University of Portsmouth

Further education and skills inspection report

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Inspection dates: 11 to 14 November 2024

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Overall effectiveness Good

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

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Information about this provider

University of Portsmouth is a higher education institution based in Portsmouth, Hampshire. Leaders and staff at the university started teaching degree apprenticeships in 2016, alongside established undergraduate and postgraduate degrees. The university has recently started to provide Skills Bootcamps for adults.

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Information about this provider

At the time of the inspection, there were 791 apprentices and 10 adults in learning. Of these, 171 apprentices were studying level 6 chartered surveyor, 107 apprentices were studying level 6 civil engineering, 67 apprentices were studying level 7 senior leader, 61 apprentices were studying level 6 chartered manager, 56 apprentices were studying level 7 architecture and 30 apprentices were studying level 6 healthcare science practitioner. The remaining apprentices studied on a range of other apprenticeships, such as space systems engineer, biomedical science and architecture assistant.

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Information about this provider

All apprentices were aged over 18 years old. There were 10 adult learners on a Skills Bootcamp in creative management. Most apprentices attend the university, except those studying level 7 in public administration, which is taught remotely. The university works with one subcontractor, Fareport Training, which teaches functional skills qualifications for the small number of apprentices who need them. 11 to 14 November 2024

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

Apprentices and adult learners value their training. Consequently, they attend very well. They recognise the skills they develop positively influence their career ambitions. Apprentices and adult learners benefit from highly accomplished and knowledgeable academics who use their industrial expertise skilfully to relate their teaching to professional practice. Apprentices and learners are enthusiastic and enjoy their training.

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

Apprentices and adult learners develop the working methods and talents essential to their professions. Adult learners grow their creative reputations successfully, improve their business opportunities, gain new clients and the ability to deal with challenging customers. Chartered surveyor apprentices can write crucial professional reports. Adult learners develop their business online presence, and apprentices complete technical tasks in industry effectively.

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

Adult learners studying a Skills Bootcamp in creative management benefit from the strong professional networks and positive partnerships leaders have established. Learners hear from leaders in the creative sector who share their experiences and inspiring journeys and help learners reflect on their own strengths, areas they can improve and ambitions. Learners highly value the contribution industry experts have towards their learning.

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

Apprentices are confident in the workplace as a consequence of their learning. Apprentices learn in well-equipped laboratories and skills simulation suites where they enjoy practical demonstrations and rehearse skills in a controlled environment. Apprentices learn to link theory and practice successfully and present themselves confidently and professionally in the workplace.

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

Apprentices know how to work safely and adopt safe working practices in learning and the workplace. For example, apprentices studying biomedical science are clear about the risks and the correct procedures to follow when they work with hazardous materials. Apprentices feel safe and know with whom to raise any concerns if they arise.

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better?

Leaders have a clear ambition to offer qualifications that meet predominantly local and regional skills gaps. They offer degree apprenticeships that support employers who require their employees to have higher-level skills. They also offer opportunities for local adults to develop the skills they need to improve their business prospects in the creative sector. Leaders work closely with stakeholders to ensure that the qualifications they teach meet the requirements of the organisations they serve and their employees.

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better?

Academics sequence the courses logically so that learning builds on what learners and apprentices know and can do. For example, architectural assistants learn the 11 to 14 November 2024

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fundamentals of drawing and model making before they relate this learning to producing architectural plans on technical software. Apprentices studying public administration learn about strategic planning before they use this knowledge in practice to plan elections or improve adult services, advice and guidance. Apprentices develop and master the required abilities over time.

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Academics use a range of teaching strategies and resources, which enhance the learning experience of learners and apprentices well. They use questioning techniques effectively to recap, reinforce and extend apprentices’ knowledge and understanding. Apprentices studying architectural associate critique each other’s assignment planning to enhance their analysis and evaluative ability. Academics help apprentices to develop their specialist abilities quickly in highly technical areas. This includes an operating theatre set up with fully functioning industry-standard anaesthetics machines and a dedicated space and robotics laboratory. As a result, apprentices are very confident in using their new skills at work.

