University of Lincoln

Further education and skills inspection report

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Outstanding Apprenticeships Good Overall effectiveness at previous inspection Good

p.1

Information about this provider

Leaders offer apprenticeship training at levels 3 to 7 across a broad range of courses, such as health, nursing, social work, management, and food and drink manufacturing.

p.1

Information about this provider

At the time of inspection, there were 938 apprentices. Most apprentices study at levels 5 to 7, with high numbers of apprentices studying the level 6 registered nurse, the level 6 social worker, and the level 5 nursing associate. The remaining 122 apprentices study at levels 3 to 4 on courses such as the level 3 food technologist, the level 3 supply chain practitioner, and the level 4 hygiene specialist. Almost all apprentices are aged 18 and over, apart from six who are aged under 18.

p.1

Information about this provider

Since the previous inspection, leaders have taken planned steps to significantly reduce their adult education budget (AEB) funded courses. At the time of inspection, there were just two remaining learners on AEB courses. Leaders have recently introduced Skills Bootcamps in food manufacturing excellence, food safety and compliance, and vocational training and development. There were 78 learners on Skills Bootcamp courses.

p.1

Information about this provider

There are two main sites where apprentices can study. The university’s Brayford Pool campus and the National Centre of Food Manufacturing (NCFM) in Holbeach. Skills Bootcamp courses are taught at the NCFM. 9 to 12 April 2024

p.1

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

Apprentices and learners are enthusiastic about their studies. Their lecturers and tutors are experts in their fields. They use their knowledge to enrich the curriculum and make it relevant. Apprentices and learners are highly satisfied with their training.

p.2

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

Leaders use their well-established links with employers and key sector bodies to shape the curriculum. For example, feedback from service users informs the course content on level 6 social worker. As a result, the curriculum aligns closely with the relevant models of practice, such as signs of safety and the strength-based approach.

p.2

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

Apprentices and learners acquire substantial new knowledge and skills. This adds value to their organisations and secures their positive destinations. Level 6 food industry technical professional apprentices have an in-depth understanding of the impact of nutritional analysis. Skills Bootcamp training helps learners gain the skills they need to take on additional responsibilities or move into promoted roles.

p.2

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

Many apprentices undertake wider experiences that build their confidence. For example, level 7 academic professional apprentices support the council to conduct research to explore cultural differences within Lincolnshire. Learners who undertake Skills Bootcamps feel more confident about their future job roles.

p.2

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

Apprentices and learners rightly value the inclusive culture at the university. They benefit greatly from a safe and very nurturing learning environment. Tutors conduct well-being checks and make adjustments to accommodate any personal challenges.

p.2

better?

Leaders know their sectors, employers, and the regions they serve very well. They use this knowledge to ensure the curriculum aligns closely with local, regional, and national employment demands. Employers, industry groups, and local enterprise partnerships rightly hold leaders in very high regard for the way they work with them.

p.2

better?

Leaders provide an ambitious curriculum. They plan courses that raise aspirations and support social mobility for the region. Managers work with local trusts and community partners to plan health courses, such as the level 5 nursing associate. This provides training opportunities for local people, who would not otherwise have been able to pursue this career path. Leaders design Skills Bootcamp courses that successfully upskill employed adults in priority sectors, such as food manufacturing, and leadership and management.

p.2

better?

In most cases, the courses are well thought out and logically sequenced to progressively build knowledge and skills. Level 3 supply chain apprentices study a series of inter-woven themes that build from basic to more complex, including 9 to 12 April 2024

p.2

3

customer service, reputational risks, and professional relationship management. Level 3 food technologist apprentices learn first the importance of food safety management to ensure that they have the fundamentals to work safely in the sector.

p.3

3

On apprenticeships, starting points are not always used well to inform how learning takes place. Leaders and tutors use score cards prior to courses starting and within the interview process. However, this information is not always subsequently used to plan individual training plans and set personalised goals. In most cases, on- and off-the-job training is well coordinated in conjunction with employers. Most line managers or workplace mentors attend reviews and are consequently well-informed about apprentices’ training and progress. Employers of apprentices on health-related apprenticeship courses find reviews difficult to attend due to their frontline roles within the NHS. Programme leads provide support that keeps these employers informed about training. Leaders acknowledge that this approach could be further improved. There are appropriate quality improvement actions in place.

