University of Wolverhampton

University of Wolverhampton Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Helen Morgan, His Majesty’s Inspector

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Inspection dates: 30 and 31 October 2024

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Type of provider: Higher Education Institution

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Address:

Wulfruna Street, Wolverhampton, West Midlands, WV1 1LY Monitoring visit: University of Wolverhampton, 30 and 31 October 2024

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Context and focus of visit

The University of Wolverhampton was inspected in January 2024. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

The University of Wolverhampton is a higher education institution based in the West Midlands. At the time of the visit, there were 734 apprentices in learning. Most apprentices were studying level 6 apprenticeships. The largest number of apprentices were studying on level 6 construction quantity surveyor, level 6 civil engineer, level 6 building control surveyor, level 6 occupational therapist, level 5 nursing associate and level 7 senior leader apprenticeships. There were no apprentices under the age of 18. The university uses one subcontractor.

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Significant progress

Leaders have worked to rapidly improve the involvement of employers and in improving apprentice retention. Where apprentices are at risk of falling behind or of withdrawing from their training, skills coaches and employers work together to put in place plans to support apprentices to get back on track in their studies. Leaders have reduced the number of apprentices leaving their apprenticeship early. Leaders have identified, through their quality processes, areas of improvement. They consider helpful actions that will lead to improvements. Leaders frequently monitor the impact of these actions through learner feedback, reviews, analysis of information and observations of teaching. As a result, there has been a substantial increase in the number of apprentices successfully achieving their apprenticeship. Leaders have identified the reasons that previously led to lower apprentice achievement. They have put plans in place to improve apprentices’ retention, as well

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Significant progress

as prioritising regular monitoring of attendance, submission of work and development of skills. Leaders provide programme managers with more detailed and up-to-date information to support them with monitoring. As a result, leaders and managers are better able to identify apprentices at risk of failing to achieve and respond more rapidly. Monitoring visit: University of Wolverhampton, 30 and 31 October 2024 Leaders have worked closely with employers to support changes made to their apprenticeships. They have developed additional training to support the understanding and success of apprentices at their end-point assessment and have the agreement of employers to release apprentices from work for this additional training. Leaders have detailed and effective reporting processes in place to ensure areas of improvement are agreed and monitored. They have created quality working groups to track progress and improvements across faculties, to share best practice. The

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Significant progress

apprenticeship leadership team have the flexibility to make changes during the apprenticeship and ratify them later at governance board. As a result, leaders make swift improvements to their apprenticeships.

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Reasonable progress

Since the previous inspection, leaders have increased their focus on using the apprentices’ starting points to plan teaching. Apprentices complete an assessment of their initial skills and knowledge, including their vocational English and mathematical skills. Skills coaches discuss the assessments of starting points with apprentices and their employers to ensure these are accurately measured. Leaders recognise prior learning of apprentices during the start of their apprenticeship. In level 6 civil engineering, apprentices often have qualifications that exempt them from part of the academic study. Leaders and skills coaches work with employers to ensure that apprentices continue to demonstrate and develop their skills within the workplace. Apprentices are able to practise the knowledge, skills and behaviours they need to be successful in their apprenticeship. Skills coaches work with apprentices with additional learning needs within tripartite

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Reasonable progress

reviews, including their employers, to establish the support that they may need during their studies. They provide individualised support for apprentices and ensure that they have the additional time for assessments that they need, to make effective progress. Skills coaches frequently review apprentices’ progress from their starting points, during their tripartite reviews. Apprentices recognise the progress they are making in their studies. Employers help identify areas for apprentices to continue to develop their skills, both academically and within the workplace. Apprentices and employers value these activities in securing the development of their knowledge, skills and behaviours over time. Monitoring visit: University of Wolverhampton, 30 and 31 October 2024

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Reasonable progress

Leaders have revised their approaches to tripartite reviews and place a higher focus on employers’ attendance and on monitoring of apprentices’ progress. They have redesigned the tripartite review to better analyse the progress apprentices are making in their academic work and in the workplace and to identify areas for development. Leaders have worked to develop their relationship with employers and involve them further in apprentices’ learning. Employers value the information they receive, both during reviews and at meetings, to monitor apprentices’ progress. Employers value the ability to contribute towards the planning of apprentices’ skills development. In most faculties, leaders arrange frequent employer forums, bringing together employers within specific apprenticeships. They have produced a comprehensive employer handbook to specify the requirements of each apprenticeship. Leaders ensure that employers understand their apprentices’ training and their responsibilities

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Reasonable progress

to support apprentices with on- and off-the-job training, time to complete assessments, evidence gathering, and end-point assessment preparation. As a result, employers are better informed and prepared to support their apprentices during their apprenticeship. Skills coaches work closely with employers and apprentices to plan workplace activities that help apprentices to close gaps in their skills and develop new skills. For example, in level 7 senior leader, line managers provide staff working in the NHS with shadowing opportunities in finance and marketing that are not presently part of their day-to-day roles. In level 6 occupational therapist, employers arrange for apprentices to take part in shadowing days to observe different parts of the service and attend national conferences to support their development.

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Reasonable progress

Leaders ensure that lecturers have targeted training to improve the quality of the written feedback that apprentices receive. They have implemented feedback forms, that direct lecturers to specify the areas in which apprentices can improve their work. Leaders check the quality of feedback within regular quality monitoring activities to ensure consistency. Apprentices receive feedback that supports them to improve the quality of their work.

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Reasonable progress

Lecturers give feedback to apprentices that helps them understand how to develop their ideas and knowledge. Lecturers and apprentices discuss feedback during review Monitoring visit: University of Wolverhampton, 30 and 31 October 2024 meetings and individual support sessions to ensure that apprentices know what they must do to improve their work.

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Reasonable progress

Many lecturers ensure that the knowledge, skills and behaviours within apprenticeships are directly linked to assessment feedback. Where this occurs, apprentices are able to see the extent to which their understanding meets the criteria needed. Skills coaches discuss this within tripartite reviews so that employers also understand how they can support apprentices to develop their knowledge and skills. As result, apprentices now have a much clearer understanding of how their academic studies are supporting them to develop the skills they need to be successful in their apprenticeship.

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Reasonable progress

Level 6 occupational therapist apprentices apply the feedback they receive to improving their workplace practice. Apprentices and their employers identify how apprentices’ written workplace reports significantly improved in terms of both writing skills and content, as a direct result of the learning and feedback they had received. Monitoring visit: University of Wolverhampton, 30 and 31 October 2024 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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