens, apprentices do not have the opportunity to practise knowledge learned on the course in the workplace.

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better?

Teachers plan their curriculum effectively so that apprentices gradually build their knowledge and skills. Teachers recap frequently theories taught in earlier modules 12–14 April 2022

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and make links to topics in future modules. In discussions, teachers encourage apprentices to recall what they have previously learned. For example, apprentices describe competently what they remember about the appropriate use of antibiotics to treat specific conditions.

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Most teachers check skilfully what apprentices have learned and what they can do. They use activities that simulate realistic working practices, such as examining patients in examination cubicles. Teachers watch apprentices carrying out these skills on each other and provide useful feedback to apprentices on what they do well, and how they could improve.

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Leaders and teachers have not thoroughly prepared apprentices for their final assessments. A few apprentices nearing the end of their apprenticeship do not know what they need to do to complete their assessments or what grades they can achieve.

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Leaders and managers have high expectations of apprentices. Teachers explain clearly the behaviours and standards expected of apprentices by the university and by the relevant professional bodies. Apprentices demonstrate effectively these behaviours in their clinical practices. For example, apprentices learn how to adapt the language and tone of their conversations with patients depending on the message they want to convey. Apprentices have a positive attitude to learning. Despite working in busy environments, they find time to complete their studies.

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Apprentices have access to helpful support to further their career. For example, they can get help with interview techniques and when applying for jobs throughout their careers. Leaders have put in place a wide range of programmes to broaden apprentices’ learning. For example, in creative workshops, apprentices can learn about the benefits of using visual and performing arts in patients’ healthcare. However, most apprentices do not know about these activities, and leaders do not routinely check if apprentices take up these opportunities.

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Leaders do not monitor effectively apprentices’ progress on their course. Leaders and governors do not receive appropriate information to tell them how well apprentices improve their skills and knowledge, or about the quality of education apprentices receive. Governors have a limited understanding of the strengths and areas for improvement of their apprenticeship programmes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders responsible for safeguarding have put in place suitable safeguarding policies which meet the requirements of the ‘Prevent’ duty. Staff understand clearly how to report any safeguarding issues. 12–14 April 2022

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Leaders have developed close working relationships with a range of relevant partners such as the local police and social services. Leaders make timely referrals to these organisations when they have a concern about an apprentice.

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Leaders do not provide apprentices with any specific training on how to keep themselves safe whilst studying. At work, apprentices do receive appropriate safeguarding training appropriate to their roles. As a result, apprentices know how to keep themselves safe at work.

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What does the provider need to do to improve?

 Leaders should ensure that they and their governors have access to sufficient information about apprentices’ progress so that they know about the quality of education apprentices receive, and governors can hold leaders to account where provision needs to improve.  Leaders should ensure that apprentices know what they need to do for their final assessments, and the grades they can achieve.  Leaders should promote more widely the range of programmes open to apprentices to develop their learning beyond their course. They should check the extent to which apprentices take up these opportunities. 12–14 April 2022

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Provider details

Address Cranmer Terrace Tooting London SW17 0RE

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Provider details

Provider type Higher Education Institution

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Provider details

Date of previous inspection Not previously inspected 12–14 April 2022

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Information about this inspection

The inspection team was assisted by the Academic Lead for Quality and Partnerships, 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

Sue Hasty, lead inspector Her Majesty’s Inspector Russell Shobrook Her Majesty’s Inspector Steve Lambert Her Majesty’s Inspector Ann Minton Ofsted Inspector 12–14 April 2022

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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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