The University of Law Limited

Further education and skills inspection report

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Inspection of The University of Law Limited

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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 Law Limited (the university) has campuses in London, Birmingham, Bristol, Leeds, Nottingham and Manchester, and an online campus. The university began teaching apprentices in 2018 and teaches the level 7 solicitor and the level 3 paralegal apprenticeship standards. Apprentices complete most of their training online.

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Information about this provider

At the time of the inspection, 1,191 apprentices were studying the level 7 solicitor apprenticeship and 51 were studying the level 3 paralegal apprenticeship. All apprentices were over 19 years old.

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

Apprentices have a positive attitude to their training. They routinely complete purposeful pre- and post-lecture activities and weekly assessment activities. Apprentices choose to attend weekly sessions or view the recordings. When apprentices attend lectures, they participate well, ask questions and join in discussions with their peers and lecturers. However, a few apprentices struggle with the volume and timing of online sessions. These apprentices miss social interaction with peers and the opportunity to seek clarity directly through questioning the lecturers. 11 to 14 June 2024

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Apprentices quickly gain new skills and knowledge and take on more responsibilities at work. Paralegal apprentices develop essential written and verbal communication skills which they use to good effect when dealing with clients. For example, they practise writing and presenting first-draft litigation contracts. Solicitor apprentices gain knowledge of property law and support clients who are buying and selling property. Apprentices quickly become confident, trusted, and valued employees.

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Solicitor apprentices develop their character and confidence during their time on their long and demanding programme. Paralegal apprentices are young adults who learn to work in a professional environment. They develop resilience and confidence remarkably quickly in the legal environment.

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Apprentices feel safe online and at work and know who to contact in case they need help or advice. They value learning about safeguarding in their professional environment, such as confidentiality requirements in the legal sector. Skills coaches make sure apprentices understand the risks associated with radicalisation and how to identify potential signs if someone has been influenced by those who hold extremist views. Apprentices show tolerance and respect to clients, colleagues and competitors when at work and in lessons.

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better?

Since the monitoring visit, leaders have taken effective actions to make sure the quality of training they offer continues to improve. Leaders have introduced suitable training for apprentice supervisors to make sure that they are involved in the planning, volume and type of work apprentices complete. Consequently, supervisors understand how all aspects of the training link to the essential skills which apprentices need to be successful in the legal sector. For example, apprentices develop their written and verbal communication skills when dealing with clients and a detailed understanding of legal terminology, such as advocacy and dispute resolution.

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better?

Leaders work well with employers and respond to their needs effectively. Leaders have thoughtfully planned alternative routes into the legal profession. For example, the solicitor apprenticeship offers three different entry points, to allow entrance for those without a degree or prior experience in law. The paralegal apprenticeship offers a lower-level entry point into the legal profession. Leaders have added extra training in mergers and acquisitions, immigration and personal injury law in response to employers’ feedback. Because of this, employers value the support they receive from the university.

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better?

Leaders and governors monitor the quality of the training they offer well. They use a range of activities such as lesson visits and feedback from apprentices and employers to identify trends, and they implement improvement activities where needed. Leaders identify any apprentices that require extra help through a highly effective weekly overview of apprentices’ participation and progress. Senior leaders 11 to 14 June 2024

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and governors have good oversight of the quality and impact of the training they offer.

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Lecturers and skills coaches are experienced barristers and solicitors. They use their expertise well to plan and teach sessions. They use real-life examples to help apprentices understand, retain, and recall knowledge effectively. For example, they clearly explain the right to light in gardens when discussing planning permission laws. In business law, they use case studies of well-known companies to explain the difference between private and public limited companies. Most apprentices find the sessions helpful.

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Leaders make sure that apprentices benefit from effective initial careers advice and guidance. Apprentices have career mentors at work and hold frequent discussions with skills coaches about the legal sector. Mentors provide apprentices with opportunities for secondment and advice about areas of interest for apprentices, for example about working in commercial law. Skills coaches and mentors make sure apprentices attend specialist workshops where apprentices develop their networks of colleagues and professional identity within the legal sector. However, apprentices do not receive impartial independent careers advice and guidance about their next steps when they complete their training.

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Lecturers and skills coaches use a range of assessment methods to identify and fill gaps in apprentices’ knowledge effectively. For example, lecturers set apprentices an assessment task to read court documents and then prepare and submit the argument they would make to a judge based on their findings. Apprentices receive helpful feedback on these activities, which prepares them for their final assessment. However, the quality of feedback on written assignments is too variable. Lecturers do not consistently make it clear to apprentices what they need to do to improve their work.

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Due to delays in the final assessment availability, the very few apprentices who were due to complete the level 7 apprenticeship in the previous year did not do so in a timely manner. This year, the vast majority of apprentices, including those who require extra help, have already completed their apprenticeships or are on track to do so. Over half of the apprentices on the level 7 solicitor route achieve first-class degrees, with the remainder achieving upper second-class degrees. Nearly all apprentices remain with their employers and are promoted to solicitors or associates.

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Leaders provide a good range of continuous professional development opportunities for staff. Lectures and coaches complete higher education teaching qualifications. They keep up to date with changes in practice by making frequent visits to law firms, attending sector webinars, and reading legal updates and case reviews. Skills coaches attend training on coaching, target-setting and conducting effective progress reviews. As a result, the quality of progress is good. Staff value the training and support they receive. 11 to 14 June 2024

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Governors contribute positively and provide effective challenge to the senior leadership team. They have a wide range of experience in law, finance and education, which they use effectively to ensure the quality of training continues to improve. Governors frequently speak with apprentices and employers and take effective actions based on their feedback. For example, governors make sure that university leaders recruit skills coaches promptly to support the increased number of apprentices starting the programmes. Because of this, apprentices and their supervisors feel well supported by their skills coaches in the workplace.

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Leaders care about their staff’s well-being. Staff can access well-being support packages such as face-to-face or online counselling, and mental health first aiders are available if needed. Staff feel confident to approach leaders with any well-being or workload issues. They are certain that leaders will take appropriate actions to support them. Staff appreciate the support they have, and most are proud to work for the university.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that apprentices have access to high-quality impartial careers advice and guidance.  Give feedback to apprentices that makes it clear how they can improve their work. 11 to 14 June 2024

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Provider details

Address 2 Bunhill Row, Moorgate London EC1Y 8HQ

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Provider details

Principal, CEO or equivalent Andrea Nollent

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Provider details

Provider type Further education in higher education

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 11 to 14 June 2024

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Information about this inspection

The inspection team was assisted by the national programme director, 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

Paul Manning, lead inspector His Majesty’s Inspector Christina Christou Ofsted Inspector Philida Schellekens Ofsted Inspector Pete Alston Ofsted Inspector Andrew Thompson Ofsted Inspector Ramin Narimani His Majesty’s Inspector Anne Tyrrell Ofsted Inspector 11 to 14 June 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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