University of Central Lancashire

Further education and skills inspection report

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Inspection of University of Central Lancashire

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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 Central Lancashire (UCLAN) is a higher education institution based in Preston, Lancashire. It has two campuses offering apprenticeship provision, in Preston and Burnley. UCLAN subcontract to three subcontractors. Training 2000 provides courses in functional skills English and mathematics, and The Chief Constables of Cumbria and Lancashire co-deliver the level 6 police constable degree apprenticeship for their respective police forces.

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Information about this provider

At the time of the inspection, there were 1,912 apprentices studying across 30 apprenticeships at levels 4 to 7. Most apprentices study at level 6, with 1,246 apprentices studying 21 apprenticeships. The largest level 6 apprenticeships are registered nurse, social worker, chartered manager, chartered surveyor and police constable. At level 4, 48 apprentices study the orthodontic therapist apprenticeship. At level 5, 339 apprentices study assistant practitioner (health), nursing associate and technician scientist apprenticeships. At level 7, 279 apprentices study advanced clinical practitioner, district nurse, solicitor, senior leader and community nurse specialist practitioner apprenticeships. 5 to 8 November 2024

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

Leaders’ focus is to increase social mobility and widen participation for people in Lancashire. The apprenticeship route at UCLAN supports this. The Burnley campus provides valuable higher education opportunities for residents in East Lancashire. Many apprentices return to study after a long period, sometimes following a poor educational experience in the past. Apprentice educators and academics ensure that apprentices are very well supported to engage with higher education.

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

Apprentices benefit from high-quality training facilities, equipment and resources that facilitate effective learning opportunities. In health, apprentices work in simulated environments such as an ambulance, birthing suite and operating theatre, so they are well prepared for working in different settings. In the school of law and policing, apprentices practise their skills in the moot courtroom and the advice and resolutions centre. This helps apprentices to practise their skills in a safe space alongside qualified health and law professionals. Apprentices learn from their mistakes and become more confident in their own abilities.

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

Apprentices are considerate, respectful and appreciative of each other’s differences and views. Nursing associate apprentices talk about caring for drug users and challenging stereotypes of colleagues who demonstrate unconscious bias. They highlight the need for care, dignity and compassion for all patients.

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

Apprentices feel safe. They benefit from university training on safeguarding and the ‘Prevent’ duty. Apprentices relate their learning on safety to their jobs at work. Social worker and solicitor apprentices learn about the threats that their vulnerable service users may face, such as financial exploitation. Digital technology solutions apprentices are acutely aware of the threat of data breaches and cyber-attacks. They use this knowledge to keep themselves, others and their workplaces safe.

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better?

Leaders offer apprenticeships that closely align with the local and regional skills needs. They sit on a variety of boards and steering groups to provide themselves with the intelligence required to ensure that their apprenticeships feed into strategic workforce planning in the locality. Apprenticeships in nursing and health-related occupations fill the skills gaps in healthcare, which is the largest employer in the area. Social work apprenticeships support local authorities to fill their many vacancies for social workers.

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better?

Leaders and academics plan the content and teaching of their apprenticeships effectively to help apprentices learn the knowledge required in small steps. Chartered manager apprentices learn about operational strategy in business early in the apprenticeship. This helps them to understand their workplaces better before they decide on a research project linked to their employer’s business. Apprentices build on their knowledge before they put it into practice at university and at work. 5 to 8 November 2024

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In a few apprenticeships, such as level 6 chartered surveyor and level 6 chartered manager, leaders have not planned the structure of the apprenticeship well enough to ensure that apprentices complete their final assessments and achieve. Many of these apprentices leave the apprenticeship early once they have achieved their degree and do not return for their final assessments. Leaders in the school of business have responded by preparing for final assessments earlier in the apprenticeship. There has been a significant increase in achievement on the level 6 chartered manager apprenticeship in the last academic year. Leaders plan to roll this process out to the few other apprenticeships in the school of engineering and computing where achievement remains stubbornly low.

