Anglia Ruskin University

Anglia Ruskin University Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Shane Langthorne, His Majesty’s Inspector

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Type of provider: Higher education institution

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Address: Rivermead Campus Bishop Hall Lane Chelmsford Essex CM1 1SQ Monitoring visit: Anglia Ruskin University, 28 February 2023

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Context and focus of visit

Anglia Ruskin University was inspected in May 2022. 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 resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Anglia Ruskin University (ARU) is based in Chelmsford, Essex. It operates from three additional campuses in Cambridge, Peterborough and London. Apprenticeships are delivered at all sites except for the London campus. It has approximately 2,917 apprentices, studying 24 different standard-based apprenticeship programmes from level 4 to level 7. The two largest cohorts of apprentices are on the level 6 registered nurse degree and the level 5 healthcare assistant practitioner. In construction, apprentices are training as chartered surveyors, civil engineers and construction site managers. Most apprentices are over 19 years of age, and 224 are aged 16 to 18. ARU has no apprentices in receipt of high-needs funding and 214 learners with learning difficulties and disabilities (LDD). ARU works with four subcontractors to offer the level 6 police constable and the level 6 data scientist apprenticeship programmes.

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Reasonable progress

Following the previous inspection, leaders and governors have taken swift action to evaluate and improve the quality of the apprenticeship provision. Leaders have developed an appropriate action plan focused on the weaknesses identified at the previous inspection. Leaders have invested heavily in staff recruitment and staff development to support the apprenticeship provision. For example, they have recruited managers and study coaches. Leaders have invested heavily in data management to monitor apprentices’ performance. Leaders have made good use of this data, alongside external advice and guidance, to help them improve the quality of the apprenticeship programme. As a result, the proportion of apprentices who achieve in the time frame expected is improving quickly.

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Reasonable progress

Leaders work effectively with employer partners. For example, leaders worked with NHS trusts to change the sequence and duration of programmes to better meet the Monitoring visit: Anglia Ruskin University, 28 February 2023 apprentices’ learning and development needs. In addition, managers thoroughly reviewed the chartered surveyor programme. As a result, chartered surveyor apprentices are now enrolled on the correct programme, and most apprentices make good progress.

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Reasonable progress

Governors set stretching targets for leaders to achieve. Governors receive detailed reports on the actions taken by leaders, and their impact. As a result, they have a detailed understanding of the strengths and weaknesses of the apprenticeship provision. Governors use this information to hold leaders to account, such as actions leaders take for apprentices who fall behind with their studies. Governors work effectively with senior leaders. They ensure that the development of the apprenticeship provision is closely aligned to the university’s strategic growth aims and meets the regional growth needs of businesses such as the local NHS trusts.

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Reasonable progress

Leaders have prioritised effectively the assessment of apprentices’ learning support needs. Leaders analyse thoroughly the support they offer apprentices with LDD. Leaders have a deep understanding of the learning needs of most apprentices with LDD. Consequently, most apprentices with learning difficulties make at least expected progress and are progressing at similar levels to their peers.

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Reasonable progress

Leaders have good oversight of the progress that apprentices make. Leaders ensure that staff receive the training that they need to help them support apprentices. As a result, apprentices’ learning needs are identified quickly, and those who are falling behind are identified promptly. Teachers and learning coaches work collaboratively to identify apprentices’ learning needs or barriers to learning. They work with employers and apprentices to help apprentices make effective progress, by providing extra help.

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Reasonable progress

Teachers develop realistic support plans, which they share effectively with the staff who work with apprentices with LDD. Teachers and study coaches review the effectiveness of the support plans and make suitable adjustments as required. Leaders have focused appropriately on apprentices with dyslexia as this makes up the largest proportion of apprentices’ learning needs. However, leaders recognise they have more work to do to support the minority of apprentices with other learning difficulties. Monitoring visit: Anglia Ruskin University, 28 February 2023

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Reasonable progress

Leaders have introduced a suitable assessment process to determine apprentices’ prior knowledge and starting points. Leaders draw on best practice from across their apprenticeship provision to ensure that teachers and study coaches are suitably trained in capturing and recording apprentices’ starting points.

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Reasonable progress

Teachers use the findings from assessments effectively to inform the topics discussed in reviews with apprentices and employers. Teachers ensure that on- and off-the-job learning is effectively planned so that apprentices develop appropriate knowledge, skills and behaviours swiftly. Staff provide additional one-to-one sessions to support apprentices to understand key concepts that they find more challenging. Apprentices find the staff very responsive in providing ongoing support for their individual needs.

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Reasonable progress

The targets that teachers set for apprentices’ next steps lack sufficient detail on how apprentices can maximise their potential. Leaders recognise that there remains room for improvement in the quality of developmental feedback. Leaders ensure that progress reviews now appropriately capture the progress that apprentices make, with a strong focus on what apprentices have learned over time.

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Reasonable progress

Leaders have sustainable plans in place to review the effectiveness of these mechanisms and to make changes where needed to ensure consistency of approach across apprenticeship programmes. Monitoring visit: Anglia Ruskin University, 28 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 and child protection.

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Reasonable progress

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Reasonable progress

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Reasonable progress

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