University of Manchester

University of Manchester Monitoring visit report

p.1

Name of lead inspector: Helen Whelan, His Majesty’s Inspector

p.1

Type of provider: Higher education institution

p.1

Address: Oxford Road Manchester M13 9PL Monitoring visit: University of Manchester, 5 and 6 October 2022

p.1

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.

p.2

Context and focus of visit

The University of Manchester began to recruit apprentices funded by the Education and Skills Funding Agency from January 2019. There are currently 419 apprentices on the level 7 senior leader apprenticeship standard. All apprentices are aged 19 and over. A significant number of apprentices are employed in National Health Service trusts. Apprentices are based in various locations across the country.

p.2

Significant progress

Leaders and managers have a sound rationale for the introduction of apprenticeships into the university’s portfolio. They form an important part of the university’s widening participation strategy. Leaders want apprentices to reach their potential through lifelong and flexible learning.

p.2

Significant progress

Leaders are aware of the leadership skills gaps that exist across the regional and national economies. They are passionate about improving the skills of leaders and ensure the curriculum meets employers’ needs. For example, apprentices work closely with their employers on work-based projects. These projects help employers to resolve business issues or to develop new processes or products.

p.2

Significant progress

Lecturers and tutors have developed an ambitious curriculum for apprentices to study. The apprenticeship programme is rigorous in its academic content and practical application. There is a strong focus on developing authentic leadership behaviours. For example, tutors embed ‘three golden threads’ for effective healthcare leadership. This includes a focus on equality, diversity and inclusion, leading for improvement and being patient centred. This allows apprentices to develop the knowledge, skills and behaviours they need to progress into senior leadership positions. Monitoring visit: University of Manchester, 5 and 6 October 2022 Leaders provide detailed and effective training plans for apprentices and employers. Apprentices value the opportunities that they gain as a result of the apprenticeship. These include being able to use competitive strategies and entrepreneurialism to attract new employees to their business.

p.2

Significant progress

Employers value the apprenticeship and the skills that their employees bring to their workplace. They value university managers’ responsiveness to their needs. A few employers say they would appreciate more regular feedback on their apprentices’ progress.

p.3

Significant progress

Leaders and managers ensure that apprentices have access to high-quality training and resources. University staff have experience of working in senior leadership roles. This means that they can contextualise leadership theory in practice. Managers subcontract English and mathematics functional skills training to another provider for the small number of apprentices who need to achieve these qualifications. Almost all apprentices achieve their English and mathematics qualifications on time.

p.3

Significant progress

Managers use effective quality assurance systems to review the training that apprentices receive. Leaders are aware of the strengths of the programme. They have clear and decisive plans in place to rectify areas for improvement. Leaders hold managers to account through comprehensive governance arrangements.

p.3

Significant progress

Apprentices develop significant new knowledge, skills and behaviours as a result of their apprenticeship. They learn about leadership concepts that they use in the workplace. For instance, they explore structured tools and techniques to aid effective team working. They use these with their teams to develop their performance.

p.3

Significant progress

Tutors and lecturers are skilful in their teaching. They provide challenge and support to encourage apprentices’ learning and professional development. Tutors apply key concepts to apprentices’ workplaces using their own leadership experiences. They set apprentices independent research to help them develop their knowledge further.

p.3

Significant progress

Tutors and lecturers work together well to develop the curriculum and ensure it is of a high standard. They plan the curriculum in a logical order. This helps apprentices to build their knowledge, skills and behaviours effectively. On the healthcare pathway, apprentices first develop their core leadership skills. This includes how to build staff engagement and develop high performance in teams. They then move on to financial management and learn how to use strategies such as financial modelling and identifying trends.

p.3

Significant progress

Managers check that apprentices can cope with the demands of the apprenticeship. They assess apprentices’ prior learning and experiences at the start of the Monitoring visit: University of Manchester, 5 and 6 October 2022 programme. Tutors use this information effectively, to adapt the curriculum to meet apprentices’ needs. They revisit it as part of apprentices’ progress reviews. Tutors review apprentices’ progress effectively. They set specific targets for apprentices to develop their knowledge, skills and behaviours. Apprentices work well with work- based mentors to plan their workplace training.

p.3

Significant progress

Tutors and lecturers use well-devised assessments to develop apprentices’ knowledge and understanding. There is a strong focus on the importance of developing reflective practice to promote apprentices’ self-improvement.

p.4

Significant progress

Tutors and lecturers provide apprentices with detailed and developmental feedback on their assignments. For example, lecturers ensure that apprentices use references accurately and that they write in an academic style.

p.4

Significant progress

Tutors prepare apprentices effectively for their final assessment. They provide apprentices with opportunities to experience professional discussions and take mock tests. This ensures that apprentices develop the skills that they will be expected to demonstrate in their final assessments. So far, over three-quarters of apprentices have received merit or distinction grades.

p.4

Reasonable progress

Leaders and managers have put in place a range of procedures to help keep apprentices safe. This includes when apprentices attend the university and when they work online.

p.4

Reasonable progress

Leaders have appointed a senior member of staff as the designated safeguarding lead. There are appropriate procedures in place for reporting and dealing with safeguarding incidents, which staff comply with.

p.4

Reasonable progress

University staff undertake appropriate checks before they recruit staff to work with apprentices. They ensure that apprentices have access to a range of support services should they need them. This includes academic advisers, counselling services and a range of multi-faith groups.

p.4

Reasonable progress

Leaders are taking reasonable steps to meet the requirements of the ‘Prevent’ duty. However, a few apprentices do not recall any training on the risks associated with radicalisation or extremism.

p.4

Reasonable progress

Apprentices feel safe. They know how to report any safeguarding or welfare concerns. Apprentices particularly appreciate the use of action learning sets on their programme. These provide them with a safe space to discuss issues relating to their workplace. Monitoring visit: University of Manchester, 5 and 6 October 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 children’s services, and inspects services for children looked after, safeguarding and child protection.

p.4

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 .

p.5

Reasonable progress

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5