University of Buckingham

Further education and skills inspection report

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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

The University of Buckingham is a higher education provider based in Buckingham, Buckinghamshire. It is the only independent university in the UK with a Royal Charter. It has approximately 3,300 students studying a range of undergraduate degrees, postgraduate degrees and apprenticeships. The university has been training apprentices since December 2021.

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Information about this provider

At the time of the inspection there were 55 apprentices on apprenticeship standards. Almost all apprentices were aged 19 years old or over and none were in receipt of high needs funding. Thirty-nine apprentices were studying the level 7 digital technology solutions specialist (DTSS) apprenticeship. Most had recently transferred to the University of Buckingham from another provider. Nine apprentices were studying the level 7 senior leader apprenticeship. Seven apprentices were studying the level 3 business administrator apprenticeship, all of whom were employed by the university. The university also teaches the level 6 teacher apprenticeship, which was not in scope for this inspection.

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Information about this provider

The university does not work with any subcontractors. 13 to 15 March 2024

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

Apprentices enjoy studying at the University of Buckingham. They benefit from small class sizes where staff tailor teaching well, based on apprentices’ starting points and work settings. Apprentices benefit from high levels of tutorial and pastoral support staff provide, which make them feel valued as individuals. As a result, almost all apprentices who enrol at the university complete their studies successfully and many achieve high grades.

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

Apprentices learn new knowledge, skills and behaviours swiftly which they apply confidently in the workplace. Level 3 business administrator apprentices communicate well with clients. They take meeting notes effectively. Level 7 DTSS apprentices simplify complex data well in presentations for stakeholders to aid their understanding. As a result, apprentices become increasingly competent in their job roles.

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

Apprentices develop their character and confidence quickly. They do this through the curriculum they learn and through practise at helpful speed networking events. Level 7 senior leader apprentices learn how to give elevator pitches. Level 3 apprentices learn how to present themselves professionally. As a result, apprentices carefully build the professional characteristics they need for their current and future employment.

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

Apprentices benefit from helpful advice and guidance provided by the dedicated careers team at the university. They value highly the access to lifelong careers’ support they receive as university alumni. Apprentices are clear about their next steps. They feel well supported to make informed choices. Many apprentices secure new roles with their employer before the end of their studies

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

Apprentices feel safe and know how to report concerns or seek support. They benefit from counselling services and support, provided through the university wellbeing hub, which helps them to stay mentally healthy. They learn about bullying, harassment and sexual misconduct in the workplace. As a result, they feel confident to recognise and report these unwanted behaviours appropriately.

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better?

Leaders have designed an apprenticeship offer which aligns with local and national skills needs well. They use their role as an apprentice employer effectively to introduce new high quality local jobs for young people in Buckingham. They identified regional skills gaps in senior leadership and digital skills, which they meet through their level 7 apprenticeships.

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better?

Apprentices’ training is carefully sequenced so that learning builds on what they know and can do. Level 7 senior leader apprentices learn about business strategy. They then use this knowledge to consider strategic marketing and corporate 13 to 15 March 2024

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sustainability within their industry. Level 7 DTSS Apprentices learn how to build inclusive teams. They apply this learning effectively in the workplace and in their final projects, where they manage diverse teams.

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Staff work closely with employers to ensure they integrate on- and off-the-job training effectively. For example, tutors taught business administrator apprentices about social media early in their course, recognising the relevance of this to their roles. As a result, apprentices can practice and then apply their new learning in the workplace swiftly. Staff ensure that employers are well informed about apprentices’ progress and training. Employers use this information well to support apprentices to make rapid and positive progress.

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Expert tutors make sure classroom learning is engaging and relevant. They use their experiences and industry contacts highly effectively, to enrich the curriculum. For example, level 7 senior leader apprentices learn about running a business in Kenya. Tutors on level 3 business administrator skilfully guide apprentices through discussions of what it means to be a professional working within an education setting. As a result, apprentices are engaged, enthusiastic about their learning, and keen to attend training sessions. They remember what they learn well.

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Tutors ensure apprentices learn about and demonstrate British values effectively. Apprentices understand relevant legislation, such as data protection and employment law. They make sure projects do not include sensitive information and maintain corporate confidentiality. They describe the importance of mutual respect and tolerance confidently. They have respect for the views of others where they differ from their own. They learn about case studies from the public sector and large multi-national corporations. They benefit from guest speakers on neurodiversity. As a result, apprentices develop the knowledge they will need to live and work in a diverse and multi-cultural society.

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Staff have high expectations of apprentices’ behaviours, which are well understood by apprentices. As a result, apprentices attend online and face to face teaching sessions very well. They arrive to lessons on time and ready to work. However, a small number of apprentices, especially those in the first few months of their courses, struggle with the online portfolio system. They do not understand well enough how to use the system to capture evidence such as learning from off-the-job training, so do not use it. Consequently, these apprentices are not able to develop the habit of recording off-the-job learning in timely fashion.

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Staff work closely with apprentices, and their employers, to identify and understand the support they need. Apprentices with additional learning support needs have these needs met appropriately. For example, reasonable adjustments included extra time for exams and assessments, and the sharing of lecture notes in advance. As a result, apprentices with learning difficulties or disabilities progress well and achieve in line with their peers.

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Leaders and managers have worked highly effectively to ensure the smooth transition of level 7 DTSS apprentices from a previous provider. They have put in 13 to 15 March 2024

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place additional resource to support apprentices moving across e-portfolio evidence. They have appointed additional staff who carry out helpful progress reviews which now include employers. As a result, these apprentices are making good progress. Almost all are on track to achieve within the original planned timeframe.

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Leaders, managers and council members provide effective governance and oversight. They embed quality assurance cycles for apprenticeships well in the structures of the university. Where leaders identify areas for improvement, they act appropriately. For example, they have very recently introduced new staff roles in a centralised ‘hub’, to support the planned growth of apprenticeships. They have introduced new committee structures to focus on the quality of education for apprenticeships. However, many of these structures are new and have not yet had time to become fully embedded.

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Leaders have recently introduced a helpful system of peer teaching observations, which staff value. However, leaders have not yet implemented the planned training to accompany this initiative. As a result, most observations do not focus sufficiently on the learning that is taking place in the lesson. Leaders provide too many tutors with limited or no developmental feedback, and so staff who need support to develop their teaching practice are not sufficiently supported.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Strengthen the quality assurance of teaching practice to ensure that staff who need support to develop their teaching can be quickly identified and supported.  Continue to embed the new practices and structures to support apprenticeships.  Strengthen the early support for apprentices to ensure they all understand how to use the online systems for evidence gathering. 13 to 15 March 2024

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Provider details

Address Hunter Street Yeomanry House Buckingham Buckinghamshire MK18 1EG

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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 N/A 13 to 15 March 2024

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Information about this inspection

The inspection team was assisted by the apprenticeships 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 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

Viki Faulkner, lead inspector His Majesty's Inspector Simon Kent Ofsted Inspector Paul Addis Ofsted Inspector 13 to 15 March 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 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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