London Metropolitan University

Further education and skills inspection report

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Inspection of London Metropolitan University

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Overall effectiveness Good

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

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Information about this provider

London Metropolitan University commenced teaching the level 7 architect (integrated degree) apprenticeship standard in September 2021. The apprenticeship allows those who have completed a first degree in architecture to complete the next stages in their registration to become a fully qualified architect. Most apprentices work in small and medium-sized practices, and a few work in larger levy-paying businesses.

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Information about this provider

Apprentices follow a four-year apprenticeship with an additional six months to complete the end-point assessment. They attend the university one day a week during each semester. At the time of the inspection, there were 51 apprentices. 1 to 3 October 2024

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

Apprentices learn in calm and professional environments where they develop the technical knowledge, skills and behaviours needed to be successful architects. Throughout their programme, they build their confidence very well. They act with increasing autonomy at work and, for example, learn to take an adventurous approach to design. They perform a wide and complex range of tasks at their practice.

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

Apprentices are taught by expert lecturers, many of whom still work as architects. Apprentices demonstrate excellent professional conduct and curiosity about their work that is very well nurtured by their lecturers and employers. They develop very quickly the qualities they need to become an architect. For example, in training studios, they collaborate very effectively with each other and present their ideas clearly. They show high levels of respect for each other and are highly motivated to achieve. They receive good support at work and at university to manage the demands of work and study.

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

Apprentices benefit from an excellent personal development curriculum that covers a range of relevant topics such as equality and sexual harassment. They learn about a wide range of social issues. For example, through exploring the history of immigration, apprentices reflect on their perception of culture and fundamental British values, and develop their empathy for others. They receive expert guidance from lecturers and guest speakers on their career choices. Apprentices are very well prepared for the next steps in their career.

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

Apprentices have access to a wide range of services at the university. These include a gym, a counselling service, financial advice, and support if they have any specific learning difficulties. Apprentices know how to report any concerns they have and receive the help they need to maintain their well-being.

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better?

Leaders and managers, with professional bodies and employers, have designed a well-constructed curriculum. They have mapped the curriculum against the professional body requirements and make sure that apprentices progressively develop their knowledge and skills in architectural design, technology, practice, history and theory.

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better?

Leaders and managers work very well with employers so that employers understand the demands of the apprenticeship, and their responsibilities to apprentices. Leaders and managers check apprentices’ progress closely through frequent reviews with employers. This helps employers plan opportunities at work for apprentices to consolidate and further develop their knowledge, skills and behaviours. Consequently, apprentices make good progress. 1 to 3 October 2024

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Lecturers use a range of teaching strategies effectively to make sure that apprentices remember what they are taught and understand the social and policy contexts within which architects work. For example, lecturers present technical information clearly. They use questioning well to help apprentices understand and apply concepts and clarify any areas of misunderstanding. They make sure that apprentices have ample opportunities to use industry standard design tools.

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Employers value the contribution that apprentices make at their practice. For example, apprentices use their improved design skills to prepare planning applications. They use critical thinking skills to consider a range of issues such as site access and how to incorporate existing structures into their design. Over time, apprentices complete more complex tasks, moving on from drafting architectural drawings to working within a whole design team.

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Apprentices produce work of a good standard. For example, they produce well- written and illustrated plans for construction projects, using the industry standard planning framework. They produce high-quality scaled building models that represent good visual demonstration of their designs to clients.

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Staff refer apprentices with specific learning difficulties such as dyslexia for specialist support. Apprentices receive suitable support that meets their needs. For example, learning materials are given to them a day in advance to read and they receive additional time for assessments.

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Lecturers provide feedback on written assessments, which identifies well how apprentices can further improve their work. However, the quality of verbal feedback that lecturers give apprentices during practical work in studios varies too much and is not consistently good. A few lecturers do not establish a positive rapport with apprentices and their feedback does not provide the level of guidance that a few apprentices need.

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Senior leaders provide suitable oversight and scrutiny of the provision. They understand the key strengths and areas for improvement of the apprenticeship. Leaders and managers make sure that there are suitable mechanisms in place to assess the quality of the provision. For example, they have a well-established process for reviewing the curriculum model and content. They have adapted the curriculum well in response to, for example, feedback from apprentices. However, leaders and managers do not have sufficient insight into the quality of training or apprentices’ experiences in the studios. This means they are not aware enough of best practice to be shared, or when improvements need to be made.

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Safeguarding

The arrangements for safeguarding are effective. 1 to 3 October 2024

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What does the provider need to do to improve?

 Give apprentices consistently good-quality verbal feedback that helps them improve their work during practical training.  Evaluate the quality of training and apprentices’ experiences in the studios so that best practice can be identified and shared, and improvements made when needed. 1 to 3 October 2024

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Provider details

Address 166-220 Holloway Road London N7 8DB

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors - 1 to 3 October 2024

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Information about this inspection

The inspection team was assisted by the head of work based learning, policy and practice, 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

Jon Bowman, lead inspector His Majesty’s Inspector Errol Ince Ofsted Inspector 1 to 3 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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