The Nottingham Trent University

Further education and skills inspection report

p.1

Inspection of The Nottingham Trent University

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Outstanding Apprenticeships Outstanding Overall effectiveness at previous inspection Good

p.1

Information about this provider

The Nottingham Trent University (NTU) is a higher education institution based in Nottingham. At the time of the inspection, there were 1,715 apprentices studying across 26 apprenticeship standards from levels 3 to 7. Most apprentices study at level 6, with 1,232 apprentices enrolled across 15 apprenticeship standards. The largest level 6 apprenticeships were chartered surveyor, paramedic and civil engineer. At level 7, 290 apprentices were enrolled across six apprenticeships. The largest level 7 apprenticeships were solicitor, senior leader and academic professional. A total of 135 apprentices study at level 5, with 131 studying the nursing associate standard. At level 4, 34 apprentices are enrolled on construction- related apprenticeships and, at level 3, 24 apprentices were studying the food technologist apprenticeship. At the time of the inspection, there were 31 apprentices studying functional skills English and 25 studying functional skills mathematics.

p.1

Information about this provider

Apprentices study across four main sites: the city centre campus, Clifton campus, the Mansfield hub and at Brackenhurst, a specialist land-based campus.

p.1

Information about this provider

At the time of the inspection, there were 299 learners on study programmes, 269 of whom were aged 16 to 18. There were 30 adults, 20 studying access to higher 5 to 8 November 2024

p.1

2

education and 10 on study programmes. Study programmes are mostly land based, the largest being animal care, with 143 learners.

p.2

2

The university has two subcontractors who support their apprentices. Runway Apprenticeships Limited teach functional skills English and mathematics to those apprentices who need to gain qualifications in these subjects. The University Hospital NHS Trust provides specialist training to apprentices studying the level 5 nursing associate standard. 5 to 8 November 2024

p.2

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

Staff at the university treat further education and higher education learners equally. They foster a culture of high expectations for all learners and apprentices. Learners and apprentices enjoy their courses and take pride in being part of the university community.

p.3

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

Learners and apprentices swiftly develop the knowledge, skills and behaviours for their next steps. They are highly motivated, attend very well and have very positive attitudes towards their studies. Apprentices and adults make significant progress from their starting points. Most apprentices and learners achieve very well. Many apprentices achieve high grades in their final assessments or degree classifications.

p.3

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

Access to higher education learners benefit from a challenging, science-focused course. They become more fluent and competent in academic writing and research skills, preparing them very well for the university courses that they aspire to such as veterinary nursing and zoology.

p.3

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

Apprentices are quick to develop the skills necessary for their professional roles. Healthcare science practitioner apprentices engage in simulated practice activities with volunteers and local community groups and learn how to work effectively with a diverse range of people. Paramedic and nursing associate apprentices motivate each other to achieve the best outcomes for their patients. They quickly learn how to respond under pressure.

p.3

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

Young learners studying land-based courses appreciate the rich and therapeutic nature of their campus and the diverse environments in which they study. Learners benefit from a range of high-quality specialist resources such as the animal centre, farm and the outdoor estate. Many young learners studying equine courses earn additional industry-standard qualifications, such as the British Horse Society examinations that prepare them well for their future roles.

p.3

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

Learners gain helpful practical skills through experiences at the university’s specialist facilities and through useful external work placements. Paramedic apprentices broaden their understanding of National Health Service (NHS) career pathways by undertaking non-paramedic placements. Young learners benefit from opportunities to participate in a broad range of enrichment activities, although participation remains limited to a minority.

p.3

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

Lecturers encourage learners and apprentices to explore subjects widely and to make positive life choices. Learners exhibit curiosity, hard work and resilience. They strive to overcome barriers and achieve success. Apprentices and learners gain a valuable understanding of the importance of healthy relationships, respectful behaviour, and consent appropriate for their life stage.

p.3

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

Learners and apprentices feel safe. They benefit from well-maintained facilities and safety protocols that enable them to keep themselves and others safe. Campuses 5 to 8 November 2024

p.3

4

feature a range of useful security measures, including patrols and emergency communication systems, enhancing learners’ sense of safety.

p.4

better?

Leaders are highly ambitious for their learners and apprentices. They are committed to the recruitment and training of learners from diverse backgrounds and understand well how to help them to achieve their goals and aspirations. Many learners have not been in education for a long time. Apprentices come from various previous experiences, including painters, decorators, secretaries, hospitality staff and emergency service call handlers. Those without high academic starting points perform equally as well as their peers.

p.4

better?

Leaders are well informed through useful employer forums and well-established links with professional bodies such as the NHS and the Wildlife Trust. Leaders use this knowledge effectively to inform their curriculum choices and plan course content carefully. Countryside management learners now benefit from a greater number of practical lessons to develop key employability skills such as carrying out surveys and learning correct hedge-laying techniques.

p.4

better?

Apprentices and adult learners develop their knowledge and skills very well. They become significantly more proficient and skilled as a result of their training. Senior leader apprentices complete well-planned and highly relevant project work that builds on the leadership theories taught in the classroom and results in change in their own organisations. Adult learners quickly regain confidence in their academic skills and are able to analyse scientific journal articles and carry out research. Most young learners make positive progress over time from their varied starting points, gaining valuable and relevant new knowledge and skills.

p.4

better?

