University of Warwick

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 Not previously inspected

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Information about this provider

The University of Warwick is a higher education institution based in Coventry, West Midlands, with campuses in Coventry, Wellesbourne and London. It offers a range of apprenticeships at levels 6 and 7 in a variety of sectors and has been training apprentices since 2017.

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Information about this provider

At the time of the inspection, 1330 apprentices were in learning. Most apprentices study at level 6 with the largest numbers of apprentices in civil engineer, digital and technology solutions professional, product design and development engineer, and social work apprenticeships. At level 7, the largest apprenticeships are in the postgraduate engineer and advanced clinical practitioner apprenticeships. The university works with one subcontractor. 15 to 18 October 2024

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

Apprentices enjoy studying at the university. They describe how the highly academic culture has a positive impact on their attitudes and character. Manufacturing engineer apprentices gain confidence in their abilities, they can challenge their colleagues constructively and professionally.

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

Apprentices develop substantial new knowledge and skills over time. They use their new learning well in their places of work, and employers value this greatly. Apprentices contribute positively at work, often taking on additional responsibilities, such as managing colleagues or overseeing workplace projects. Many apprentices achieve promotion during their apprenticeship.

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

Apprentices’ attendance is good. They arrive promptly to their studies and show high levels of motivation; they participate in their training eagerly.

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

Apprentices benefit from strong employer support and their employers contribute actively to curriculum design. Apprentices develop cutting-edge skills that link well to the latest industry practices and techniques. Digital and technology solutions apprentices utilise the latest software architectures to produce error-free, understandable software code quickly and fluently.

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

Apprentices feel safe and know who to contact, both at work and at the university, if they need help or further support. They receive clear guidance on how to maintain their mental health and well-being. Apprentices manage their workloads well and ensure they maintain a healthy work-study balance.

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better?

Leaders have a clear rationale for the apprenticeships they offer. The training they offer aligns closely with local, regional, and national skills shortages. For example, they offer a range of manufacturing, engineering and health and social care apprenticeships. Leaders carefully consider the needs of employers when developing new apprenticeships. For example, electromechanical engineering staff co-develop bridging programmes to ensure that apprentices can start their studies with the advanced mathematical skills employers require.

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better?

Leaders and staff design and sequence their curriculums well. Apprentices build on their prior knowledge successfully; this supports them to understand more complex concepts. Lecturers re-cover important content frequently so that apprentices retain their knowledge in their long-term memory. Social work apprentices routinely revisit the teaching of the regulatory frameworks that govern working with children, young people, and vulnerable adults. This ensures that they can deliver safe and effective care that supports their clients effectively.

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better?

Most lecturers teach apprentices effectively. They use a range of assessment strategies to check apprentices’ learning. Digital and technology solutions lecturers 15 to 18 October 2024

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use live coding techniques that clearly highlight apprentices’ syntax errors, which serves to swiftly identify any misconceptions in their understanding. Through the teaching they receive, apprentices can link taught theory to its practical application within the workplace successfully.

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Lecturers support apprentices with additional learning needs effectively. Product design and development lecturers provide access to recorded lessons and well- adapted lesson materials. They routinely ensure that apprentices access specialised software tools that support them well in writing reports. As a result of the support they receive, apprentices with additional learning needs make similar progress to their peers.

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Lecturers ensure that apprentices continue to develop and deepen their English and mathematical skills effectively. Manufacturing engineering apprentices learn to develop their academic writing, reference correctly, and critically assess any newly taught content. Postgraduate engineer apprentices can handle complex numerical data, interpret it, and represent it graphically with ease and precision.

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Lecturers do not always provide apprentices with feedback that is of consistently high quality. In too many cases, feedback to apprentices does not clearly detail the actions they need to take to improve their future work. Similarly, too few lecturers check well enough whether apprentices act on their feedback. As a result, lecturers are not always clear whether apprentices have closed any gaps in their understanding.

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Leaders and staff closely monitor apprentices’ progress. For example, civil engineering apprentice tutors quickly identify those apprentices who are at risk of falling behind. They then work collaboratively with employers to give apprentices the support they need to catch up. As a result, apprentices who fall behind in their studies catch up quickly.

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Leaders do not always ensure that apprentices have sufficient understanding of the options available to them when they complete their apprenticeship. Too few level 6 apprentices are aware of the range of options for further study at level 7. Leaders have plans in place to better support apprentices with their career choices and next steps, but it is too early to assess the impact.

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Leaders manage their subcontracting arrangements well. They ensure that the quality of teaching and resources offered by their subcontractor are high. As a result, those apprentices who require English or mathematics qualifications as part of their apprenticeship achieve well, often in swift timeframes.

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Governing board members are well qualified and experienced to undertake their roles. Governors provide high levels of support and challenge to leaders, and they hold them to account fully. Governors, through their oversight and challenge, have been instrumental in supporting leaders to increase the quality of education apprentices receive. 15 to 18 October 2024

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Leaders manage the provision they offer well, and they take actions that lead to swift improvements. Through their actions, they have substantially increased the number of apprentices who successfully complete their apprenticeship.

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The standard of work apprentices produce is high, and apprentices achieve very well, with a significant number achieving high grades in both their degree and end- point assessment. Apprentices with special educational needs and/or disabilities achieve at least as well as their peers.

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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 quality and consistency of feedback apprentices receive on their work.  Improve the quality of careers education, information, advice and guidance apprentices receive. 15 to 18 October 2024

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Provider details

Address University House Coventry West Midlands CV4 8UW

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Provider details

Principal, CEO or equivalent Stuart Croft

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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 Apprenticeships Limited 15 to 18 October 2024

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Information about this inspection

The inspection team was assisted by the director of flexible and online learning, 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

Mark Parton, lead inspector His Majesty’s Inspector Rachel Clark His Majesty’s Inspector Helen Kinghorn Ofsted Inspector Gerri Nevin Ofsted Inspector Joel Dalhouse His Majesty’s Inspector Martin Ward His Majesty’s Inspector Nick Crombie His Majesty’s Inspector Helen Morgan His Majesty’s Inspector 15 to 18 October 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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