University of Hertfordshire

Further education and skills inspection report

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Inspection of University of Hertfordshire

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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 Requires improvement

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Information about this provider

The university offers apprenticeships at levels 5 to 7 in healthcare, digital, engineering and leadership and management. The university provides training at level 5 for 106 nursing associate (NMC 2018) apprentices. Most apprentices study level 6 apprenticeship standards. These include 99 chartered manager (degree), 99 registered nurse (NMC 2018), 89 occupational therapist, 62 product design and development engineer (degree), 59 embedded electronic systems design and development engineer (degree) and 28 digital and technology solutions professional apprentices. There are 97 apprentices on the level 7 senior leader apprenticeship programme. The remaining apprentices study the control systems engineer (degree), advanced clinical practitioner (integrated degree), construction site management (degree) and healthcare science practitioner (integrated degree) standards.

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Information about this provider

There are no apprentices in receipt of high-needs funding, and the university does not work with subcontractors. 7 to 10 May 2024

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

Apprentices value highly the pastoral and practical support expertly given by their lecturers and employer liaison tutors. Nursing associate apprentices receive effective skills support. Apprentices develop their ability to use more complex language in their writing. As a result, they are now able to better articulate their arguments and produce formal documents, such as employer quarterly reports. Apprentices with learning difficulties and/or disabilities receive the support and adjustments they need from their lecturers, employer liaison tutors and specialist staff to be successful in their courses.

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

Apprentices work collaboratively and share their knowledge and experience from their different workplaces. Nursing associate apprentices who work in mental health settings share their knowledge with their peers. They talk about how to escalate patient’s mental health concerns effectively. Apprentices know the importance of giving others a voice while having their thoughts and opinions heard. Embedded electronic and system design and development engineer apprentices listen attentively to others’ views in meetings. They allow everyone present to play an active part in the discussions. As a result, apprentices learn from each other, as well as developing teamworking skills.

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

Apprentices demonstrate highly positive attitudes towards their studies and their job roles. Rates of attendance at training sessions are high. Apprentices develop character and confidence through their studies at the university. They become more reflective and resilient to challenges, change and setbacks. Level 7 senior leader apprentices gain the confidence to talk to senior executives using specialist academic terminology. They can lead teams more effectively, because of their studies.

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

Apprentices understand and appreciate the importance of treating people with respect and valuing individual differences. Chartered management apprentices in the sports sector understand the national equality standard for sport and how this relates to their workplaces. They develop sports activities in their local community for those with disabilities. Nursing associate apprentices show high levels of respect in the workplace. They understand the importance of patient consent and the duty of candour. They ensure that they use patients’ preferred pronouns when communicating with them.

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

Apprentices feel safe while at university and in their workplaces. Chartered management apprentices working in the sports sector undertake specific training on lone working. As a result, they understand that it is best to meet new clients in an open and busy environment. Apprentices ensure that colleagues know their plans for each day, including their location. 7 to 10 May 2024

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better?

Since the previous inspection, leaders have prioritised making improvements to their apprenticeship courses. Leaders and managers have strengthened their oversight of the quality of their courses. Lecturers, managers and leaders now closely monitor the progress of apprentices. Lecturers and employer liaison tutors frequently identify those apprentices at risk of not achieving their final assessments. Academic staff ensure that they act when apprentices fall behind. As a result, most apprentices complete and achieve their apprenticeships. Most apprentices who complete their apprenticeships gain merit or distinction grades where these are available.

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better?

Leaders work collaboratively with stakeholders in the region to ensure that their apprenticeship courses contribute to meeting the skills needs of the region. Leaders and managers have worked with local education partners effectively. They have ensured that there are links between the level 3 courses offered at partners and the levels 5 and 6 apprenticeships in areas such as occupational therapy and nursing associate. Leaders have worked effectively with local health partners to plan new healthcare apprenticeships in radiotherapy and speech and language therapy. In response to employer feedback, lecturers on the nursing associate standard adapted their teaching approach. They now place more emphasis on teaching about academic research in this area. This has helped apprentices to be better prepared for their evidence-based modules.

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better?

Managers and academic staff ensure that they skilfully plan their teaching so that apprentices quickly improve their knowledge and skills. Occupational therapy apprentices’ study human anatomy early in their courses. They then apply this knowledge when ensuring that assistive equipment is correctly measured or adjusted. They ensure that a walking aid is level with the patient’s proximal wrist crease. Nursing associate apprentices are first taught about physiology and blood pressure. In their second year, apprentices use this knowledge to complete modified early warning score assessments. This helps them plan care for patients effectively.