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Staff are highly qualified and experienced in their vocational sectors. Several are dual professionals. Many academics who teach the social worker apprenticeship still work in the sector and are mental health practitioners. In health, staff have extensive clinical experience and skills that they draw on to help apprentices develop healthcare terminology and knowledge. Academics are often members and fellows in professional organisations. Many publish and participate in academic research, such as academics in computing who are active in research on artificial intelligence, cyber and data analysis. Apprentices and employers highly value this expertise.

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Most academics use a range of teaching methods effectively to support apprentices’ learning. They use examples of their own practice to bring learning to life. Social work academics use presentation, exposition and discussion to help apprentices understand the exploitation of children and young people. Academics in surveying use demonstrations to explore different materials and showcase the use of a borescope to identify cavity walls. In a few cases, academics do not check that apprentices understand the topic being taught before they move on. In these cases, apprentices struggle to keep up with the pace of learning.

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Apprentices with special educational needs and/or disabilities (SEND) are very well supported to ensure that barriers to learning are removed. Many apprentices with SEND were undiagnosed before they began their apprenticeship. Apprentices with dyslexia benefit from laptops with specific software to assist with reading and writing. They use voice recording devices to enable them to record their assignments and to keep notes for later reference. These apprentices benefit greatly from this support. Most achieve their apprenticeships.

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Academics provide apprentices with helpful and constructive feedback on their work. Apprentices know what they have done well and what they need to do to improve their work to a higher standard. Level 6 chartered surveyor apprentices use this feedback to write at a higher academic level with increased professional terminology. Advanced clinical practitioner apprentices use feedback on the need to expand on ‘did not attend’ rates for patient appointments to analyse the impact and variance across regions. This results in more detailed workplace-focused research that employers find beneficial to increase productivity and make savings.

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Apprentices become valued members of their employers’ businesses. Manufacturing engineering apprentices use engineering simulation software and learn valuable 5 to 8 November 2024

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computer-aided drawing skills. Advanced clinical practitioner apprentices specialising in mental health carry out neurological and physical observations so they can differentiate between the side effects of medication and cognitive impairment. Solicitor apprentices learn how to communicate effectively with people when preparing their wills. Employers value the skills that apprentices bring to their businesses.

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Apprentices have access to a wide range of university activities and events. There are examples of apprentices’ involvement in activities such as charity events, sports and membership of societies. However, although the offer at the university is broad, leaders do not track apprentices’ participation, and many apprentices do not access these opportunities.

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Leaders do not have a good enough oversight of the quality, or management, of functional skills English and mathematics qualifications at the subcontractor. Apprentices who do not pass their examination on their first attempt are not supported well enough to continue with their learning. There is often a significant waiting time before they can begin the next course to build on their knowledge. This delays apprentices’ achievement, and apprentices struggle to remember their prior learning.

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Leaders and governors identify areas of weakness and put appropriate actions in place for improvement. Governors support and challenge leaders to continue to improve their offer and the quality of apprenticeships. This includes the new process for earlier preparation for final assessments, which has had a significant impact on the school of business. Further improvements such as bringing three smaller apprenticeships in engineering under one professional engineer pathway are still too new for the impact to be seen.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Increase the proportion of apprentices who complete their final assessments and achieve their apprenticeships in the school of engineering and computing.  Ensure that functional skills English and mathematics qualifications are planned and taught appropriately so that apprentices develop their skills and achieve their qualifications.  Increase the proportion of apprentices who take part in events or activities that widen their knowledge and interests. 5 to 8 November 2024

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Provider details

Address Adelphi Building Preston Lancashire PR1 2HE

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Provider details

Principal, CEO or equivalent Graham Baldwin

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 5 to 8 March 2019

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Provider details

Main subcontractors Training 2000 The Chief Constable of Cumbria The Chief Constable of Lancashire 5 to 8 November 2024

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Information about this inspection

The inspection team was assisted by the head of apprenticeship quality, 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

Ruth Stammers, lead inspector His Majesty’s Inspector Zoe Ibbotson His Majesty’s Inspector Sarah Lonsdale His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector Liz Greenhalgh Ofsted Inspector Alastair Mollon His Majesty’s Inspector 5 to 8 November 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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