University of Wales: Trinity Saint David

Further education and skills inspection report

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Inspection of University of Wales: Trinity Saint David

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Inspection dates: 21 to 23 November 2023

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Overall effectiveness Good

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

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Information about this provider

University of Wales Trinity Saint David (UWTSD) started training apprentices in 2018. At the time of the inspection, 176 apprentices were studying standards-based apprenticeships. Of these, 73 apprentices were studying the level 6 ordnance munitions and explosives professional (OMEP) apprenticeship, 29 the level 4 ordnance munitions and explosives technician (OMET) apprenticeship and 60 the level 6 embedded electronic systems design and development engineer (EESDDE) apprenticeship. A small number of apprentices were studying the level 7 senior leader, level 7 archaeological practitioner, level 6 supply chain leadership and level 4 stained glass craftsperson apprenticeships. All apprentices are over 18 years old.

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Information about this provider

The university works with 10 defence and security employers as part of the OMEP, OMET and EESDDE apprenticeships and 10 employers as part of the archaeological apprenticeship. The university works with four other employers across the senior leader, supply chain leadership and stained glass apprenticeships. 21 to 23 November 2023

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

Apprentices enjoy studying their apprenticeship. They appreciate the calm and high- quality teaching and social environments at the university. Apprentices value the excellent support they receive from the university liaison officers who ensure that their studies at university and job roles are linked effectively. Apprentices treat their time studying as part of reporting for duty at work. As a result, they attend well, are studious and behave professionally.

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

Apprentices receive appropriate careers information, advice and guidance from staff throughout their apprenticeship. For example, they learn about progression routes to higher levels of study, such as a Masters degree. Apprentices studying the level 6 OMEP apprenticeship receive corporate membership of the Institute of Explosives Engineers (IEE) which provides conferences and networking opportunities for them to deepen their knowledge of topics such as ballistics modelling and energetic materials technology. A few apprentices attend the IEE’s emerging professionals’ focus group where they learn about defence and security careers from more experienced practitioners.

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

Apprentices receive useful information from staff about how to keep themselves physically and mentally healthy. For example, a weekly university newsletter promotes the benefits of volunteering to apprentices and reminds them of the importance of maintaining their vaccinations. However, leaders have not planned an effective wider curriculum for apprentices to study and, as a result, very few participate in activities to develop their personal interests and hobbies.

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

Apprentices participate actively as representatives within the university’s student voice scheme. They complete surveys at the end of each taught module and share their views on what went well and what could be improved. Apprentices feel listened to by university leaders. Their feedback has resulted in leaders ensuring that additional teaching in specific topics has been provided to apprentices.

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

Apprentices learn about independent critical thinking skills, which they use effectively in the workplace. Employers value this skill development as it gives apprentices the confidence to ask technical questions and challenge more experienced and senior colleagues. Consequently, they make an important contribution to ensuring the safety capability of defence and security systems.

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

Apprentices feel safe. Lecturers teach apprentices how to protect sensitive information and keep themselves safe from online risks such as financial exploitation. Consequently, apprentices know the importance of maintaining confidentiality outside of the workplace and in their personal lives. Apprentices know who to go to if they have a concern at university. However, a small minority of apprentices studying the level 6 OMEP apprenticeship are not taught well enough about the whistleblowing policy and procedure at work. As a result, they do not know how to report concerns should these arise. 21 to 23 November 2023

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Most apprentices learn new knowledge about the risks presented by international and world events. However, a small minority of apprentices do not retain well enough the knowledge they have been taught about the risks of radicalisation, and as a result they are less well-prepared for life in modern Britain.

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better?

Leaders have designed an ambitious curriculum that meets the requirements of the employers they work with. Most of the apprenticeships they offer provide training to apprentices working in the defence and security sectors. This helps employers to develop the skills they need in their workforce. Leaders were instrumental in the design and development of the OME apprenticeship standards. Consequently, they use their well-informed knowledge of these apprenticeships to plan a responsive curriculum and highly effective training for the apprentices and employers they work with.

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better?

Leaders use the strong links they have with employers to plan collaboratively and sequence logical and effective training for apprentices. Leaders ensure that the content of OME and EESDDE apprenticeships meet employers’ skills shortages in electromagnetics, fibre optics and computer programming. Leaders respond swiftly to employers’ requests for the content of the curriculum to be enhanced or updated. For example, leaders swiftly increased the advanced chemistry content taught to OME apprentices at the request of employers.

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better?

Leaders ensure that apprentices learn relevant content and receive high-quality teaching. They plan training carefully so that apprentices gain new knowledge, skills and behaviours over time. For example, apprentices studying the level 6 EESDDE apprenticeship are taught advanced mathematical and study skills first before they move on to more complex content, such as programming and hardware engineering.

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better?

Lecturers are experts in the subjects they teach. Leaders ensure that lecturers receive useful and ongoing professional development. For example, lecturers go back into industry to update their knowledge of new security and defence systems. Leaders provide lecturers with effective training that improves their teaching. For example, lecturers learned how to map apprenticeship knowledge, skills and behaviours to the learning outcomes of degree modules.

