Northeastern University - London

NCH at Northeastern Limited Monitoring visit report

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Name of lead inspector: Saher Nijabat, Her Majesty’s Inspector

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Type of provider: Higher education institution

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Address:

Devon House 58 St Katharine’s Way London E1W 1LP Monitoring visit: NCH at Northeastern Limited, 8 and 9 June 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

NCH at Northeastern Limited (NCH) is a national apprenticeship and higher education provider based in the London Borough of Tower Hamlets. NCH became part of Northeastern University in 2019 and gained a direct contract to teach standards- based apprenticeships in 2020.

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Context and focus of visit

At the time of the monitoring visit, NCH had 143 apprentices across the country. Of these, 64 apprentices were studying the level 6 digital and technology solutions professional standard, 41 were on the level 6 data scientist standard, 11 were on the level 7 digital and technology solutions specialist standard, and 16 were on the level 7 artificial intelligence data specialist standard. The remaining 11 apprentices were studying either the level 6 project manager standard, or the level 6 laboratory scientist standard.

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Context and focus of visit

NCH subcontracts a small part of its apprenticeship provision to The Learning Station.

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Reasonable progress

Leaders and managers have developed an apprenticeship offer that aligns well with the university’s work-based learning ethos. They have developed apprenticeship programmes that link well with their expertise in the subject area of digital transformation. The programmes offered help to address the digital skills deficit in different sectors.

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Reasonable progress

Senior leaders have developed highly effective partnerships with employers. They recognise that regardless of sector, there is an increasing need for individuals who can work with and interpret complex data. As a result, they have developed Monitoring visit: NCH at Northeastern Limited, 8 and 9 June 2022 programmes that are responsive to employers’ needs, and that help close skills gaps in their workforce, such as in the finance and civil service sectors.

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Reasonable progress

Leaders have put in place robust quality assurance processes to identify their provision’s strengths and weaknesses. They have highly effective governance arrangements in place. They have introduced suitable processes, such as assignment and assessment trackers, to allow staff to record and monitor closely the progress that apprentices make. Consequently, leaders have an accurate oversight of their performance.

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Reasonable progress

Leaders have effective arrangements in place to ensure that the requirements of an apprenticeship are met. For example, they ensure that there is a thorough onboarding process in place for apprentices and their employers. They provide detailed information to employers on all aspects of their apprenticeships, including final assessments and off-the-job training.

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Reasonable progress

Leaders and managers undertake observations of teaching, but do not always focus sufficiently on what apprentices have learned. When they identify an area for improvement, they do not always follow up to ensure that lecturers take suitable actions to improve.

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Reasonable progress

Leaders and managers do not have structured teaching support in place for apprentices who need to complete qualifications in mathematics or English. Consequently, a minority of apprentices are unaware of how to progress on this element of their apprenticeship programme.

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Reasonable progress

Staff work closely with employers to ensure that apprentices’ job roles are suitable for their apprenticeship programme. Apprentices work in a variety of digital technology roles that enable them to develop substantial new knowledge, skills and behaviours relevant to the sectors in which they work. Apprentices value highly the benefits their apprenticeship programme brings them, and the vast majority stay on their programme.

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Reasonable progress

Apprentices benefit from the substantial expertise of their lecturers. Lecturers teach apprentices up-to-date and detailed knowledge that prepares them well for work. Apprentices grow in confidence in applying their knowledge in the workplace. Some apprentices take on additional responsibilities. Others have progressed to higher roles, such as that of the head of data science in their organisation.

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Reasonable progress

Lecturers make effective links between topics and the real-world problems that apprentices face at work. For example, lecturers skilfully use simulations on industry- Monitoring visit: NCH at Northeastern Limited, 8 and 9 June 2022 recognised platforms when teaching cloud computing to link theory to practice. As a result, apprentices talk confidently about the skills they develop and how they use these in their workplace.

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Reasonable progress

Apprentices develop new knowledge, skills and behaviours that add value to their organisations. Apprentices on level 7 artificial intelligence data specialist programmes learn to analyse data more efficiently using data analytics rather than traditional approaches. Employers recognise that apprentices improve work practices across their organisations by implementing new and better ways of working.

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Reasonable progress

Lecturers make effective use of a range of assessment techniques to help apprentices learn more. They use practical assessments and written tasks to check apprentices’ knowledge and understanding, and provide helpful feedback on areas for improvement. Consequently, apprentices improve their work, and most achieve higher marks in their second assignments.

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Reasonable progress

Staff carry out regular reviews of apprentices’ progress, which are well attended by employers. However, they do not record sufficiently the development of apprentices’ specific knowledge, skills and behaviours. They often set targets that focus on completing assignments rather than on the skills that apprentices need to develop.

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Reasonable progress

Leaders and managers have put in place robust management structures and policies for the effective safeguarding of apprentices. They liaise suitably with different networks and local agencies so that they are informed about the local risks that apprentices face. They ensure that apprentices are told how to manage these risks through training and updates on specific topics, such as far-right extremism for apprentices in the West Midlands.

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Reasonable progress

Leaders ensure that apprentices have access to appropriate resources and support for their safety and well-being. They have trained mental health first-aiders and sexual violence liaison officers available at the campus. Apprentices also have 24- hour access to a therapist and a counsellor through the student assistance programme.

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Reasonable progress

Apprentices feel safe and know how to report their concerns. They complete training on safeguarding topics, such as the ‘Prevent’ duty and online safety, at the start of their programme. However, staff do not revisit these topics in sufficient detail in reviews. Consequently, in some cases, apprentices do not have a clear understanding of how these topics relate to their lives and work. Monitoring visit: NCH at Northeastern Limited, 8 and 9 June 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

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 .

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Reasonable progress

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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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