University of Kent

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 Good

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Information about this provider

The University of Kent is a higher education institution based in Canterbury, Kent. They have campuses in Canterbury and Medway. The university has approximately 17,400 students studying a range of undergraduate degrees, postgraduate degrees and apprenticeships. They have been an apprenticeship provider since 2016. The university was last inspected in 2019. At that time, only apprenticeships up to level 5 were in scope.

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Information about this provider

At the time of the inspection, there were 1060 apprentices on apprenticeship standards from level 3 to level 7. All apprentices were aged 18 years of age or over and none were in receipt of high needs funding. Most apprentices study at level 6 or level 7. There were 560 business apprentices of whom almost half were on the professional economist apprenticeship. There were 318 apprentices on science- based apprenticeships, including research scientist, laboratory scientist, technician scientist and clinical trials specialist. Other apprentices were enrolled on the social worker, senior journalist, architect, policy officer and fundraiser apprenticeship standards. The university works with Runway Training who provide assessments for the very small number of apprentices who need level 2 functional skills qualifications in English and mathematics. 25 to 28 June 2024

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

Apprentices enjoy studying at the University of Kent. They display very positive attitudes to their learning. They attend taught sessions well. They quickly make up learning if they miss a session by reading around the topic. They value the opportunity to learn from teaching staff, who are well-qualified experts in their fields. Teaching staff use their experience skilfully to inspire apprentices and ignite their passion for learning. As a result, apprentices take great pride in their work, which they complete conscientiously. Most apprentices achieve high grades in their final assessments. Several apprentices achieve national recognition through apprenticeship awards.

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

Apprentices benefit from effective teaching, which helps them to learn new topics and concepts. Teaching staff present information clearly. They use questioning carefully to deepen apprentices’ learning and build their critical thinking skills. As a result, apprentices learn new knowledge, skills and behaviours swiftly, which they apply confidently in the workplace. Fundraising apprentices learn to think differently about working in the modern world. For example, introducing card machines to churches, reflecting the move to cashless living. Senior leader apprentices working in the NHS learn to deploy staff carefully to make sure that patient needs are met safely. Apprentices become increasingly competent in their job roles because of their studies. They use their skills well in the organisations they work for.

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

Apprentices develop their character, resilience and confidence quickly, because the curriculum is designed to build these traits. They attend helpful progress reviews that make sure they know how to improve and that keep them on track. They enjoy studying alongside colleagues who work in a range of different settings. This builds their understanding of diversity in the workplace. They respect the views of others, even when they differ from their own. Consequently, apprentices carefully build the professional values and traits they need for their current and future employment.

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

Apprentices feel safe. They know how to report concerns and seek support in the workplace or while studying at the university. They benefit from helpful training at the start of their programme, which makes sure they know how to keep themselves safe when working online. They recognise the signs of potential radicalisation. They know how to seek help confidently when colleagues or clients express extremist views.

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better?

Leaders have a clear vision and purpose for the apprenticeship training they provide. They work closely with employers and groups, such as chambers of commerce to identify local and regional needs. They use this information effectively to develop apprenticeship programmes that meet employer demand for specific jobs. For example, they introduced a level 7 architect apprenticeship, recognising the growing need for construction projects in the South East. They introduced science apprenticeships that meet the needs of businesses in a nearby innovation park. 25 to 28 June 2024

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Leaders design apprenticeships which meet the needs of adults returning to learning effectively. Apprentices benefit from a supportive introduction to academic writing and the study skills they need when learning at a higher level. Staff use the information about apprentices to adjust teaching appropriately, so apprentices do not repeat learning. Most apprentices who enrol stay on their programme and complete the apprenticeship successfully.

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Apprentices with special educational needs and/or disabilities receive support that ensures they can participate fully in their courses. For example, staff provide teaching materials in advance and use specialist software to create transcripts of videos for apprentices who are neurodiverse. Apprentices with hearing impairment are supported by notetakers and sign language experts, who make sure they are not disadvantaged in busy classrooms. As a result, apprentices with additional learning needs achieve their qualifications successfully and do so in line with their peers.

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Leaders and managers sequence training carefully so that learning builds on what apprentices know and can do. For example, technician scientists first learn about experimental principles and key terminology. They then apply this knowledge when working in the laboratory. Senior journalists study a law module near the start of their course. This ensures they quickly build their confidence to make well-informed decisions about possible legal challenges when writing a story.