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better?

Lecturers use effective methods to teach apprentices. They revisit the content taught in previous lessons to check how much apprentices know so that gaps in their knowledge can be filled. Lecturers make good use of case studies from their experiences of working in the defence and security industry to bring learning to life. For example, lecturers recount common faults and errors in ballistics to elucidate these for apprentices to learn from.

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better?

Lecturers have high expectations of apprentices. They design assignments that challenge apprentices to bring together what they have learned on their apprenticeship and at work. Apprentices complete complex work-related projects 21 to 23 November 2023

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that include extended writing which feature case studies, problem-solving, data modelling and detailed research. Lecturers ensure that apprentices analyse data accurately. For example, apprentices dissect historical examples of explosions to learn more about the physics and environmental impact of these events. Apprentices in the third year of the level 6 EESDDE apprenticeship design and construct escape room tasks that incorporate electronic design principles and problem-solving. Apprentices use these products at careers fairs to inspire and inform young people about jobs in the defence and security industry.

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Lecturers and employers collaborate effectively to plan what apprentices learn in the workplace. For example, level 6 OMEP apprentices who work in the defence sector complete placements in different facilities across the country. As a result, they apply the theory they have been taught in a range of workplace contexts and gain new insights by working alongside experienced defence specialists. Apprentices learn how to write complex workplace safety reports and environmental assessments. As a result, they improve their mathematical and written English skills well. Apprentices’ use technical vocabulary correctly and with confidence. They reference their sources well and use calculi as part of ballistic modelling with increasing fluency. Apprentices studying OMEP apprenticeships are required to provide presentations to their senior leaders every six months to explain what they have learned from weapons trials and

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what they have been taught on their apprenticeship. As a result, they learn how to plan their time, synthesise information and communicate information clearly.

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Apprentice liaison officers ensure that most apprentices receive helpful reviews to evaluate what they have done well at university and in their jobs and what they need to do to improve. Most employers attend reviews of apprentices’ progress and contribute useful reports on apprentices’ workplace performance. However, the majority of targets that apprentice liaison officers set for apprentices are too generic and lack specificity about what it is that apprentices need to do to improve. As a result, a minority of apprentices do not make the progress they are capable of.

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Lecturers and apprentice liaison officers do not use a minority of apprentices’ prior experience and qualifications well enough at the start of the apprenticeship to plan training that takes account of what apprentices already know and can do. For example, a few apprentices in the final year of the level 6 OMEP have honours degrees in subjects that relate to significant parts of the content of the apprenticeship. Consequently, apprentices repeat knowledge which they already know and do not make progress as quickly as they should.

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Lecturers and apprentice liaison officers ensure that most apprentices who start an apprenticeship successfully complete and achieve their qualification. Of these, around three quarters achieve the highest grade. Leaders supported successfully nearly all of those apprentices who started their apprenticeship during COVID-19 to remain on programme.

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University staff ensure that apprentices receive excellent pastoral support and care. Apprentices experiencing hardship or personal difficulties receive financial bursaries and this supports them to continue with their studies. Apprentices who require 21 to 23 November 2023

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additional learning support are given effective strategies by staff that help them to be successful in their studies. For example, apprentices who are neurodivergent are taught how to use speech technologies and this gives them the confidence they need to present their project work to their peers, and lecturers slow their teaching down so that apprentices who require more processing time are able to participate well in lessons and gain new knowledge in line with their peers.

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Leaders assess the quality of apprenticeships well. They know the strengths and weaknesses of the apprenticeships they provide. They consult with employers, apprentices and teaching staff to ensure that they measure accurately and honestly what they do well and what it is that they need to improve. Consequently, leaders take effective actions to improve the quality of the apprenticeships they offer. For example, leaders have invested in an apprenticeship unit in which a new team of staff provide a focus on all aspects of the apprentices’ experience. Skilled apprentice liaison officers advocate for apprentices and provide an important communication link between university staff and employers.

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Governance is strong. Those responsible for governance support and challenge leaders to provide high-quality apprenticeships. They use their knowledge of regional economic and social drivers well to provide leaders with valuable insights that inform the development of the apprenticeship curriculum. Those responsible for governance take time to meet frequently with apprentices. As a result, they know how well apprentices are enjoying their studies, and developing substantial new knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the use of apprentices’ prior knowledge to plan curriculum content and training.  Ensure that feedback given to apprentices is developmental, so they know what they have done well and what they need to do to improve.  Provide a wider curriculum to apprentices so that more participate in activities to develop their interests and hobbies. 21 to 23 November 2023

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Provider details

Address UWTSD Carmarthen Campus College Road Carmarthen SA31 3EP

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Provider details

Principal, CEO or equivalent Elwen Evans

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 21 to 23 November 2023

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Information about this inspection

The inspection team was assisted by the director of academic experience, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection 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.

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Inspection team

Cliff Shaw, lead inspector His Majesty’s Inspector Steve Battersby His Majesty’s Inspector Martin Bennett Ofsted Inspector Nirosha Holton Ofsted Inspector Dr Agathine-Louise Ofsted Inspector 21 to 23 November 2023

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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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