University of Westminster

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

University of Westminster is a large university based in the London boroughs of Westminster and Brent. Its main campus is on Regent Street in Central London, with other campuses in Fitzrovia, Marylebone and Harrow.

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Information about this provider

The university teaches a wide range of higher education programmes, including undergraduate and postgraduate degrees, as well as degree apprenticeships. Only the degree apprenticeships were in scope for this inspection. The University offers apprenticeships at levels 4, 6, and 7 to 650 apprentices. Most apprentices are on either the level 6 chartered surveyor or level 6 healthcare science practitioner apprenticeship. The university works with two subcontractors; one teaching apprentices English and mathematics and the other delivering construction specific certifications. 11 to 14 November 2024

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

Apprentices develop the knowledge and skills they need to pass their apprenticeship and become valued members of their team at work. Staff work closely with employers to make sure that the content of the courses is current and relevant to their sector. This contributes to apprentices understanding the responsibilities they take on in their jobs.

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

Apprentices quickly improve their confidence and resilience while studying. This is because lecturers teach apprentices the foundation knowledge and skills they need to support them in the workplace. In healthcare science, lecturers ensure that apprentices have a good understanding of the science underpinning laboratory tests. This supports apprentices to become confident at work when requesting tests to be done on specimens, or when discussing their work with colleagues. Chartered surveyor apprentices learn how, through the careful selection of building materials, they can have a positive impact on sustainable development goals in their workplace.

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

Apprentices find the requirements of the training demanding. They appreciate the support they receive from their lecturers and skills coaches, which encourages them to stay on programme and complete their apprenticeship. They learn how to study effectively and use a wide range of learning materials available to them online. They reflect comprehensively on their work and record with precision what they have learned. Apprentices enjoy the opportunity to discuss what they learn with each other when they attend university. They feel safe while at university and know who to contact if they have any concerns.

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better?

Leaders and managers have worked effectively with employers to offer a range of apprenticeships that meet local and national skills needs, as well as capitalising on the expertise of the university. They have ensured that the apprenticeships they offer align with the vision and mission of the university, particularly around social mobility and integrating knowledge with practice.

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better?

Staff have developed their courses so that apprentices learn the knowledge and skills they need in a logical order, progressing in complexity throughout their studies. For example, in the level 7 town planning apprenticeship lecturers teach apprentices about key pieces of planning legislation before teaching how to apply them. Initially, apprentices use the knowledge gained when dealing with simple planning administration. As their knowledge develops, apprentices support colleagues with planning appeals and then ultimately have their own caseload of routine planning applications to manage.

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better?

Lecturers use effective strategies to engage apprentices in their studies. They use group work effectively to help apprentices apply what they have learned. They check 11 to 14 November 2024

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that apprentices have understood topics by using interactive polls or questions well before moving on to the next topic. They make sure apprentices can apply what they have learned to workplace scenarios.

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Lecturers plan and use assessments effectively and draw extensively on what apprentices are doing in the workplace. This helps to make the content of the apprenticeship relevant to both apprentices and employers. In healthcare science, apprentices will work on up-to-date industry-standard equipment similar to what they will use in their workplace. Apprentices on surveying courses have access to testing facilities so that they can learn and test the properties of materials that they would see on construction sites.

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Most apprentices achieve their apprenticeship. Leaders and managers have worked very effectively to increase substantially the proportion of apprentices who pass. Managers have put in place increased support for apprentices to help them prepare effectively for their final examinations. Most apprentices who complete the level 4 apprenticeship move to a level 6 apprenticeship at the university. Most apprentices achieve their degree. However, on the level 6 chartered surveyor, too few apprentices achieve their apprenticeship due to the time between completing their degree and being able to apply for their end-point assessment.

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Staff support apprentices with special educational needs and/or disabilities well. They make sure that apprentices with mobility problems can access classrooms and specialist teaching spaces. Apprentices who are neurodiverse benefit from having lesson resources in advance. Lecturers suitably adjust assessments, such as allowing submission of video recorded rather than written assignments. This helps apprentices to feel supported while on their apprenticeship and results in them achieving in line with the rest of the group.

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Staff at the university encourage apprentices to participate in activities that will help them develop as individuals. This has resulted in surveying apprentices becoming involved in charity work with a London council to provide housing for residents. Healthcare science apprentices have visited schools to give talks on being an apprentice and a biomedical scientist. In addition, apprentices have also set up an apprenticeship football team and now take part in matches with other teams at the university.

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Apprentices benefit from a range of effective careers support. Staff from the university’s academic schools and apprenticeship skills coaches provide subject- related career guidance. Staff provide town planning apprentices with details of the breadth of careers open to them once they qualify. Staff in healthcare science provide apprentices with information about the different roles in the NHS and the responsibilities associated with each of the job bands. However, a few apprentices on levels 4 and 6 surveying apprenticeships are not aware of the options open to them once they have achieved their qualification.

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Apprentices’ line managers meet frequently with skills coaches and their apprentice as part of their progress reviews. Employers value these meetings and prioritise 11 to 14 November 2024

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attending them as it helps them make sure that apprentices are make good progress with their course. It also allows employers to make sure that apprentices are exposed to a range of different activities in the workplace depending on the module they are studying at university. This results in some health science apprentices rotating through different laboratories as they progress through their course.

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Apprenticeship board members have a good overview of the quality of provision. They challenge and hold leaders and managers to account effectively for the quality of the provision. Board members have challenged managers on apprentices’ low attendance which has started to improve but is still not where staff want it to be.

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Leaders and managers have a good overview of the quality of education. They frequently complete evaluate the quality of lecturing and training and identify areas that lecturers need to develop. Leaders and managers have introduced a range of continuous professional development to support lecturers to improve their teaching.

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Leaders and managers have had limited success in improving the achievement rates for the very small proportion of apprentices who need to complete qualifications in English and mathematics. Since the new provider monitoring visit, they have set up a subcontracting arrangement with a training provider which is starting to have a positive impact. It is too early to determine whether leaders’ actions are having an impact on the proportion of apprentices passing English and mathematics qualifications.

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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 achieve their English and mathematics qualifications.  Increase the proportion of level 6 Chartered Surveyor apprentices who achieve their apprenticeship. 11 to 14 November 2024

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Provider details

Address 309 Regent Street London W1B 2UW

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Provider details

Principal, CEO or equivalent Peter Bonfield

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Provider details

Date of previous inspection Not previously inspected

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Main subcontractors

Runway Training Citrus Training 11 to 14 November 2024

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Information about this inspection

The inspection team was assisted by the Director of Business Engagement, 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

Steve Lambert, lead inspector His Majesty’s Inspector Ramin Narimani His Majesty’s Inspector Susan Dawson Ofsted Inspector Mark Care His Majesty’s Inspector Rhys Davies 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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