Leaders understand the importance of their apprentices learning highly specialist knowledge and skills. Nursing associate apprentices gain specialist knowledge from the highly skilled staff at the provider’s subcontractor, Nottingham University Hospitals NHS Trust.

p.4

better?

Leaders and lecturers plan course content logically to enable apprentices and learners to gain fundamental knowledge before moving on to more complex topics. Digital marketer apprentices study broad topics about the business environment before delving into more specialised modules, such as website analytics and social media. Learners studying horse management first learn about horse health, feeding and behaviour so that they know the functions of the horse before they apply this to horse fitness and rehabilitation.

p.4

better?

Most lecturers teach new concepts well. Access to HE lecturers excel in helping learners to securely understand core science, which then means they can build their knowledge of complex scientific processes quickly. Young learners benefit from helpful practical demonstrations, visual aids and discussions and they develop their practical skills and knowledge well. However, in a few cases, explanations of theory 5 to 8 November 2024

p.4

5

topics are superficial and do not progress beyond basic identification or listing of information. Young learners do not develop their class-based theoretical knowledge swiftly enough.

p.5

5

Lecturers on access to HE courses skilfully use questions to check learners’ understanding of topics such as how to carry out laboratory techniques. However, in courses for young learners, lecturers sometimes allow superficial responses or help learners too much. As a result, learners do not secure their new knowledge sufficiently before moving on.

p.5

5

Lecturers of apprentices and adult learners set challenging activities that demand significant effort. They require learners to think carefully and apply their new knowledge and skills to real-life scenarios. Paramedic lecturers challenge apprentices’ choices, promote independence and encourage apprentices to make the best decisions, especially under pressure. This preparation equips apprentices well for future roles, where their decisions will directly impact patient outcomes. However, this level of challenge does not occur in a few theory classes for young learners, where lecturers often assign basic work that lacks challenge. Consequently, a few learners do not make the progress that they could.

p.5

5

Apprentices facing significant challenges during their studies receive excellent support to undertake planned breaks in learning. Staff consult with both the apprentice and the employer and undertake frequent and well-timed catch-up meetings. Staff promote the availability of extensive additional support for apprentices.

p.5

5

Lecturers offer appropriate support to young learners and adult learners with special educational needs and/or disabilities. Lecturers and support staff collaborate effectively to put in place relevant adjustments and support strategies. For example, they spend more time with learners to help them recall prior learning or to re- explain and clarify topics, which helps learners to make progress.

p.5

5

Leaders provide young learners with suitable careers advice and guidance. Learners benefit from career-focused lessons, individual guidance and useful trips such as going to the local racecourse to learn about careers in racing. However, a few who do not wish to progress to university feel less certain about the opportunities available. Access to higher education learners receive comprehensive support, including structured employability sessions and UCAS application guidance, and nearly all of them progress to higher education.

p.5

5

Leaders implement suitable quality assurance activities. They use effective mechanisms such as external consultancy to undertake quality review activities and use this information to inform their quality improvement plan. Leaders rightly recognise that lesson observation processes are not consistently effective across all types of provision. Leaders have recently removed graded observations for teachers of young learners and adults to foster an ‘open classroom’ culture of lesson visits, providing regular developmental feedback to lecturers. They plan to use themes 5 to 8 November 2024

p.5

6

from these lesson visits to inform staff training and support, although it is too early to see the impact of this change.

p.6

6

Leaders’ quality assurance of their subcontracting provision is suitable and rigorous. They have clear mechanisms in place for the ongoing monitoring of subcontracted apprenticeship provision.

p.6

6

Governors have extensive experience in their fields. Governors understand the curriculum very well and work closely with leaders to support continuous improvement. They have a thorough understanding of the university’s strengths and weaknesses and provide appropriate challenge to leaders.

p.6

Safeguarding

The arrangements for safeguarding are effective.

p.6

What does the provider need to do to improve?

 Provide young learners with suitably challenging tasks and activities in lessons.  Ensure that lecturers of young learners consistently make useful checks on learning during lessons.  Provide young learners who do not aspire to progress to university with appropriate careers advice.  Fully implement the new approach to lesson observations for teachers of young learners and adults to ensure that staff benefit from developmental feedback that has a positive impact on their teaching practice. 5 to 8 November 2024

p.6

Provider details

Address 50 Shakespeare Street Nottingham Nottinghamshire NG1 4FQ

p.7

Provider details

Principal, CEO or equivalent Professor Edward Peck

p.7

Provider details

Provider type Higher Education Institution

p.7

Provider details

Date of previous inspection 23 and 24 January 2018

p.7

Main subcontractors

Runway Apprenticeships Limited Nottingham University Hospitals NHS Trust 5 to 8 November 2024

p.7

Information about this inspection

The inspection team was assisted by the apprenticeship manager, quality and compliance 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.

p.8

Inspection team

Sarah Houghton, lead inspector His Majesty’s Inspector Michael Worgs His Majesty’s Inspector Vicki Locke His Majesty’s Inspector Julie Gibson Ofsted Inspector Kevin Williams Ofsted Inspector Janet Cannon Ofsted Inspector Alison Loxton Ofsted Inspector 5 to 8 November 2024

p.8

9

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.

p.9

9

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

9

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

9

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

9

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9