University of Wales: Trinity Saint David

University of Wales Trinity Saint David Monitoring visit report

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Name of lead inspector: Steve Battersby, 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

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Address: University of Wales Trinity Saint David Carmarthen Campus College Road Carmarthen SA31 3EP Monitoring visit: University of Wales Trinity Saint David 19 and 20 October 2022 2

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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

University of Wales Trinity Saint David (UWTSD) started training apprentices in 2018. At the time of the inspection, 117 apprentices were studying standards-based apprenticeships in ordnance munitions and explosives technician/professional (OME) at levels 4 and 6, embedded electronics systems design and development engineering at level 6 and archaeological specialist at level 7.

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Reasonable progress

UWTSD provides training that meets the principles and requirements of an apprenticeship programme. Leaders work with employers to ensure that apprentices receive the training they require. The training that takes place at the university is well structured and, in most cases, links well to the tasks apprentices are undertaking at work, particularly later in the training. UWTSD staff consider the prior learning of the apprentice and the needs of the employer well when planning the apprenticeship programme.

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Reasonable progress

Leaders have developed a curriculum that is ambitious for all apprentices and expands the apprentices’ knowledge and skills beyond that required of the apprenticeship standard. This is because of the strong links with the employers who assist in the shaping of the curriculum. Leaders and teachers meet with employers every quarter. This helps to inform any changes to the curriculum swiftly. These meetings ensure that the apprentices have the best chance of achieving the apprenticeship and developing the required knowledge, skills and behaviours for work. However, no apprentices have taken their end-of-course assessments, at the time of the inspection, to measure the full impact of the learning.

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Reasonable progress

Leaders have rightly identified the areas in the provision that require improvement. Monitoring visit: University of Wales Trinity Saint David 19 and 20 October 2022 3 For example, the provider recognises the need to ensure that apprentices are clear about their career opportunities and develop and implement a continuous professional development journal for them. Teachers use this to capture the impact, as well as the completion, of development activities. As a result, leaders and those responsible for governance have a strong understanding of the strengths and weaknesses of the quality of the provision.

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Reasonable progress

Apprenticeship managers attend management team meetings and the academic council to monitor the effectiveness of the apprenticeship programmes. For example, the head of apprenticeships meets bi-weekly with the relevant pro-vice-chancellor. Detailed reports are also produced for the academic standards committee so that meaningful discussions on key success factors can take place. As a result, the leaders of the apprenticeship programmes are held to account for its performance.

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Reasonable progress

Leaders, managers and employers recognise that they need to ensure that apprentices’ learning sessions are taught by more lecturers who have specialist and current industry knowledge. This is to ensure that teachers can enhance the learning experience for apprentices and bring real-life experience and working examples to the classroom. As a result, apprentices are not always able to relate their learning to what they do at work. In the short term, leaders have introduced a series of guest speakers from the companies that they work with, such as the atomic weapons establishment.

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Reasonable progress

Lecturers teach effectively the knowledge the apprentices need. They provide apprentices with useful feedback and guidance on their assignments and project. This aids apprentices’ knowledge development and mastery of the subject. As a result, apprentices develop substantial new knowledge, skills and behaviours that make them better employees.

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Reasonable progress

Managers structure and sequence the training in a logical order. This supports the apprentices’ learning journey effectively. For example, apprentices’ awareness and understanding of the procurement process for purchasing weapons systems are developed at level 4 and then again at level 6 in more detail. As a result, apprentices build secure knowledge over time, which they can recall when needed.

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Reasonable progress

Managers have established an effective system of monitoring the progress apprentices make in learning the content of the curriculum. Apprenticeship liaison officers conduct frequent reviews with apprentices and employers to monitor progress. As a result, apprentices and employers have a clear understanding of the progress they are making. Teachers and employers swiftly put in support to prevent apprentices from falling behind with their studies. Monitoring visit: University of Wales Trinity Saint David 19 and 20 October 2022 4 Lecturers are highly qualified in their specialist subjects. For example, they are qualified to degree level with a number having doctorates. All lecturers take part in an effective professional development programme which helps them to improve their teaching. For example, most lecturers study and achieve an internationally recognised certificate for commitment to professionalism in teaching and learning in

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Reasonable progress

higher education. As a result, apprentices receive a high standard of teaching from subject experts such as mathematicians and chemists.

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Reasonable progress

Managers recognise rightly that a high turnover in staff has had an undesirable effect on the apprentices studying the OME programme. This has led to an inconsistent approach to communication. Staff have been too slow to provide apprentices with the information they need to be successful in their projects for their final year. Leaders have recently made a new staff appointment to help to rectify this problem. The curriculum lead will be the person responsible for communication with the apprentices and employers. While it is too early to fully judge its impact, communication has improved.

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Reasonable progress

Leaders have created appropriate safeguarding policies and procedures. These are comprehensive and outline the duties of the organisation and the apprentices. For example, how to identify and act on concerns or suspicions of harm to apprentices. As a result, staff and apprentices understand the responsibilities they have regarding keeping themselves and others safe in areas such as neglect and sexual abuse.

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Reasonable progress

Leaders have recently reviewed and implemented a new safeguarding online reporting system. Appropriately trained staff quickly review referrals and take the appropriate action. Apprentices have access to university web pages and a video which explains safeguarding and the role that apprentices have in identifying and reporting concerns. As a result, apprentices understand the process and know who to contact if they have any concerns.

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Reasonable progress

Leaders and managers have recently reviewed the content of the apprenticeship induction. They have rightly identified that there is more to do to ensure that apprentices have a deeper knowledge and understanding of the risks associated with radicalisation and extremism. Monitoring visit: University of Wales Trinity Saint David 19 and 20 October 2022 5 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

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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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