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better?

Lecturers use a wide range of interesting simulations, laboratory-based work, scenarios, projects and case studies. This ensures that apprentices practise applying their new knowledge. Lecturers in embedded electronic systems design and development engineer classes use practical laboratory-based work to reinforce theoretical learning. They practise applying the new knowledge they have gained. Nursing associate lecturers use virtual patients to simulate the different health conditions that apprentices may meet. As a result, apprentices quickly gain confidence in applying their new knowledge and skills in their workplaces.

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better?

Lecturers frequently check apprentices’ understanding of new concepts. This ensures that apprentices improve their knowledge, skills and behaviours. In embedded electronic systems design and development engineer sessions, lecturers use an online tool to assess the whole group’s understanding and ability to carry out calculations. Lecturers identify and correct any misunderstandings, such as apprentices forgetting to use the minus operator. 7 to 10 May 2024

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Most apprentices receive frequent useful feedback that helps them to improve the quality of their written and practical work. Most apprentices are clear on the specific actions they can take to improve their work in the future. However, in a few courses, the quality of feedback given to apprentices on their written and practical work is not specific enough to ensure that these apprentices know how to improve.

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Apprentices receive very good levels of support in their workplaces. University and employer staff work closely together to ensure that on- and off-the-job training is carefully coordinated. As a result, apprentices further develop their new knowledge, skills and behaviours in the workplace.

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In a few instances, the coordination of workplace activity apprentices undertake is not effective when associate nurse apprentices attend placements outside of their usual employer. Managers do not ensure that supervisors in these placements understand the range of tasks nursing associate apprentices can undertake. Consequently, nursing associates on these external placements do not experience a wide enough range of activities.

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Apprentices develop their higher-level English and mathematical skills while on their courses. Level 7 senior leader apprentices become more confident in interpreting large data sets, financial information and budgeting. Apprentices apply these wider skills with fluency and competency in their places of work. Occupational therapy apprentices become confident and competent in writing detailed proposals for the care of clients. Nursing associate apprentices fluently use the numeracy skills they need in their roles. They learn how to measure the circumference of legs for anti- embolism stockings to prevent thrombosis in patients with reduced mobility.

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Leaders and managers have ensured that lecturers and employer liaison tutors receive high-quality professional development. This ensures that academic staff maintain their technical expertise and continue to develop their teaching practice. Lecturers undertake teaching qualifications. Academic staff in the school of health and social work attend conferences and undertake research in the pedagogy of teaching simulations. As a result, teaching is of a good quality. Most apprentices value their training and the expertise of their lecturers and employer liaison tutors.

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Leaders and trainers now take effective actions to ensure that most apprentices understand the wider career options available to them on completion of their courses. Apprentices know the further study options they can take after completing their apprenticeships. Academic staff support apprentices to prepare for job applications. They help apprentices to write their curriculum vitae. Most apprentices remain in work or gain promotion because of the completion of their apprenticeship course.

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Since the previous inspection, leaders have improved the quality of management information they present to governors. Consequently, governors have a good understanding of the strengths and areas for improvement in the apprenticeship 7 to 10 May 2024

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provision. Governors give effective challenge to leaders in areas where outcomes are not yet high, such as the senior leader apprenticeship.

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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 information provided to workplace supervisors who oversee nursing associate apprentices while on work experience outside of their usual workplaces. Apprentices would benefit from undertaking a wider range of relevant high-quality activities so they can apply their learning to unfamiliar environments.  Improve the quality of feedback given to apprentices in the few areas where this is not yet consistently of a high standard. Apprentices must know what they need to do to improve the standard of their work. 7 to 10 May 2024

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Provider details

Address Hatfield Campus College Lane Hatfield Hertfordshire AL10 9AB

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Provider details

Principal, CEO or equivalent Quintin McKellar

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Provider details

Dates of previous inspection 4 to 7 October 2022

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Provider details

Main subcontractors N/A 7 to 10 May 2024

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Information about this inspection

The inspection team was assisted by the associate director academic quality assurance, 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

Georgina Ager, lead inspector His Majesty’s Inspector Alan Winchcombe Ofsted Inspector Chris Bealey Ofsted Inspector Gerri Nevin Ofsted Inspector Darren James-Mitchell Ofsted Inspector Mark Parton His Majesty’s Inspector 7 to 10 May 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 looked after children, safeguarding and child protection.

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