Loughborough University

Further education and skills inspection report

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Inspection dates: 12 to 15 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 Education programmes for young people Good Adult learning programmes Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

Loughborough University is a higher education institution based on one campus. At the time of the inspection, there were 248 apprentices enrolled, 124 were studying on the level 7 senior leader, 111 on level 7 systems engineer and 13 on level 7 infrastructure asset management apprenticeship. All apprentices were aged 19 years and over. There were 115 learners enrolled on the level 3 foundation diploma in art and design. Eighty-nine of these learners were aged 16 to 19 years and 26 were aged 19 years and over. One learner was under 18 years of age. The university works with a subcontractor to provide functional skills English and mathematics to apprentices. 12 to 15 November 2024

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

Apprentices and learners develop in confidence and mindset through the steps staff take during their programmes. Adult learners returning to education re-engage with a passion for creativity. Staff encourage learners to take risks and learn from their mistakes. This helps to build learners’ independence, confidence, resilience and problem-solving skills. Apprentices on the senior leader apprenticeship use their new knowledge and skills to offer professional challenge in the workplace and to present proposals, many of which their managers accept and implement. They share their insights with fellow professionals when chairing panels and presenting at conferences.

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

Staff set clear expectations for apprentices’ and learners’ behaviour and conduct. Learners on level 3 foundation diploma in art and design work with their tutors to devise ‘guiding principles’ that lay out expectations clearly from the start of their studies. This successfully creates a sense of community and shared purpose. On apprenticeships, staff take care to ensure apprentices understand the rigour and commitment of their apprenticeship. Apprentices value the time staff spend with them to help them consider their work–life balance and the capacity at work to attend training sessions. Most apprentices and learners attend their courses very well. However, a very few learners on level 3 foundation diploma in art and design do not attend well at their sessions and do not arrive on time.

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

Staff prepare apprentices and learners well for their future studies and employment. Learners on level 3 foundation diploma in art and design take part in activities and projects, through which they gain valuable experience working in the creative sector and apply their learning in practice. Learners can access content on professional etiquette in the workplace, including how to respond to sexual harassment, disclose a disability and stay calm under pressure. However, leaders recognise the need to promote these opportunities more effectively to apprentices.

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

Apprentices and learners feel safe and know what to do if they have any concerns. Learners on level 3 foundation diploma in art and design know how to look out for their peers during studies, while in university accommodation and in the wider community. They appreciate the presence of on-site wardens. Tutors talk to young learners about relevant topics such as drink spiking, sexual violence and other potential risks on nights out.

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

Staff check on apprentices’ and learners’ mental health and well-being frequently in one-to-ones and progress reviews. They signpost them to access support on matters such as relationships and financial health through the university’s support services.

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better?

Leaders and managers work closely with employers to respond to their business needs. They introduced the systems engineer apprenticeship in response to the industry need in engineering to train apprentices in an integrated approach to 12 to 15 November 2024

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engineering. Staff benefit from working with industry advisory boards where employers provide advice on teaching and research to ensure that apprenticeships are current and reflect the needs of industry.

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Leaders and tutors on the level 3 foundation diploma in art and design work with schools in local communities to encourage recruitment from the most deprived areas. Through the Creative Futures Project, staff invite teachers and pupils from schools in disadvantaged areas to work alongside their technical team. Staff teach workshops in modelmaking, ceramics, screen-printing and digital stitching.

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Staff carefully plan and sequence their curriculums to help learners and apprentices progressively develop their knowledge and skills. On level 3 foundation diploma in art and design, learners master basic artistic principles and techniques before they begin experimenting with the new skills and techniques they have learned through a process of individual projects. Learners undertake a series of group projects in the first few weeks of their course that focus on developing their drawing and sketching skills and experimentation with the basic design principles of form and shape.

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Lecturers teach complex new concepts effectively to apprentices. On the systems engineer apprenticeship, lecturers describe the differences between random variables, decision variables and output variables. They embed relevant videos, for example in aviation, to help apprentices grasp key concepts such as load factor and V-n diagrams. Lecturers use step-by-step diagrams and explanations followed by practice for topics such as casual loop diagrams, which help apprentices to understand by reinforcing concepts through relevant learning activities.

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Foundation art tutors use a range of effective strategies to help learners develop skills of critical analysis of their own and others’ work. In whole-group discussions, they encourage learners to problem-solve and find solutions to achieve the next stages of their designs. Where the outcomes do not work as effectively as planned, tutors identify what learners have learned and how they can improve. Tutors provide frequent feedback, which helps learners to further enhance their artistic skills and critical thinking.

