University of Hull

University of Hull Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Jacquie Brown, His Majesty’s Inspector

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Inspection dates: 19 and 20 October 2022

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Type of provider: Higher education institution Address: Cottingham Road Hull HU6 7RX Monitoring visit: University of Hull, 19 and 20 October 2022

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Context and focus of visit

The University of Hull was inspected in October 2021. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in addressing the main areas for improvement identified at the previous inspection.

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Reasonable progress

Leaders have effective oversight of the quality of their apprenticeship programmes, including the subcontracted provision. They have employed specialist consultants to identify areas for improvement. These consultants have completed a range of quality assurance activities, such as evaluations of the quality of English and mathematics teaching at the subcontractor. They have supported leaders and managers to identify accurately strengths and areas for improvement, which have been included in the self-assessment report and quality improvement plan. For example, they identified the need to improve the attendance and engagement of apprentices studying towards functional skill qualifications in English and mathematics.

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Reasonable progress

Leaders and managers have revised their quality assurance process so that they review the quality of the provision and the progress of apprentices more frequently. They collect feedback from apprentices and employers at the start of the apprenticeship journey and use this information to identify and resolve any issues raised. They previously sought feedback from apprentices and employers only at the end of the programme, which was too late to make improvements.

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Reasonable progress

Leaders and managers have implemented a useful training programme to support staff to understand the requirements of an apprenticeship and how to improve their teaching further. However, leaders rightly recognise that they do not have sufficient information about which staff have completed training and which are still to complete it.

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Reasonable progress

Leaders have created an apprenticeship governance board that reports to the university leadership team, which in turn reports to university council. An external consultant, who has expertise in apprenticeships, sits on the governance board and provides effective support and challenge to senior leaders. Monitoring visit: University of Hull, 19 and 20 October 2022

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Reasonable progress

Leaders and managers have made good progress in ensuring that most apprentices and employers have a clear understanding of the commitment required to complete an apprenticeship. Staff work well with employers to ensure that programmes meet all expected requirements of an apprenticeship. Staff attend apprenticeship recruitment interviews with the employer and discuss the expectations and responsibilities of apprentices and employers from the start. They ensure that employers understand the need to attend progress reviews and that employers and apprentices understand the end-point assessment requirements. However, too many apprentices on the level 6 social worker programme do not have a sufficiently developed understanding of the demands of the apprenticeship prior to starting the programme.

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Reasonable progress

Leaders and managers have produced a useful mentor handbook for employers to help them understand their roles and responsibilities. The handbook provides valuable information on topics such as off-the-job training and how workplace mentors in the workplace can best support apprentices to achieve their qualification.

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Reasonable progress

Staff have put in place comprehensive apprenticeship commitment statements that include plans for off-the-job training and outline the responsibilities of the apprentice, the employer and the university. All parties agree and sign the apprenticeship commitment statements.

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Reasonable progress

Staff work effectively with employers to ensure that apprentices can access good- quality on- and off-the-job training that enables them to develop and implement their knowledge, skills and behaviours in the workplace. Level 6 nursing apprentices come into the university for academic learning and complete practical training across a range of disciplines in venues such as hospitals, doctors’ surgeries and health centres. This helps them to develop the knowledge, skills and behaviours that they need to be successful in their apprenticeship and at work.

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Reasonable progress

Staff make good use of a range of initial assessment activities to establish apprentices’ current levels of knowledge and experience. Apprentices complete a skills scan, a joint interview with their employer and provider, and a pre-programme review prior to being accepted into the programme. This information is used to inform training. For example, more experienced apprentices give demonstrations to others who are less experienced in order to develop their mentoring and presentation skills. Monitoring visit: University of Hull, 19 and 20 October 2022 Managers and tutors work closely with employers to assess the progress of apprentices on their programmes. Managers hold frequent reviews with apprentices and their employers to assess progress to date in the development of apprentices’ knowledge, skills and behaviours.

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Reasonable progress

Managers work effectively with employers to monitor the progress of apprentices who are at risk of falling behind. They put in place effective support to help apprentices to catch up, including individualised training sessions in areas where apprentices are struggling, such as using referencing techniques.

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Reasonable progress

Tutors use a wide range of assessment activities to check apprentices’ understanding. For example, they observe apprentices in role play, ask probing questions and mark written assignments in order to identify apprentices’ levels of knowledge and understanding within each module. Nursing apprentices develop good practical skills, such as intra-muscular injection techniques, dealing with patient anxiety and the correct use of catheters.

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Reasonable progress

Managers liaise effectively with workplace mentors to ensure that apprentices receive good support and training at work. Workplace mentors provide apprentices with helpful, ongoing feedback that they use to improve their practical skills.

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Reasonable progress

Tutors provide apprentices with clear written feedback on their assignments. Apprentices use the feedback to improve their work and overall grades. Tutors also provide apprentices with a useful guide on how they can improve their work to meet higher standards in line with university grades. However, a few apprentices on the level 6 registered nursing programme do not receive feedback quickly enough.

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Reasonable progress

Leaders and managers have put in place effective measures to support apprentices to develop a good understanding of life in modern Britain. They have introduced new teaching resources, they cover these topics in workshops, and they check apprentices’ understanding at progress reviews. Apprentices have a good understanding of British values and describe how they apply them in their job roles. For example, apprentices use their knowledge when treating patients, communicating with patients’ families and providing person-centred care. They understand the need to develop the skills to work respectfully and with tolerance of each other, work colleagues and patients.

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Reasonable progress

Staff ensure that most apprentices understand the associated risks that come from working in their specific sector. Tutors provide information to apprentices about the ‘Prevent’ duty agenda and ways that they might be at risk of radicalisation and Monitoring visit: University of Hull, 19 and 20 October 2022 extremism. Apprentices learn about this as part of their induction and through work- based courses. Apprentices on the level 7 clinical practitioners programme know that they could be vulnerable to extremist groups due to them having access to prescription drugs and being able to prescribe. However, in a few instances on the level 6 registered nurse programme, staff do not revisit the topic of radicalisation and extremism to check apprentices’ knowledge and their understanding of potential risks in the community.

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Reasonable progress

Tutors provide apprentices with access to useful careers information. They provide valuable support to develop apprentices’ skills in writing a curriculum vitae, completing application forms and preparing for interviews. On request, staff tailor the information that they provide to meet individual needs and career aspirations. The department of ‘Student Futures’ is available to support apprentices with guidance regarding their next steps. Apprentices are aware that this service is available, and they use it if required.

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Reasonable progress

Leaders and managers provide effective training to staff so that they can provide apprentices with useful information about the programme and career opportunities. Staff attend apprenticeship recruitment interviews with the employer to discuss the opportunities available, such as progressing to leadership roles and developing their expertise further. As a result, an increasing number of apprentices enrol on the level 6 nursing programme once they have gained experience as a nursing associate.

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Reasonable progress

Apprentices who enrol on an apprenticeship at the request of their employer have a good understanding of the opportunities to progress within their current place of work. Nursing and associated nursing apprentices value highly the information that they receive from individual tutors with experience in a range of disciplines, including mental health and learning disabilities. However, a small number of apprentices are unsure of the full range of opportunities that are available to them within the sector on completion of their programme. Monitoring visit: University of Hull, 19 and 20 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

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Reasonable progress

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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Reasonable progress

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