p.3

3

Lecturers and tutors effectively use a wide range of teaching and learning strategies to help apprentices and learners master key concepts. They plan activities that develop, apply and test learning at an appropriately demanding level. Level 7 academic professional lecturers use seminars, tutorials, and group activities to help apprentices understand fundamental aspects of teaching practice. On the level 4 food safety and compliance Skills Bootcamp, tutors use diagrams well to illustrate the key principles of food contamination.

p.3

3

Lecturers and tutors promote the correct use of technical and professional language very well, within both teaching and assessment feedback. For example, registered nurse lecturers give tips for how to recognise words based on their prefix or endings. This helps apprentices to demystify complex medical terms.

p.3

3

Arrangements for apprentices or learners with additional needs are very effective. The student well-being team compiles precise personal, academic and student support plans. These outline extra support needs clearly, such as extra time, provision of handouts in advance, and access to session recordings.

p.3

3

In most cases, assessment is used well to check and deepen understanding. During food technology practical activities, tutors seek constant verbal feedback to test apprentices’ understanding, and recap frequently to reinforce learning. Supply chain lecturers use professional discussions to check apprentices understand the range of legislation that affects their practice. On Skills Bootcamps, tutors use multiple choice tests to check understanding thoroughly and help learners retain what they learn. However, in a very small number of cases, lecturers and tutors do not always check thoroughly that apprentices have a secure understanding of topics.

p.3

3

Achievement is exceptional across all milestone outcomes for Skills Bootcamp courses. Employers speak very positively about how Skills Bootcamp training upskills their workforce. For example, staff gain a better understanding of how to drive continuous improvement in food manufacturing factories. 9 to 12 April 2024

p.3

4

Apprentices produce work of a high standard due to the high-quality developmental feedback they receive. End of course assessment results are good, and on a few courses, such as level 6 social worker and level 3 supply chain, the proportion of distinction grades is excellent. Overall achievement is good, and an improving trend due to improvements in retention.

p.4

4

Leaders ensure the curriculum provides wider learning opportunities relevant to the different industry sectors. Level 3 food technologist apprentices learn about indicators and risks related to modern-day slavery. Nursing lecturers discuss and challenge apprentices’ pre-conceptions around digital poverty in relation to patients.

p.4

4

For the very few younger apprentices, personal tutors support them to develop their awareness of pertinent personal development topics. For example, apprentices learn about county lines, which is a risk in the area they travel to for their studies.

p.4

4

Personal tutors provide useful impartial careers information, advice, and guidance during reviews. They talk to apprentices about their aspirations and next steps. In several cases, apprentices benefit from sessions with employers, visits from alumni and careers development activities. Most apprentices know and understand what their future career opportunities are and how they would pursue them. Learners describe the Skills Bootcamps as a great opportunity to prepare for future career progression within their companies. They feel well equipped to move into promoted roles.

p.4

4

Leaders follow a well-structured approach to oversee the quality of provision. Within each school, they complete an annual schedule of curriculum health checks, audits, and peer reviews. Heads of school work with the central team to accurately identify strengths and areas for development. They jointly put in place swift and appropriate actions that secure improvement, for example improvements in retention. Leaders rightly recognise where further work is needed, such as the consistent quality of reviews and use of initial assessment.

p.4

4

Governors have relevant backgrounds and experience. They attend termly meetings where they scrutinise information about progress, employer satisfaction and safeguarding. Governors present effective challenge to leaders on areas for improvement.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Ensure information about apprentices’ starting points is consistently used effectively to inform how learning takes place.  Continue current work to ensure employers on health-related apprenticeship courses are well-informed about apprentices’ training and progress. 9 to 12 April 2024

p.4

5

 Make sure all lecturers and tutors use assessment to check for secure understanding of topics. 9 to 12 April 2024

p.5

Provider details

Address Vice Chancellors Office Brayford Pool Lincoln Lincolnshire LN6 7TS

p.6

Provider details

Principal, CEO or equivalent Professor Neal Juster

p.6

Provider details

Provider type Higher Education Institutions

p.6

Provider details

Date of previous inspection 16 and 17 January 2018

p.6

Provider details

Main subcontractors None 9 to 12 April 2024

p.6

Information about this inspection

The inspection team was assisted by the director of apprenticeships, 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.

p.7

Inspection team

Vicki Locke, lead inspector His Majesty’s Inspector Emma Woods His Majesty’s Inspector Karen Green Ofsted Inspector Kevin Williams Ofsted Inspector Ann Minton Ofsted Inspector Jon Barker Ofsted Inspector 9 to 12 April 2024

p.7

8

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.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8