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Apprentices and learners apply their new learning successfully. Apprentices become more confident in their roles and quickly become valuable employees at work. In mechatronics, apprentices learn about engines and braking systems. This links to ways they embed control systems in their job roles with employers such as Network Rail.

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Most learners on level 3 foundation diploma in art and design achieve their qualification and progress to undergraduate courses in related subjects either at Loughborough University or other higher education providers.

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Most apprentices who complete their apprenticeship achieve their qualification, and high numbers achieve distinction grades. Leaders have a good understanding of previous issues with apprentices leaving their programmes early. They have analysed the reasons for this and put interventions in place such as improved 12 to 15 November 2024

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onboarding arrangements, which resulted in a higher number of apprentices remaining on their programmes. Leaders and managers recognise the need to reduce further the number of apprentices who leave their apprenticeships early.

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Staff plan helpful careers advice and guidance, which is well matched to learners’ and apprentices’ age and career status. Apprentices discuss their future ambitions with their line managers and workplace mentors. They can access appointments with careers advisers and book coaching sessions to help them prepare for interviews. Learners on level 3 foundation diploma in art and design attend sessions with industry specialists and receive personalised guidance through one-to-one sessions, alongside support with university applications. However, learners on the level 3 foundation diploma in art and design do not receive sufficient information on wider alternative options such as the emerging growth in creative degree apprenticeships.

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Staff provide effective support for apprentices and learners with additional support needs. For example, apprentices with dyspraxia receive additional one-to-one training, and staff provide step-by-step explanations for new concepts to help them understand.

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Leaders and managers work closely with a subcontractor to provide effective teaching for the very few apprentices who need to take level 2 functional skills qualifications in English and/or mathematics.

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Leaders and managers work with an online provider to provide helpful support to the few learners on the level 3 foundation diploma in art and design who need to achieve GCSE English and/or mathematics qualifications. However, tutors are not kept up to date with learners’ progress to enable them to support learners with the areas they need to improve.

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Leaders rightly recognise the need to increase the number of opportunities for young learners on level 3 foundation diploma in art and design to undertake high- quality work placements and engage with the world of work. A few learners experience valuable activities such as participating in knitwear and textile projects supported by local textile companies. Leaders know that increasing the number of live projects in partnership with industry practitioners will enhance learners’ experience. Staff are currently working in partnership with employers and local arts organisations to provide learners with work experience. However, it is too early to assess the impact of these initiatives.

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Leaders and managers have accurate oversight of the quality of education, including of the subcontractor. For example, they complete teaching and training observations and give developmental feedback to staff, highlighting relevant training where appropriate.

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Leaders have effective governance arrangements in place. There is an appropriate governance structure comprising sub-committees (including learning and teaching, student experience and degree apprenticeships), a senate and a council. 12 to 15 November 2024

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Membership at each level of governance includes lay members with specialist knowledge and experience who provide valuable scrutiny and challenge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers rightly recognise they need to ensure that there are filtering and monitoring systems on the university intranet in place for learners under the age of 18 and are committed to implementing them.

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What does the provider need to do to improve?

 Put in place filtering and monitoring processes on the university intranet where learners under the age of 18 are using information and technology systems.  Improve the information foundation art tutors receive on the progress learners make on their GCSE English and mathematics courses to enable tutors to provide additional support to learners.  Provide sufficient information to learners on level 3 foundation diploma in art and design on wider careers options such as creative degree apprenticeships.  Implement effective actions to increase the proportion of apprentices who complete their apprenticeships.  Increase the number of opportunities for young learners on level 3 foundation diploma in art and design to undertake high-quality work placements and engage with the world of work. 12 to 15 November 2024

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Provider details

Address Ashby Road Loughborough Leicestershire LE11 3TU

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Provider details

Principal, CEO or equivalent Nick Jennings

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 13 November 2012

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Provider details

Main subcontractors Runway Training 12 to 15 November 2024

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Information about this inspection

The inspection team was assisted by the head of programme quality and teaching partnerships, 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

Jacquie Brown, lead inspector His Majesty’s Inspector Alison Dennis His Majesty’s Inspector Sarah Houghton His Majesty’s Inspector Vicki Locke His Majesty’s Inspector Anne Tyrrell Ofsted Inspector 12 to 15 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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