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Most apprentices achieve a successful academic outcome that is valued within the sectors they work. However, a minority of apprentices do not value or are motivated to complete the final apprenticeship assessment and achieve the full apprenticeship. Leaders have implemented actions to improve apprentices’ attitudes towards the full apprenticeship. Apprentices who have recently started the apprenticeship recognise the benefit of achieving the full apprenticeship, but it is too early to see the full impact of these interventions.

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Employers highly value the training their employees receive. Leaders have worked closely with highly prestigious employers to integrate on- and off-the-job training effectively and design and deliver specialist apprenticeships, such as space systems engineer. Leaders and managers work with employers to review the apprenticeships to make sure they remain current and continue to meet their business needs. Apprentices quickly become highly valued members of their organisations.

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Most employers take part in frequent helpful reviews with their employees and work- based tutors. Consequently, they know the progress their apprentices make and how best to support them in the workplace. Healthcare and biomedical science employers provide apprentices with opportunities to shadow colleagues in different disciplines to expand their employees’ experience. Employers value the effect apprentices have on their organisations. The vast majority of apprentices stay with their employer at the end of their training. Many gain promotion as a result of their apprenticeship.

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Staff have not made sure apprentices and adult learners are clear about all course expectations from the outset. Leaders do not inform adult learners early enough in their training of the targets they need to achieve on Skills Bootcamps. Apprentices are not fully aware of the course structure and assessment requirements towards the end of the apprenticeship. Leaders do not plan and monitor this aspect of the programme effectively enough to ensure apprentices achieve within the time expected. 11 to 14 November 2024

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Academic staff are highly supportive and inclusive in their approach to those who wish to study at the university. Leaders have put in place clear systems to identify the additional learning needs of apprentices and adult learners with special educational needs and/or disabilities. Specialist staff in the disability advice centre use this knowledge to implement effective support plans and reasonable adjustments that mitigate barriers to learning. Apprentices and learners value the individualised support they receive from university staff.

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Leaders have not made sure all adult learners are clear about the risks of radicalisation and extremism. They have provided appropriate information online that is available for all students, including those studying on Skills Bootcamps. However, adult learners’ appreciation of these risks and how to access support if required is not fully established. Most apprentices know how to stay safe from local, national and online risks.

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Leaders provide apprentices and adult learners with effective guidance and support for their career aspirations. Apprentices and adult learners benefit from sector specialists who share their experience and sector insights. Adult Learners benefit from mentors who help them develop their creative networks and obtain wider professional opportunities. Leaders have successfully achieved accreditation for their degree apprenticeships with the relevant professional and regulatory bodies. Apprentices and learners know the opportunities open to them upon completion of their training.

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Leaders have implemented a successful partnership with Fareport Training to teach English and mathematics to the small number of apprentices who need to achieve qualifications in these subjects. They have worked closely with the subcontractor to structure how it teaches English and mathematics to meet the apprentices’ needs. These subjects are now taught effectively at the start of the apprenticeship. As a result, apprentices build their skills swiftly and achieve their qualifications in good time.

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Leaders benefit from highly experienced governors who are ambitious for all apprentices and learners. Governors have oversight of the whole student body at the university and recognise the transformational effect apprenticeships have on individuals’ lives. Governors ensure leaders meet their statutory responsibilities.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Inform adult learners about the risks of radicalisation and extremism and how to access support if required.  Provide apprentices and adult learners on all courses with clear information about the expectations of their studies from the start. 11 to 14 November 2024

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 Identify the causes of some apprentices’ lack of motivation to complete their final assessments and implement actions so that a high proportion do so. 11 to 14 November 2024

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Provider details

Address University House Winston Churchill Avenue Portsmouth Hampshire PO1 2UP

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Provider details

Principal, CEO or equivalent Graham Galbraith

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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 Fareport Training 11 to 14 November 2024

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Information about this inspection

The inspection team was assisted by the deputy academic registrar, 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

Richard Kirkham, lead inspector His Majesty’s Inspector Viki Faulkner His Majesty’s Inspector David Baber Ofsted Inspector Karen Squire Ofsted Inspector Helen Kinghorn Ofsted Inspector Ann Potterton Ofsted Inspector 11 to 14 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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