University of Leicester

University of Leicester Monitoring visit report

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Name of lead inspector: Michael Worgs, His Majesty’s Inspector

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Type of provider: Higher education institution

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Address:

University Road Leicester Leicestershire LE1 7RH Monitoring visit: University of Leicester, 1 and 2 November 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

The University of Leicester gained a contract to offer standards-based apprenticeships in June 2022. The first cohort of apprentices started in September 2022 in the school of healthcare. The university has based its apprenticeship courses at the George Davies Centre, Leicester. At the time of the monitoring visit, 23 apprentices were studying the operating department practitioner (ODP) apprenticeship standard at level 6. All apprentices were aged over 19. The university does not subcontract any of its apprenticeship provision.

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Reasonable progress

Leaders and managers have a clear rationale for their apprenticeship course. They have carefully selected the apprenticeship standard linked to the expertise they have in order to provide an apprenticeship that meets the skills shortage of healthcare staff. Leaders have developed effective partnerships with employers, such as healthcare trusts, so that the courses they offer meet the needs of each employer.

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Reasonable progress

Managers have very positive relationships with employers. They meet frequently with employers to discuss curriculum content and ensure that the lessons being taught are in line with industry practice. For example, managers have introduced new topics such as gender identity and cognitive bias to develop apprentices’ knowledge beyond the core curriculum.

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Reasonable progress

Leaders and managers ensure that the principles and requirements of an apprenticeship are met. Lecturers support employers well by, for example by taking part in interviews. This ensures that apprentices are recruited with integrity. Leaders and managers work with employers and apprentices to help them understand the Monitoring visit: University of Leicester, 1 and 2 November 2023 expectations of on- and off-the-job training. This supports workplace mentors to be actively involved in the planning of apprentices’ training.

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Reasonable progress

Leaders and managers have recently established a suitable management structure to monitor the quality of the apprenticeship offer. The new apprenticeship management group links directly with the established curriculum and quality subcommittee in the university. This ensures that managers set out a clear quality framework to carry out a self-assessment and quality improvement plan using feedback from apprentices and employers to improve the quality of the curriculum.

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Reasonable progress

Governors have suitable skills and expertise. They have a clear understanding of the strengths and weaknesses of the apprenticeship course. Leaders and managers acknowledge that they still need to provide more precise information to governors to allow them to challenge and hold leaders to account for the quality of education and training that apprentices receive.

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Reasonable progress

Leaders and managers have established an appropriate block-release apprenticeship course. They carefully plan the topics so that apprentices develop their underpinning knowledge before being placed on their clinical placements. For example, apprentices studying anaesthesia are placed on surgical departments using anaesthetics immediately after their teaching weeks. This supports them to practise their skills and consolidate their learning. As a result, apprentices quickly develop the expertise they need to carry out their duties competently and safely at work.

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Reasonable progress

Lecturers accurately assess apprentices’ starting points to consider carefully apprentices’ prior learning. Most lecturers use the information they gather to plan apprentices’ studies effectively so that they make swift progress.

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Reasonable progress

Lecturers have the appropriate skills and expertise to provide high-quality training. All lecturers previously worked as ODPs in healthcare trusts. They use their expertise well to teach high-quality lessons and to provide suitable advice on the career options available to apprentices on completion. They carry out frequent training to keep their skills and knowledge current.

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Reasonable progress

Lecturers plan and sequence learning well. They teach topics in a logical order to ensure that apprentices build their knowledge and skills of important subjects early in the course. For example, lessons on anaphylaxis are linked well to previous learning on allergens and reactions. As a result, apprentices are able to understand how allergic reactions can cause anaphylaxis and how to identify and treat the symptoms if this occurs. Monitoring visit: University of Leicester, 1 and 2 November 2023 Lecturers use assessment effectively in lessons. They routinely check apprentices’ understanding of topics and use practical activities well to assess apprentices’ skills development. As a result, apprentices develop secure knowledge and understanding of core topics that they are able to recall in detail. Apprentices confidently apply the new knowledge and skills they gain at work.

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Reasonable progress

Apprentices produce good-quality written work. Lecturers provide effective feedback so that apprentices are clear about what they do well and what they need to do to improve. Most apprentices make good progress in passing their ongoing assessments on the first attempt. Apprentices have not yet completed their final assessments.

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Reasonable progress

Apprentices develop their English skills well during their studies. Lecturers encourage them to use vocationally relevant and technical language. They correct any errors in pronunciation and encourage apprentices to practise and repeat key terminology to develop fluency.

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Reasonable progress

Apprentices feel safe at the university and find staff very approachable. They are confident to report concerns, should the need arise. Staff check frequently on the well-being of apprentices. Apprentices feel very well supported.

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Reasonable progress

Leaders have suitable policies and procedures in place to keep apprentices safe from harm. Staff complete up-to-date safeguarding training. The designated safeguarding lead has completed suitable training to perform their role. Leaders have appropriate safer recruitment practices in place.

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Reasonable progress

Apprentices’ understanding of local risks, including in relation to extremism, is underdeveloped. Leaders are aware of this issue and are taking suitable steps. It is too early to see the full impact. Monitoring visit: University of Leicester, 1 and 2 November 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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