University of Warwick

University of Warwick Monitoring visit report

p.1

Name of lead inspector: Ian Higgins, His Majesty’s Inspector

p.1

Inspection dates: 30 November and 1 December 2022

p.1

Type of provider: Higher education institution

p.1

Address:

University House Coventry West Midlands CV4 8UW Monitoring visit: University of Warwick, 30 November and 1 December 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 Warwick is a higher education institution based in Coventry. The main campus of the university is based in Coventry, with additional campuses based in Wellesbourne and London. The university is a member of the Russell Group of universities. The university began delivering apprenticeships in 2017. At the time of the visit, 1,013 apprentices were in learning across five academic departments. All apprentices were following standards-based apprenticeships. Around 63% of apprentices study at level 6, in sector areas such as engineering, digital technologies, healthcare and social work. The remaining 37% of apprentices study at level 7, in sector areas including engineering, digital technologies and business.

p.2

Reasonable progress

Leaders have built on the existing expertise and employer links that were already established within the university to develop their apprenticeship offer. Leaders have worked effectively with employers so that they offer apprenticeships that meet local, regional and national employer needs.

p.2

Reasonable progress

Leaders work closely with employers to select the content for each apprenticeship. This means that the content of each apprenticeship provides apprentices with the knowledge, skills and behaviours that they need to be well prepared for the workplace. In digital technologies apprenticeships, leaders and employers hold beneficial workshops where they discuss the content of the apprenticeship. This has led to a focus within the curriculum on developing apprentices’ understanding of the foundations of data analytics early in their programme.

p.2

Reasonable progress

Leaders ensure that appropriate resources are in place to support the delivery of apprenticeships. Apprentices benefit from teachers who have high levels of expertise in the sector areas in which they teach. Teachers on the level 6 social care standard Monitoring visit: University of Warwick, 30 November and 1 December 2022 have experience of a wide range of social care settings, which they use to contextualise theoretical learning.

p.2

Reasonable progress

Leaders have put in place robust arrangements for governance through the creation of an apprenticeship steering group. Those in governance roles hold senior leaders to account to improve the quality of education that apprentices receive and ensure that they make a positive contribution to employers’ businesses. They ensure that there is a clear rationale for any new apprenticeship standard being offered in order to meet local, regional or national skills demands.

p.3

Reasonable progress

Leaders have in place systems that allow them to have oversight as to the progress that apprentices make. Where apprentices fall behind, they benefit from additional support to help them catch up. However, leaders recognise the need for a system that allows them to get more timely information on apprentices’ progress so that they can identify any apprentices who require additional support more swiftly.

p.3

Reasonable progress

Leaders support apprentices to develop their English and mathematics skills. Apprentices access support from a delivery partner when they require level 2 functional skills qualifications. However, leaders do not ensure that the quality assurance of this provision is robust. As a result, a few apprentices do not access the support they need quickly enough, which slows down their progress on their apprenticeship.

p.3

Reasonable progress

Leaders and teachers plan and teach the curriculum in a logical order. On the level 7 digital and technology solutions specialist apprenticeship, apprentices develop their understanding and application of basic programming, such as python, before applying this to more complex programming solutions later in their apprenticeship. Teachers support apprentices to master the foundational skills they need before they progress to more complex learning later on in their apprenticeship.

p.3

Reasonable progress

Teachers identify the starting points of most apprentices. This allows teachers to understand what apprentices already know and can do at the start of their apprenticeship to allow apprentices to develop substantial new knowledge, skills and behaviours over time. However, in level 6 social work, teachers do not do this well enough. They do not explore in sufficient detail apprentices’ prior learning. As a result, learning is not always planned to support all apprentices to make rapid progress from their starting points.

p.3

Reasonable progress

Teachers diligently plan on- and off-the-job training. Apprentices on level 6 social work develop their understanding of reflective practice techniques. Apprentices then Monitoring visit: University of Warwick, 30 November and 1 December 2022 apply these techniques quickly at work. Apprentices are better able to work with relatives and manage challenging situations that they encounter in their roles.

p.3

Reasonable progress

In most cases, teachers prepare apprentices well for their final assessments. Teachers support apprentices on level 6 social work to develop their presentation skills in readiness for their final assessments. As a result, a high proportion of apprentices achieve high grades at their final assessments. However, on the level 7 digital and technology solutions specialist apprenticeship, not all apprentices know early enough the high grades they can achieve at their final assessments.

p.4

Reasonable progress

Teachers support apprentices to develop long-term knowledge, skills and behaviours throughout their apprenticeship. Teachers prepare apprentices effectively to acquire up-to-date knowledge that they need to have a successful career in the sectors that they work. Apprentices on digital technology apprenticeships develop their understanding of the metaverse. This supports apprentices to improve their understanding of new technologies.

p.4

Reasonable progress

Leaders have in place highly qualified designated safeguarding leads. All staff, including governors, benefit from regular safeguarding and ‘Prevent’ duty training. Staff understand their responsibilities in relation to safeguarding and ‘Prevent’ duty.

p.4

Reasonable progress

Leaders have established clear safeguarding policies and procedures. An effective reporting system is in place through the ‘report and support’ system. Any safeguarding and well-being concerns that are raised are recorded and followed up promptly. Apprentices know how to report any concerns they may have.

p.4

Reasonable progress

Apprentices benefit from access to a significant range of services to support their welfare. This includes 24-hour access to services such as the residential community and community safety teams. Apprentices undertake annual safeguarding training and bespoke training on ‘Warwick values’. Apprentices adhere to the high expectations and standards of behaviour set by leaders at the university.

p.4

Reasonable progress

Leaders follow the principles of safer recruitment when recruiting staff. Guidance is in place to ensure that relevant Disclosure and Barring Service checks take place where needed. Leaders recognise the need for this guidance to be clearly documented in their wider safeguarding policies and procedures. Monitoring visit: University of Warwick, 30 November and 1 December 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

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