University of Hull

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 Provision for learners with high needs Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

The University of Hull began offering apprenticeships in September 2016 and provides programmes predominantly in the health and social work sectors. At the time of the inspection, there were 270 apprentices studying a range of standards from level 5 to level 7. All 70 level 5 apprentices were studying the nursing associate standard. There were 182 apprentices studying at level 6, with 93 on the registered nurse standard, 59 on the social work standard, 25 on the operating department practitioner standard and five on the supply chain leadership standard. There were 37 apprentices studying the level 7 advanced clinical practitioner standard. The remaining apprentices were studying on programmes that are being phased out by the university. 12 to 15 March 2024

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

Apprentices have high levels of motivation and are keen to support each other to succeed. They work very well together in small groups, acquiring team-working and communication skills that they use and develop further at work.

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

Apprentices benefit from studying curriculums that are highly relevant to their work and that are co-designed by regulatory or chartered bodies. The level 5 nursing associate, level 6 registered nurse and level 6 social worker programmes have the standards of registered bodies embedded into the learning aims of the curriculum. As a result, apprentices are able to develop relevant workplace professional behaviours and values.

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

Apprentices increase their confidence significantly during their programme. Employers are very pleased with the curiosity, emotional intelligence and independence that apprentices develop and then apply in the workplace. For example, level 6 supply chain leadership apprentices carefully and skilfully negotiate with suppliers when compiling complex business plans to meet productivity targets for their employer.

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

Most apprentices develop their understanding about health and well-being as part of the well-contextualised discussions that they have with their lecturer during progress reviews. For example, level 5 nursing associate apprentices are aware of the risks of unhealthy lifestyles such as poor diet, alcohol abuse and smoking, as they see the direct impact in their job roles. However, apprentices on the level 6 social work standard do not see the relevance of what they are taught in stand-alone, disconnected personal development sessions that are specifically about British values.

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

Apprentices feel safe on campus and know to whom they should report any concerns. For example, apprentices on the level 5 nursing associate standard value the input from the police, who highlight local risks to them during guest lectures. They cover topics such as drink spiking and provide apprentices with personal alarms. Level 6 supply chain leadership apprentices develop their knowledge of how to protect themselves and others. They implement risk assessments for their own staff, such as when visiting houses in different communities, and are aware of other risks that staff may encounter, such as modern slavery and human trafficking.

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better?

Leaders have a clear strategy to provide high-quality apprenticeships for the health and social work sector. They work closely with NHS and hospital trusts to gain an understanding of the specific needs in health and social work-related roles that align clearly to the NHS Long Term Workforce Plan. Leaders attend working groups across the region to help shape their provision. As a result, the current curriculum offer helps to address skills gaps and recruitment shortages in health and social work- related sectors. Leaders also have productive working relationships with a local 12 to 15 March 2024

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further education college. They have co-designed level 3 paramedic modules that provide a clear pathway into the paramedic science programme at the university as there is a growing need for such roles.

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Since the last inspection, leaders have taken decisive action to improve the quality of apprenticeship provision. They now have a more thorough and consistent approach to improving the quality of apprenticeships through activities such as visiting lessons, talking to apprentices about their experience, conducting work scrutiny and peer assessments of programme areas. They use these activities to inform training and professional development sessions for staff to improve the quality of their teaching. Consequently, the quality of teaching is better and apprenticeship achievement has improved considerably. Many apprentices pass their apprenticeship with merit or distinction grades and also achieve first-class and upper second-class degrees.

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Programme directors consult frequently with employers about the content and structure of apprenticeships to ensure that each programme meets employer needs. For example, leaders brought forward the teaching of accounting on the level 6 supply chain apprenticeship as employers had identified that apprentices needed to learn skills in accounting earlier. These employers are highly satisfied with course content and the positive impact that apprenticeship training has on their business.

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Leaders provide staff with a wide range of useful and effective professional development, training and research opportunities. They ensure that staff keep their practice up to date by encouraging and supporting them to maintain roles in clinical settings such as social work, midwifery and nursing. Many staff undertake research or write articles for journals and other publications related to their specialism. Apprentices value the fact that lecturers are well-qualified vocational specialists. Lecturers’ expertise and use of relevant examples from their work help apprentices to understand complex topics and remember more.

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Programme directors sequence the curriculum well to enable most apprentices to develop significant new knowledge, skills and behaviours quickly. Apprentices develop a thorough understanding of the theories that they are taught. For example, level 5 nursing associate apprentices first learn the underpinning theory behind infection control and working to a professional framework before being taught the practical skills needed for critical and acute patient care. However, on the level 6 registered nursing and operating department practitioner standard, apprentices occasionally complete practical training without the chance to consolidate their theoretical knowledge first.

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Staff provide effective support for apprentices with additional learning needs. They release learning material before lectures for apprentices who struggle to comprehend information solely from the sessions that they attend. This allows these apprentices the time that they need to digest complex information. Staff also allocate extra time at the end of lectures so apprentices can ask specific questions that they may find useful to support their learning. 12 to 15 March 2024

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Lecturers use a wide range of effective teaching techniques that help apprentices to learn and remember more. For example, they use adapted song lyrics and musical rap to reinforce key concepts related to immunology that apprentices will subsequently use at work. Lecturers also use a range of assessment methods, including written assignments, portfolios and workplace observations to ensure that apprentices have a secure grasp of the course content. These methods enable apprentices to show what they know in a variety of different ways. Staff provide constructive and useful feedback that clearly identifies the areas that apprentices need to improve, such as how to structure academic arguments more persuasively. As a result, apprentices produce work of a high standard.

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Staff plan and deliver an effective careers programme to meet the individual needs of apprentices. The ‘Student Futures’ programme focuses on career development, career management and self-development within each subject area. Apprentices use an on-line platform called ‘Handshake’ that is specifically designed for them. The platform contains relevant literature and resources, and enables apprentices to book careers appointments. As a result, apprentices are well informed of a wide range of career opportunities open to them.

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Governors have appropriate levels of experience and have good oversight of the apprenticeship provision. Where there are gaps in governors’ specialisms, leaders appoint temporary consultants to support, challenge and further develop the oversight of their provision.

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While leaders have taken many actions to address the weaknesses identified from the previous inspection, they do not have access to enough information to improve the quality of provision further. It is not easy to separate much of the information that leaders hold about people enrolled at the university to identify those who are apprentices. Therefore, leaders cannot swiftly or easily access performance data on aspects such as attendance, destinations and the proportion of apprentices who achieve high grades that they could use to enhance the quality of provision.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that all level 6 apprenticeship programmes are sequenced appropriately so apprentices can consolidate their theoretical understanding before completing practical training.  Improve the way that apprentices on the level 6 social work programme are taught about life in modern Britain to ensure that they can see the relevance of what they learn and its application to their jobs.  Improve the quality of information that leaders receive, including data on attendance, achievement and destinations, so leaders can more clearly identify any areas of concern and make improvements. 12 to 15 March 2024

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Provider details

Principal, CEO or equivalent Professor Dave Petley

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 19 to 22 October 2021

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Provider details

Main subcontractors N/A 12 to 15 March 2024

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Information about this inspection

The inspection team was assisted by the pro-vice chancellor (education), 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

Ian Frear, lead inspector His Majesty’s Inspector Andrea Shepherd His Majesty’s Inspector Sarah Reynolds-Golding Ofsted Inspector Anne Tyrrell Ofsted Inspector Louise Povey Ofsted Inspector Charles Searle Ofsted Inspector 12 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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