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Staff work closely with employers to coordinate learning activities. As a result, most apprentices can quickly apply classroom learning to their workplace. For example, professional economists learn how to use software to analyse data before using it to create workplace reports. Most employers are fully involved in frequent, helpful progress reviews. They understand the progress their apprentices are making and know how to support them further.

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Lecturers and apprenticeship advisors provide apprentices with helpful feedback on their written and practical work. This makes sure they know what they have done well and how they can improve. Policy officer apprentices respond positively to comments about sentence structure and grammar. They improve the quality and presentation of their written work as a result. Social worker apprentices get useful feedback on case studies they present. This helps them to become increasingly competent in relation to professional skills and behaviours. As a result of the feedback they receive, apprentices improve the standard of their work over time.

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Apprentices enjoy strong support for their welfare. Apprenticeship advisors use progress reviews well to check on apprentices’ well-being. They recognise the challenges apprentices face in combining busy senior roles with study. They signpost efficiently to university services provided by the student services and well-being team. These services include counselling for apprentices who struggle with their mental health. Advisors work with teaching staff to adapt learning plans, where apprentices are falling behind due to busy work schedules. As a result, most apprentices can get back on track quickly. 25 to 28 June 2024

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Leaders and managers provide a wide range of careers advice and guidance services, which support apprentices with their next steps. The dedicated careers team offer one-to-one sessions and useful CV writing and interview skills workshops. Very few apprentices take up these opportunities. On several courses, staff ensure apprentices have a very clear understanding of the range of career options that are open to them at the end of their apprenticeship. However, this is inconsistent. Most apprentices know what they want to do at the end of their apprenticeship. Almost all stay with their employer. Many gain promotions during their studies or when they complete their apprenticeship.

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Leaders and managers understand well the strengths and weaknesses of their apprenticeship training. Where they identify improvements, they make adaptations swiftly. For example, they changed the duration of the chartered manager apprenticeship. This has led to better outcomes for apprentices. They have introduced a new pathway through the laboratory scientist standard to provide a progression route for technician scientists.

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Leaders do not have sufficient oversight of the progress apprentices are making on English and mathematics functional skills qualifications. Staff correctly identify the small number of apprentices who need qualifications in these subjects when they start. They direct apprentices to helpful learning resources, which they work through at their own pace. However, staff do not monitor engagement with these learning materials or provide tuition. Apprenticeship advisors do not set motivational targets or track progress during reviews. As a result, leaders do not know if apprentices are on track to achieve. Although apprentices do achieve their English and mathematics qualifications before their planned end date, most do not make the swift progress of which they are capable.

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Too many senior leader apprentices are making slow progress. Apprentices on the senior leader healthcare pathway have not benefitted from teaching which they could apply easily in their work setting. As a result, some employers on this pathway have become disengaged and are not able to support the apprentices effectively. Leaders have stopped recruitment and are teaching out this pathway. Too many apprentices who were part of a senior leader cohort that transferred from another provider are past their planned end date by a year or more. Leaders rightly recognise that they have been too slow to respond to this challenge. They have now implemented a process to reengage these apprentices and help them complete. The impact cannot yet be seen.

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Safeguarding

The arrangements for safeguarding are effective. 25 to 28 June 2024

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What does the provider need to do to improve?

 Support apprentices more effectively with their English and mathematics functional skills qualifications so that they make the swift progress of which they are capable.  Improve teaching and support for senior leader apprentices to make sure they can achieve.  Strengthen careers information advice and guidance to make sure apprentices are clear about the range of options open to them at the end of their apprenticeship. 25 to 28 June 2024

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Provider details

Address The Registry Canterbury Kent CT2 7NZ

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Provider details

Vice Chancellor Georgina Randsley de Moura

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 25 to 27 March 2019

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Provider details

Main subcontractors Runway Training 25 to 28 June 2024

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Information about this inspection

The inspection team was assisted by the apprenticeship compliance 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 Sara Woodward His Majesty’s Inspector Daniel Lewsey Ofsted Inspector Sam Hanmer Ofsted Inspector Pino Butler Ofsted Inspector Liz Greenhalgh Ofsted Inspector Fern Jest Ofsted Inspector 25 to 28 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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