Health Sciences University

Health Sciences University Monitoring visit report

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Name of lead inspector: Matt Hann, His Majesty’s Inspector

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Inspection dates: 11 and 12 December 2024

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Type of provider: Higher education institution

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Address:

13-15 Parkwood Road Bournemouth BH5 2DF Monitoring visit: Health Sciences University, 11 and 12 December 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Health Sciences University (formerly AECC University College) is a specialist health university with campuses in Bournemouth and London, following a recent merger with University College of Osteopathy in London. Since September 2023, HSU has provided clinical health apprenticeships at its Bournemouth campus. At the time of the monitoring visit, there were 19 apprentices on the level 7 advanced clinical practitioner course and 6 apprentices on the level 5 assistant practitioner (health) course.

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Significant progress

Leaders very successfully use their expertise in clinical health-related training to provide well-informed apprenticeship courses. They work very closely with employers to design the curriculums so that they meet local and regional training needs. For example, leaders frequently meet with clinical health providers in Dorset, and in Hampshire, so that they know the profession specific skills that are required for their apprentices’ future careers. Staff use their well-established relationships with employers to agree the order that the content is taught and to co-design assessments taken by apprentices.

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Significant progress

Leaders have put in place very thorough processes to identify what apprentices already know and can do. Staff use this information to make suitable adaptations to apprentices’ individual training plans. Lecturers plan tailored learning activities for the topics that they teach so that apprentices learn the new knowledge, skills and behaviours they need for their job roles.

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Significant progress

Leaders have an effective oversight of the quality of education for its apprenticeship courses. Staff frequently obtain stakeholder feedback and conduct quality assurance audits to satisfy themselves that the training they provide is meeting their high Monitoring visit: Health Sciences University, 11 and 12 December 2024 expectations. They use this information well to make continuous improvements. For example, staff have put in place additional lessons to improve apprentices’ academic writing.

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Significant progress

Leaders have established very useful committees to carefully scrutinise the apprenticeship provision and a governance board that makes a positive contribution to enhancing apprentices’ experience. Committee, and board members have the relevant experience and expertise in training and in the health sector to provide valuable support and challenge to leaders. Leaders and governors have co-created an ambitious vision and strategic plan to gradually expand their apprenticeship provision to meet future clinical health skills needs in Dorset, Hampshire, and London.

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Significant progress

Lecturers are highly qualified and experienced in the specialist topics that they teach. Most lecturers continue to practise their profession at a clinical health employer. Lecturers take part in an effective professional development programme that helps them improve their teaching. For example, lecturers who are new to teaching complete a teaching qualification, and more experienced lecturers complete a fellowship specific to teaching in higher education.

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Significant progress

Lecturers create a very positive learning environment for their apprentices. They use well-thought-out teaching activities that promote inclusivity and group cohesion. Apprentices are motivated to support each other with their learning. For example, apprentices help each other when learning about the fundamentals of clinical assessments of the body’s systems. Lecturers provide effective support to apprentices with special educational needs and/or disabilities. For example, apprentices receive additional time for their assessments and/or the use of assistive technology to meet their needs.

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Significant progress

Lecturers provide a range of very useful feedback to their apprentices on their assessed work. They use their expertise expertly to give apprentices verbal feedback in practical settings. This helps apprentices to master the clinical skills they need. Lecturers obtain feedback from the peers of apprentices so that they can learn from each other. Lecturers provide informative comments to apprentices on the quality of their written essays. They include constructive suggestions for improvement on the standard of apprentices’ English skills. Apprentices reflect well on the feedback that they receive from their lecturers and know what steps they need to take to improve.

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Significant progress

Apprenticeship tutors frequently carry out high-quality and in-depth tripartite reviews. They ensure that apprentices and workplace mentors know the apprentices’ Monitoring visit: Health Sciences University, 11 and 12 December 2024 progress and jointly agree on meaningful future targets. Apprenticeship tutors monitor effectively the agreed actions so that apprentices receive the opportunities and experiences they need to swiftly learn new knowledge, skills and behaviours.

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Significant progress

Lecturers use high-quality resources to support their apprentices. They simulate the apprentices’ workplace when carrying out practical skills training. This helps to increase apprentices’ confidence. For example, apprentices use the clinical resources they need to undertake a holistic approach to patient assessments.

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Significant progress

Leaders have put in place appropriate safeguarding policies and processes to keep apprentices safe. Leaders have created a useful meeting structure so that staff with safeguarding responsibilities are held to account and that safeguarding trends are well understood at all levels. This helpfully allows staff to learn from previous safeguarding referrals to inform their future practice. Apprentices feel safe and know who to contact if they have a welfare concern. They know how to access an out-of- hours support service that has been set up by leaders.

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Significant progress

Leaders have appointed safeguarding staff with the relevant expertise to effectively respond to apprentice referrals. Safeguarding staff stay well informed on risks in the Dorset and Hampshire areas through frequent liaison with multiple agencies, such as Dorset Police, and regional ‘Prevent’ duty coordinators. Monitoring visit: Health Sciences University, 11 and 12 December 2024 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

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Significant progress

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Significant progress

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Significant progress

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Significant progress

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

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