Leeds Arts University

Further education and skills inspection report

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Inspection dates: 10 to 13 December 2024

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Overall effectiveness Good

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

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Information about this provider

Leeds Arts University is a specialist creative arts university with two campuses in the centre of Leeds. It provides two courses for young people and adults in creative arts and design: the level 3 extended diploma in creative practice and the level 3 foundation diploma in art and design. Each course allows students to pursue study in specialist areas, including fashion and textiles, graphic communication, three- dimensional (3D) design and fine art.

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Information about this provider

At the time of the inspection, there were 174 students on the one year level 3 foundation diploma in art and design, of whom 144 were aged 16 to 18 and 30 were aged 19 years and over. There were 175 students aged 16 to 18 on the two year level 3 extended diploma in creative practice. 10 to 13 December 2024

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

Students thrive in highly productive and well-resourced studios, where they explore with passion their creativity and artistic interests. Students appreciate the constructive input of their expert tutors and peers, which they reflect on deeply to develop their ideas. They respond very positively to this input and rapidly build their resilience and confidence as a result.

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

Students feel safe. They receive helpful guidance from tutors about how to stay safe when working online and when conducting research off-campus. They are proud to contribute to a supportive and inclusive community, where bullying and harassment are not tolerated and where they can express their individuality.

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

Students apply their knowledge and skills in a commercial context so that they understand the realities of employment in the creative sector. They use the university’s photography studios to produce industry-standard professional portfolios that support their progression to higher-level study or employment. Foundation students on the 3D design pathway visit the studios of well-established automation sculptors, where they produce kinetic working models using basic materials and hand tools. This deepens their understanding of the design process in a working environment.

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

Most students behave professionally in their lessons and on external visits because of the high expectations set by tutors. They work cooperatively together and show enthusiasm and curiosity towards the tasks set for them. However, in a very few instances, students talk over others in lessons and, as a result, they miss the valuable input of tutors and guest speakers. Most tutors are quick to challenge this so that students understand and develop appropriate professional behaviours.

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

Most students attend well and arrive punctually to lessons. However, a few students are repeatedly absent, and a few others frequently arrive late. Where students do not attend, tutors contact them quickly and support them to catch up . Despite these swift interventions, these students continue to miss valuable teaching and support from their tutors. They do not develop quickly enough the habits and routines required for further study or work.

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better?

Tutors plan the arts curriculums carefully to give students insight into a range of creative disciplines. They use their expertise as practising artists and designers to teach students new skills in areas, such as fashion, heritage crafts, graphics, illustration and ceramics arts. They plan visits to libraries and art galleries so that students experience first hand the work of the prominent artists and designers that inspire their work.

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better?

Tutors identify and assess students’ starting points accurately. Tutors assess students’ ways of thinking when approaching tasks and their ability to problem solve 10 to 13 December 2024

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when executing their ideas. They use this to plan learning that develops students as independent practitioners with the skills that are valued highly by universities and employers.

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Tutors expertly use a range of activities to develop students’ knowledge and creative talents. They structure tasks carefully, using short, guided activities and gradually remove this support as students become more competent. For example, tutors use problem-solving tasks early in the course to help students with concept ideation and mind-mapping.

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Tutors use a variety of highly effective assessment strategies. They involve students in frequent self- and peer-critique so that students become highly reflective about their creative abilities. Students complete ‘hot reflections’ when working on their projects to consider the strengths and areas for development in their work. They then use ‘cool reflections’ at the end of their projects to consider how they can improve their approach in readiness for future tasks.

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Tutors develop students’ digital, English and mathematics skills very effectively to prepare them for the demands of higher-level study and employment. For example, students learn about academic integrity and the risks posed by artificial intelligence to ensure their projects are original. They develop their mathematics skills when costing materials for projects and when measuring shapes and angles to produce three-dimensional sculptures.

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Tutors use their training in neurodiversity to provide highly individualised support for students with special educational needs and/or disabilities. They make informed adjustments to their teaching, such as using blue backgrounds in presentations and printing handouts on coloured paper. This contributes to a highly inclusive culture in which students make very good progress and achieve well.

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Tutors weave personal development themes expertly through the curriculum. Students take part in ‘conscious creator’ projects through which they learn about personal health and well-being, fundamental British values and social responsibility. They create designs for the local council to use at Kirkgate Market in the city centre to promote the city as a socially sustainable place. They create poster campaigns to discourage sexual harassment and learn about consensual touch and informed consent when planning photoshoots.

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Staff make sure that students understand the range of opportunities available to them on completion of their courses. Students meet with specialist careers advisers, through which they learn about higher education pathways, apprenticeships and employment options. They complete projects in response to employer-set briefs and client commissions and learn entrepreneurial skills through work experience. For example, students on the extended diploma creative practice course work with industry experts to prepare their work for sale in local markets and pop-up shops. They create packaging and learn how to cost their work, before interacting with customers to generate sales. 10 to 13 December 2024

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Leaders understand well the strengths and areas for development in their provision. They analyse information about student progress and achievement precisely and take effective action to understand the causes of barriers to achievement. They use this to provide focused and relevant training for their staff. Almost all students achieve their qualification and move on to positive destinations, including to highly specialist courses at prestigious arts universities.

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Leaders benefit from the support of a knowledgeable and experienced board of governors. Members of the board use their skills and expertise from creative, education and commercial sectors to drive continued improvement. They review detailed reports provided by leaders at board meetings. They supplement their insights with visits to the campus, where they interact with staff and students.

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Leaders have cultivated a highly professional environment in which staff feel valued and respected. They afford staff the autonomy to tailor improvement actions in the context of their subject disciplines so that actions are highly focused and more likely to be achieved.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Take action to improve the attendance and punctuality of those students who are repeatedly absent and frequently arrive late to lessons, so that all students benefit from the very high quality of education. 10 to 13 December 2024

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Provider details

Principal, CEO or equivalent Professor Simone Wonnacott

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 26 February 2020

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Provider details

Main subcontractors None 10 to 13 December 2024

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Information about this inspection

The inspection team was assisted by the director of further education 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

Alison Dennis, lead inspector His Majesty’s Inspector Chloe Rendall His Majesty’s Inspector Glenise Burrell His Majesty’s Inspector Anne Tyrrell Ofsted Inspector 10 to 13 December 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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