Queen Mary University of London

Queen Mary University of London Monitoring visit report

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Name of lead inspector: Sue Hasty, His Majesty’s Inspector

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Inspection dates: 15 and 16 February 2023

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Type of provider: Higher education institution

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Address: Mile End Road London E1 4NS Monitoring visit: Queen Mary University of London, 15 and 16 February 2023

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded 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

Queen Mary University of London is a higher education institute based in east London. It provides a range of standards-based apprenticeships in various occupational sectors from level 4 to level 7.

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Context and focus of visit

At the time of the monitoring visit, there were 566 apprentices studying apprenticeship programmes. Of these, 272 apprentices follow the level 7 senior professional economist standard, 151 follow the level 6 digital and technology solutions professional standard, 51 follow the level 7 academic professional standard, and 47 follow the level 7 digital and technology solutions specialist standard. The remaining apprentices were enrolled on the level 6 chartered manager standard and level 4 investment operations standard.

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Reasonable progress

Leaders have focused purposefully on the development of key apprenticeship standards that meet very effectively the skills needs in the local, regional and national economies. For example, they have worked closely with prestigious employers in the digital, finance and healthcare sectors to design programmes that offer apprentices sustainable and high-value career opportunities.

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Reasonable progress

Leaders have thoughtfully adapted courses as a result of apprentices’ feedback. They extended the teaching timetable across a calendar year to help apprentices manage their workloads and off-the-job training more effectively. In addition, leaders introduced online modules as well as face-to-face teaching to give apprentices greater flexibility. As a result, most apprentices stay on track with their studies and complete them within expected timescales. Monitoring visit: Queen Mary University of London, 15 and 16 February 2023 Leaders ensure that all the components of an apprenticeship are in place. They have created a team of staff that monitors apprentices’ off-the-job training hours and the regularity of progress reviews. They meet frequently with programme leads to track apprentices’ progress. Consequently, a high proportion of apprentices stay on the course. Most apprentices achieve their qualification.

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Reasonable progress

Leaders support teachers effectively to develop their teaching skills such as in coaching and online teaching. Leaders have started to employ part-time teaching professionals who also work in the sectors in which they teach. As a result, apprentices benefit from teachers with current subject knowledge.

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Reasonable progress

Leaders have recently established a governance board which is beginning to provide a useful oversight of the quality of apprenticeship provision. They have a suitable overview of the university’s strengths and areas for improvement. For example, they challenge leaders rigorously to understand the reasons why a small number of apprentices leave their programme before completing it. They support leaders in their actions to develop the central leadership team responsible for apprenticeship provision. Governors have tasked leaders to streamline the information they get about the quality of training apprentices receive.

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Reasonable progress

Teachers have planned well-structured courses that support apprentices to develop useful new skills, knowledge and behaviours. For example, on digital skills courses, apprentices who are new to the sector learn first about coding and programming using different languages such as JavaScript. As apprentices progress, they apply competently the skills and knowledge they have learned to create new programmes that analyse data.

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Reasonable progress

On most apprenticeships, employers value the skills, knowledge and behaviours apprentices gain. For example, apprentices develop over time the confidence to significantly influence actions taken in team meetings. In a minority of instances, leaders have not ensured that the content of the course links well with apprentices’ job roles. On these occasions, apprentices struggle to find a workplace project to apply what they have learned.

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Reasonable progress

Leaders assess effectively apprentices’ starting points at the beginning of the course. They have recently introduced screening for knowledge of English and mathematics for all apprentices. Those apprentices who need to improve their English and mathematics knowledge receive helpful one-to-one online teaching. Apprentices have access to a suitable range of online specialist resources to support them with their studies. Managers monitor closely apprentices’ progress towards their learning goals. Of the small number who need to take qualifications in English or mathematics, a very high proportion pass the examination at the first attempt. Monitoring visit: Queen Mary University of London, 15 and 16 February 2023 Most apprentices benefit from regular reviews of their progress with their teacher and line manager. Line managers provide apprentices with useful feedback about their performance at work. However, in a few cases, review meetings focus too

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Reasonable progress

heavily on gathering evidence towards building a portfolio, rather than identifying clear targets for apprentices to improve their knowledge and skills.

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Reasonable progress

Leaders have put in place arrangements for end-point assessments. However, a few apprentices do not have enough information about the content of their final examinations.

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Reasonable progress

Leaders have developed an appropriate safeguarding culture within the apprenticeship provision. A number of named safeguarding contacts across the provision support the suitably qualified and experienced designated safeguarding lead. Leaders have a useful system in place for reporting, recording and monitoring safeguarding concerns. Leaders inform governors about ongoing cases at the safeguarding executive committee.

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Reasonable progress

Apprentices benefit from access to an extensive range of online and face-to-face well-being and welfare support. For example, through the counselling service, apprentices receive helpful information on issues such as mental health, sexual violence and money advice. Welfare staff provide apprentices with effective support when they have concerns.

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Reasonable progress

Staff do not consistently teach apprentices about topics such as workplace bullying or how to recognise the signs of radicalisation or extremism. Consequently, apprentices’ understanding of these subjects varies. In a few instances, apprentices spoken to do not know how to report concerns. Monitoring visit: Queen Mary University of London, 15 and 16 February 2023 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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