Southampton Solent University

Further education and skills inspection report

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Inspection of Southampton Solent University

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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 Good

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Information about this provider

Southampton Solent University is a higher education institution based in Southampton, Hampshire. Leaders and staff at the University started teaching apprenticeships in 2017.

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Information about this provider

At the time of the inspection, there were 513 apprentices in learning. Of these, 71 apprentices were on the level 5 nursing associate apprenticeship, 63 apprentices were studying level 6 registered nurse degree apprenticeship, 63 apprentices were studying level 7 senior leader apprenticeship, 56 apprentices were studying level 6 digital and technology solutions professional apprenticeship and 46 were studying level 6 embedded electronics systems design and development engineer. The remaining apprentices studied on a range of other apprenticeships, such as level 4 construction quantity surveyor technician, level 4 construction site supervisor, level 4 civil engineering senior technician, level 6 construction site management and level 6 chartered manager. All apprentices were aged over 18 years. 21 to 24 January 2025

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

Apprentices benefit from knowledgeable academic staff and high-quality, well- equipped teaching facilities. Nursing apprentices practise clinical skills such as wound dressing and taking blood in safe medical simulation suites. Apprentices value the opportunity to practise and enhance their skills in safe, supportive and well-equipped learning environments before they attempt to carry out procedures in the workplace.

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

Apprentices benefit from a range of helpful teaching strategies. For example, site manager apprentices benefit from access to presentations, recordings and learning materials before attending classes. Apprentices attend the university prepared to discuss and explore key topics from these resources.

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

Apprentices benefit from positive partnerships which leaders from businesses and academic staff develop. Leaders from Heathrow Airport teach scenario-based crisis management masterclasses that give apprentices the confidence to apply new skills, models and theories in their workplaces. Senior leader apprentices attend ‘leadership insights’ sessions where business and industry leaders discuss topics such as ‘navigating the digital technology era’ and ‘reimagining the future of work’. Apprentices value from hearing from industry experts.

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

Apprentices develop in confidence due to the new knowledge and skills that they learn and apply successfully in the workplace. Civil engineering apprentices effectively employ formulae to resolve complex calculations such as reaction forces, shear forces and thermal conductivity values. Apprentices studying senior leadership confidently present at executive board meetings and respond with authority to questions from senior leaders.

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

Apprentices have a detailed understanding of safe working practices. They know how to identify and mitigate risks when using instruments, such as surveying equipment.

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better?

Leaders and managers have planned a logical curriculum so that apprentices develop their understanding of the theoretical knowledge before practical application in industry. For example, nursing associate apprentices learn about professional values and how to communicate with patients and stakeholders before their first placement. Civil engineering apprentices study soil composition, before learning about the impact of plant and machinery on soil compaction on site.

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better?

Leaders effectively support apprentices to overcome any barriers or challenges to their learning. Staff make sure apprentices with identified additional learning needs have helpful support plans in place that academic staff implement well. Apprentices, many of whom are returning to study after time out of education, value the positive 21 to 24 January 2025

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academic support they receive from staff, such as help with literature searches and theoretical writing.

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Academic staff use questioning effectively to check, reinforce and deepen learning. For example, as nursing apprentices practise injections, staff confirm their underpinning knowledge, such as encouraging apprentices to explain the reasons why intramuscular injections are used and what types of drugs might be administered this way. Apprentices swiftly and correctly reply that injection is used for rapid absorption of drugs such as insulin.

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Staff provide apprentices with helpful feedback on theoretical and practical assessments. Feedback on written assignments provides apprentices with guidance on their strengths and areas for improvement, and where to find or access further direction and support. Apprentices value the feedback they receive and improve their work and grades over time. Most apprentices achieve their apprenticeship. Many stay with the same employer and gain promotions as a result of completing their apprenticeship.

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Leaders have rightly recognised that too many apprentices are past their planned end date. Previously, a few apprentices were unclear about the requirements of their final assessment and left after they achieved their academic award. Leaders have recruited additional staff and implemented new processes with an increased focus on the full requirements of an apprenticeship. However, it is too early to see the full impact, and many apprentices remain on their programme without attempting their end-point assessment.

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Leaders assist apprentices to access opportunities and guidance to enhance their health and social well-being. They connect students to activities, groups, and services at the university and the wider community, such as discounted gym memberships, information about sports clubs, nature projects and volunteering. Apprentices who wish to participate are supported to do so.

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Leaders and managers help apprentices to consider their career plans from the outset. Apprentices benefit from hearing from guest speakers who share their professional experiences. For example, an ex-apprentice shared how her placement in a mental health setting led her to pursue a nursing role in a prison, which she finds very rewarding. Apprentices are well informed about the wide range of career options that are open to them on completion of the apprenticeship.

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The quality and content of progress reviews that apprentices receive varies too much. Staff do not routinely set targets that support apprentices to identify and improve in their job role. As a result, apprentices do not always know where their skills gaps in the workplace are, or what to do to close them.

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Leaders take appropriate action to improve the education their apprentices receive. The small number of apprentices who need to achieve functional skills were not getting the required support to do so. Leaders have identified a new partner to teach apprentices English and mathematics early in their programme. As a result, 21 to 24 January 2025

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they are now making better progress, but it is too early to see the full impact of these actions.

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Leaders benefit from highly competent governors. Dedicated apprenticeship link governors, with a range of industry and education experience, make sure that apprenticeships are well represented at the university governance board. Governors are well informed of all aspects of university life and are effective in working with leaders to support positive change.

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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 attempt their final assessment within the expected time frame.  Provide apprentices with meaningful support and targets for all aspects of their apprenticeship. 21 to 24 January 2025

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Provider details

Address East Park Terrace Southampton Hampshire SO14 0YN

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 30 October to 2 November 2018

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Provider details

Main subcontractors HTP Apprenticeship College Limited Clear Quality 21 to 24 January 2025

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Information about this inspection

The inspection team was assisted by the head of work based learning, 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

Richard Kirkham, lead inspector His Majesty’s Inspector Viki Faulkner His Majesty’s Inspector Clare Mills Ofsted Inspector Martin Hughes Ofsted Inspector Ian Goodwin Ofsted Inspector Karen Squire Ofsted Inspector 21 to 24 January 2025

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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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