University of Bath

Further education and skills inspection report

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Inspection dates: 13 to 16 February 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding 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

The University of Bath is a higher education institution. It has one main campus, in Bath. At the time of the inspection, it had approximately 20,000 students, of whom 58 were following apprenticeship standards with integrated master’s degrees. Forty- four students were studying the digital and technology solutions specialists (DTS) standard, eight were studying the architect standard and six were studying the clinical associate in psychology (CAP) standard. The vast majority of teaching takes place online, except for a small proportion of the CAP teaching. 13 to 16 February 2024

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

Apprentices are taught by lecturers who demonstrate high levels of professionalism and are exceptional role models. Lecturers inspire apprentices to aim for the highest academic standards, and many achieve high grades in their assessments. Lecturers also teach apprentices about ethics and professionalism. They engage apprentices in valuable discussions, such as how to manage controversy with civility. Because of this, apprentices develop exceptionally positive attitudes to learning and become part of a highly respectful, aspirational community.

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

Apprentices take advantage of the well-planned opportunities to extend their learning beyond the requirements of their apprenticeship. Many apprentices lead valuable workshops for their peers on the new skills and knowledge that they develop. Their commitment often also extends beyond the end of their training, with many alumni offering ongoing support to apprentices, both in their workplaces and via a communication app. As a result, apprentices become highly engaged and supportive members of valuable professional networks and use this to develop their professional skills and knowledge.

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

Apprentices value the very high levels of subject expertise of their lecturers, many of whom are at the forefront of research in their specialist fields. Apprentices take pride in learning about emerging knowledge and trends within their chosen fields. Because of this, they are committed to their learning and highly motivated to attend training sessions.

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better?

Leaders have developed training that enables apprentices to develop the knowledge, skills and behaviours they need for their chosen careers. Leaders have used the university’s existing strong links with industry well to identify the skills requirements of employers. Apprentices have the opportunity to achieve a University of Bath master’s degree while applying their learning in their workplace. As a result, apprentices develop substantial new knowledge, skills and behaviours, which are well aligned to the needs of their employers.

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better?

Leaders have high aspirations for their staff. They have established an effective cross-university team, which leads staff training and works with lecturers to develop teaching research projects. This enables lecturers to develop their teaching skills alongside their subject knowledge. As a result, all apprentices benefit from highly effective teaching that is often at the very forefront of disciplinary knowledge.

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better?

Leaders have developed useful quality assurance processes. They know the strengths and weaknesses of the training they offer and take effective action when improvement areas are identified. For example, leaders developed an improvement plan to ensure all apprentices received high-quality feedback on their assignments. Lecturers now provide apprentices with useful feedback that helps them to identify what they do well and reflect on what they can do to improve their future work. 13 to 16 February 2024

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Staff respond well to apprentices’ request for additional feedback on specific developmental areas, which motivates apprentices to develop their personal interests and build on the knowledge they have gained.

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Leaders have established effective arrangements for governance. Those in governance roles work well together through the committees designed to support scrutiny and challenge. They provide high levels of educational and industrial expertise. They model the values that leaders and lecturers promote well, supporting the culture of aspiration that apprentices appreciate.

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Lecturers teach apprentices what they need to know in a logical order. They initially teach them important introductory knowledge before adding increasingly complex concepts. For example, DTS apprentices learn about the principals of programming before acquiring a more in-depth understanding of software development. Lecturers also coordinate effectively with employers to ensure that apprentices practise their new skills and knowledge at work and receive the time they are entitled to for training. As a result, apprentices acquire new knowledge well and deepen their learning by applying it in their workplace.

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Lecturers use a range of effective teaching techniques to help apprentices learn and remember important information. For example, lecturers in CAP skilfully use role- play exercises to develop apprentices’ questioning and interview skills. As a result, these apprentices swiftly consolidate their learning. They value the opportunity to practise their new skills.

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Lecturers ensure that apprentices revisit and apply previous learning. Because of this, apprentices become increasingly fluent and confident in their application of the knowledge and skills they acquire. For example, architecture apprentices frequently revisit learning about bids and initial proposal schemes, which they are first taught early in the programme. This enables them to participate in bids and design meetings with clients, consolidating their knowledge and increasing their confidence.

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The curriculum prepares apprentices well for life in modern Britain. It uses high- quality resources that are designed well to support apprentices’ understanding of themes such as democracy, equality and inclusion. Lecturers also arrange training days on topics such as ‘consent and bystander intervention’, which apprentices value.

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Lecturers provide appropriate support to apprentices with additional needs. They ensure that apprentices know how to access valuable help from a cross-university support centre. As a result, those apprentices with additional needs achieve in line with their peers.

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Lecturers identify what apprentices know and can do at the beginning of their apprenticeship. However, in a minority of instances, lecturers do not make sufficient use of this assessment information to adapt the training that apprentices receive. As a result, not all apprentices develop the new knowledge, skills and behaviours as extensively as they could. 13 to 16 February 2024

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Apprentices follow a useful careers programme that allows them to make informed decisions on their next steps. Lecturers on the DTS apprenticeship also lead sessions that focus on themes such as strategies for career building and how to use increased technical skills to support promotion. However, apprentices on the architecture and CAP apprenticeships do not yet benefit from these high-quality sessions.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 The provider should ensure that information on what apprentices know and can do at the start of their course is used to design a personalised plan of training.  The provider should ensure that all apprentices have access to high-quality, contextualised careers advice and guidance. 13 to 16 February 2024

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Provider details

Address Claverton Down Bath Somerset BA2 7AY

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Provider details

Principal, CEO or equivalent Professor Ian White

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Provider details

Provider type Higher Education Institute

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 13 to 16 February 2024

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Information about this inspection

The inspection team was assisted by the degree apprenticeships compliance manager, 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 apprentices’ work, seeking the views of apprentices, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Paul James, lead inspector His Majesty’s Inspector Roland White His Majesty’s Inspector Daisy Agathine-Louise Ofsted Inspector Fern Jest Ofsted Inspector Karen Squire Ofsted Inspector 13 to 16 February 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for apprentices 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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