University of Cambridge

Further education and skills inspection report

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Inspection dates: 10 to 13 September 2024

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Apprenticeships Outstanding Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

University of Cambridge started offering apprenticeships in April 2019. At the time of the inspection, there were 164 apprentices studying level 7 courses. Seventy-six apprentices were studying the senior leader apprenticeship and 88 the architect (integrated degree) apprenticeship. All apprentices were adults.

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Information about this provider

Apprentices studying the senior leader apprenticeship worked for various police forces in England. Architecture apprentices worked in practices across the country. Leaders had taken the decision to stop offering the senior leader course. The remaining apprentices were at the final stages of their apprenticeship.

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Information about this provider

Leaders work with Runway Training to support the few apprentices requiring English and mathematics qualifications. There were no apprentices in receipt of high needs funding.

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Information about this provider

All apprentices attend extended blocks of residential training at the university as part of their apprenticeship. 10 to 13 September 2024

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

Apprentices are proud and feel privileged to study at the university. Many apprentices come from backgrounds where they are the first in their family to attend university. Apprentices value highly their training. They rarely miss sessions.

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

Apprentices benefit from the extensive networking opportunities academics and professional services staff provide. Apprentices relish the opportunity to attend formal dinners in their colleges. They discuss current topics in their field with high- profile guest speakers. Senior leader apprentices build professional networks. Apprentices become members of national bodies in specific areas of interest. These include professional standards, offender management and groups looking at violence against women and girls.

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

Apprentices demonstrate exemplary professional behaviours in their training sessions. Architecture apprentices develop the skills to work in multi-disciplinary project teams in their workplaces. Apprentices confidently liaise with other professionals. They develop their leadership skills in managing people and teams.

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

Apprentices develop high-level research skills. Apprentices value having their work critiqued and challenged by industry experts, academics and their peers. Apprentices are resilient and able to accept constructive criticism and reviews of their work. Many senior leader apprentices go on to publish their work in professional and peer- reviewed academic journals. They present their findings at conferences. In several cases, the findings of their research have directly influenced practice.

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

Apprentices gain an excellent understanding of the professional standards and ethics that apply to their professions. Architecture apprentices know the importance of working ethically. They know to design a built environment that is safe, gives equality of access and meets legal requirements. They consider providing sensory rooms in noisy arenas and facilities for guide dogs.

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

Apprentices feel safe during their studies. Apprentices gain a comprehensive awareness about the risks to themselves and wider society from those who have radical and extremist views.

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better?

Leaders, academics and professional services staff have exceptionally high expectations of apprentices. Academics have designed challenging and demanding senior leader and architecture courses. These courses have considerable academic rigour. Courses extend well beyond the apprenticeship standard to develop many additional skills and behaviours that apprentices will need to be successful in their careers. Apprentices from a wide range of backgrounds thrive in this environment.

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better?

Academics are experts in their subjects, with most undertaking current research. Academics enhance their courses by bringing in well-known sector experts as 10 to 13 September 2024

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visiting speakers. Academics use this expert subject knowledge and experience adeptly when planning and teaching topics to apprentices. Architecture academics give clear explanations to help apprentices understand the importance of considering the lifespan, fire and weather protection properties of cladding and curtain wall systems.

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Academics use a range of teaching approaches highly successfully to develop apprentices’ understanding. Senior leader teaching combines a lecture-style approach with individual supervision sessions effectively. This enables apprentices to skilfully make links between theory and practice. Architecture apprentices benefit from masterclasses on areas such as façade design, urban design and sustainable building. They practise applying what they have learned in group projects. Consequently, architect apprentices swiftly gain and retain the knowledge, skills and behaviours that they need to achieve professional recognition at the end of their course.

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Academics use assessment expertly to check apprentices’ understanding. Senior leader apprentices participate in rigorous debates about concepts such as the challenges in global policing. Academics check and correct any misconceptions the apprentices hold. Staff at the provider’s subcontractor thoroughly check apprentices’ existing knowledge in English and mathematics. They use this information to tailor learning and assessment materials to apprentices’ specific development requirements.

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Apprentices benefit from extensive, incisive feedback from academics, employers and their peers. Apprentices swiftly improve their written work. They avoid making the same errors over time. Academics support and challenge apprentices to produce work of a consistently high standard, with many apprentices achieving exceptionally high standards. Architecture apprentices use bespoke building information modelling software skilfully to support the construction detailing of their design schemes. Apprentices quickly complete increasingly complex project briefs and scheme designs. Consequently, employers are confident to give apprentices challenging projects. They give them additional responsibilities in the workplace.

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Apprentices develop their English and mathematics skills for work highly effectively during their training. Architecture apprentices adeptly use equations to calculate the structural strength and heat loss coefficient of various design choices. Senior leader apprentices use a variety of statistical methods and know how to interpret these accurately. Apprentices present and disseminate their findings in a clear and concise manner.

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Apprentices achieve very good results. Most apprentices complete their courses. Most senior leader apprentices receive distinctions in their final assessments. Of those senior leader apprentices who do not achieve their final assessments, most achieve the level 7 qualification included as part of the course. Most apprentices who sit their functional skills qualifications pass these. Leaders do not always ensure that apprentices prioritise their English and mathematics studies so that they can achieve swiftly. 10 to 13 September 2024

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Leaders have long-established, highly effective partnerships with employers. Senior leader academics work closely with the relevant police forces to ensure that the focus on evidence-based policing meets their senior staff development needs. Academics work closely with their small and medium-sized architecture employers through employer consultation events and progress reviews. Effective progress reviews ensure that the architecture apprentices apply their learning at work and fully reflect on their development.

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Apprentices are supported by academics and professional services staff skilfully. Apprentices with a range of additional learning needs receive the support they need. Those with dyslexia receive specialist help with their research and proofreading. They make excellent progress through their demanding courses.

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Apprentices receive highly relevant and effective information and guidance about the potential next steps in their career and longer-term aspirations. Architecture apprentices consider the types of projects that they could work on in the future. They discuss different types of practices where they could work. Architecture apprentices complete a career appraisal as part of their course. As a result, apprentices are very well prepared for their next steps in the profession. Many senior leader apprentices receive promotion either during or after the course.

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Most academics undertake a range of useful activities to develop their subject knowledge and teaching skills. Architecture academics attend a range of internal and external networks and forums that discuss and review best practice in teaching architecture.

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Those responsible for governance have adopted an effective, targeted, risk-based approach. They give strong challenge to leaders. Governors have ensured that leaders have improved the communication between the workplace mentors and the university academics and professional services staff. Architecture employers are invited to the critique sessions when apprentices present their work.

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Safeguarding

The arrangements for safeguarding are effective. 10 to 13 September 2024

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Provider details

Address Vice Chancellor’s Office, University Offices The Old Schools Cambridge CB2 1TN

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Provider details

Principal, CEO or equivalent Professor Deborah Prentice

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Runway Training Limited 10 to 13 September 2024

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Information about this inspection

The inspection team was assisted by the Director of Cambridge Institute of Continuing 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

Georgina Ager, lead inspector His Majesty’s Inspector Philip Elliott Ofsted Inspector Ann Minton Ofsted Inspector Malcolm Fraser His Majesty’s Inspector Lynda Brown Ofsted Inspector 10 to 13 September 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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