Northeastern University - London

Further education and skills inspection report

p.1

Inspection of Northeastern University London

p.1

Inspection dates: 19 to 22 September 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

Northeastern University London (NU London) is part of Northeastern University, based in Boston, USA. NU London is located in Tower Hamlets, and since 2020 has been offering apprenticeships to employers across the country. At the time of inspection, NU London had 113 apprentices on the level 6 digital and technology solutions professional standard, 23 apprentices on the level 6 digital and technology solutions specialist standard, 61 apprentices on level 6 data scientist, and smaller numbers on the level 6 project management and laboratory technician standards. In addition, there were 62 apprentices on the level 7 artificial intelligence data specialist standard. NU London works with one subcontractor for a small component of the project management apprenticeship.

p.1

Information about this provider

Since September 2021, NU London has been teaching skills bootcamps to adult learners who want to develop their skills in computer coding. At the time of the inspection, NU London had approximately 40 learners studying the skills bootcamp course online. 19 to 22 September 2023

p.1

What is it like to be a learner with this provider?

Apprentices and adult learners on skills bootcamps are taught in calm and welcoming environments. They enjoy being taught by knowledgeable tutors who are passionate about their subject. They value the opportunity to gain additional qualifications, such as Service Now application development certification, which are highly regarded by employers.

p.2

What is it like to be a learner with this provider?

Apprentices study subjects that complement their workplace roles and responsibilities. For example, apprentices on the level 6 digital and technology solutions professional standard develop their leadership skills and become more effective technology leaders while improving their technical skills in topics such as cybersecurity. They increasingly take on more responsibility at work. Apprentices have good support from their employers for their training and are given plentiful opportunities to practise the skills they learn.

p.2

What is it like to be a learner with this provider?

Learners on skills bootcamps receive high levels of academic and pastoral support. They appreciate their tutors’ care and interest in their development. This helps learners to become more confident as they progress through the course. They learn a wide range of skills in software development and practical computing coding skills, which help them secure employment in the technology sector.

p.2

What is it like to be a learner with this provider?

The small number of apprentices who do not have evidence of their English and mathematics qualifications make slow progress in achieving these, and are not always clear on the process for gaining these functional skills qualifications.

p.2

What is it like to be a learner with this provider?

Tutors make sure that apprentices have a thorough understanding of the importance of ethical decision-making in the world of business. Apprentices understand organisational culture. They know about the threats and risks facing individuals and organisations in a digital world, and how to mitigate these.

p.2

better?

Leaders and managers have a vision to diversify the workforce within the information technology (IT) sector. They do this by offering skills bootcamps to individuals who want to progress their careers in IT. The apprenticeships offered have been carefully created with employers to meet the wide range of job roles in the IT sector.

p.2

better?

Leaders and managers make sure that the curriculum is taught so that apprentices develop their foundation knowledge before moving on to more advanced concepts. For example, tutors clearly explain to project management apprentices the fundamentals and importance of project monitoring. They show apprentices how to apply these in practice by building a Gantt chart for a real project. Data science tutors present apprentices with challenging tasks through which they learn the concepts of databases. They then use authentic employment scenarios to train apprentices to apply what they have learned to produce entity relationship diagrams 19 to 22 September 2023

p.2

3

to build a database. Tutors make good use of recap activities to make sure that apprentices have retained the knowledge they are taught. As a result of effective teaching, apprentices develop their knowledge incrementally and securely throughout their apprenticeship.

p.3

3

Tutors are highly skilled at teaching adult learners on skills bootcamps the principles and concepts of software development, before quickly moving on to apply this knowledge in practical programming tasks. Tutors give clear explanations of new topics, and continuously check learners’ understanding during lessons. Learners rapidly develop their skills in using coding language to produce programs of increasing sophistication. Learners develop the skills they need to help them progress into junior development jobs within the IT sector.

p.3

3

Leaders and managers carefully consider the knowledge and skills that apprentices and adult learners will need to secure employment, or to gain increased responsibility within the IT sector. In addition, skills bootcamp learners can gain academic credits from their course, which provides them direct entry into one of the provider’s level 6 apprenticeship courses, which a small number of learners have done.

p.3

3

Staff support apprentices and learners effectively to maintain their well-being. Apprentices and learners have access to mental health coordinators, a 24-hour helpline and a range of resources and events that help them to keep them physically and emotionally well.

p.3

3

Tutors skilfully help apprentices develop their knowledge of fundamental British values. Tutors explore with apprentices how collecting and processing data relates to the rule of law. For example, data scientists learn about the ethics of data collection and analysis in relation to facial and vehicle number plate recognition. Apprentices have a good understanding of fundamental British values and how these relate to their own lives.

p.3

3

Most apprentices receive effective careers education, information, advice and guidance. For example, employers give presentations about career options, aspects of the job and progression routes within their chosen discipline. Project management apprentices learn about the importance of joining the professional body.

p.3

3

Tutors make effective use of different types of assessment to check apprentices’ and learners’ understanding. They give apprentices and learners helpful feedback on their work. This includes feedback on their academic writing as well as their level of technical knowledge. Tutors identify and correct misunderstandings and misconceptions in learners’ and apprentices’ work so that they know what they need to do to improve.

p.3

3

Leaders and managers have good oversight of the progress that apprentices make because they monitor this closely. They make sure that timely support is put in place 19 to 22 September 2023

p.3

4

for apprentices when they need it. This contributes to the very high number of apprentices who remain in training.

p.4

4

Board members responsible for governance have a good overview of the apprenticeships. They challenge and hold leaders and managers to account effectively for the quality of the provision. For example, board members have made sure that managers have put in place arrangements for skills bootcamp learners to have appropriate interviews within the IT sector.

p.4

4

Leaders and managers have a good overview of the quality of education. They frequently complete observations of tutors. Observers identify areas that tutors need to develop. However, in some cases tutors do not receive detailed enough direction on how they can improve, should they need to do so. As a result, tutors do not always receive the support they need to further improve their teaching skills.

p.4

4

Leaders and managers have established an effective partnership with the Refugee Council to support individuals into employment within the IT sector. However, too few learners on skills bootcamps from the Refugee Council progress into employment within the IT sector.

p.4

4

Managers have developed a good programme of sessions to support learners returning to study after a gap, and who have not studied at a higher level before. They include professional writing skills, using academic conventions and how to study independently. This enables these learners to cope with the academic demands of the course. Leaders and managers also offer a range of good personal development opportunities for apprentices and learners outside of their main programme of study. However, too few apprentices and learners are aware of, or participate in these opportunities.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Provide effective support to teachers where they identify a need to improve their practice.  Make sure that apprentices who need to complete qualifications in English and mathematics know when and how they are going to achieve these.  Promote the personal development opportunities they provide so that more apprentices and learners are aware of them and participate. 19 to 22 September 2023

p.4

Provider details

Address Devon House 58 St Katharine’s Way London E1W 1LP

p.5

Provider details

Principal, CEO or equivalent Rob Farquharson

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors 20/20 Business Insights 19 to 22 September 2023

p.5

Information about this inspection

The inspection team was assisted by the director of business and partnership development & apprenticeships, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

p.6

Inspection team

Steve Lambert, lead inspector His Majesty’s Inspector Andrea McMahon His Majesty’s Inspector Jon Bowman His Majesty’s Inspector David Baber Ofsted Inspector Pete Alston Ofsted Inspector 19 to 22 September 2023

p.6

7

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.

p.7

7

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.7

7

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.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7