University of Liverpool

University of Liverpool Report following a monitoring visit to a ‘requires improvement’ provider

p.1

Name of lead inspector: Kim Bleasdale, His Majesty’s Inspector

p.1

Type of provider: Higher education institution

p.1

Address:

The Foundation Building 765 Brownlow Hill Abercromby Square Liverpool Merseyside L69 72X Monitoring visit: University of Liverpool, 5 and 6 February 2025

p.1

Context and focus of visit

The University of Liverpool was inspected in February 2024. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

p.2

Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

p.2

Context and focus of visit

Following their previous inspection, leaders stopped enrolling apprentices to the level 7 advanced clinical practitioner (integrated degree) apprenticeship, which is the only apprenticeship that the university offers. In December 2024, senior leaders decided to stop delivery of this apprenticeship. At the time of the monitoring visit, there were 65 apprentices in learning. Members of the degree apprenticeship strategic group (DASG), leaders and managers are fully committed to the plan they have put in place to ensure that all apprentices complete their apprenticeship.

p.2

Reasonable progress

Senior leaders and managers ensure that, in most cases, the curriculum aligns with apprentices’ individual job roles. This enables apprentices to routinely apply their learning at work. For instance, apprentices working in haematology learn about sickle cell disease. They use this learning to write new pain management protocols to treat patients. Apprentices working in mental health learn about medical and non-medical prescribing for patients with schizophrenia. During mental health clinics that they run at work, apprentices professionally discuss with patients the safe use of medication such as clozapine.

p.2

Reasonable progress

Leaders have successfully supported skills coaches to update all learning materials to provide more opportunities for apprentices to routinely reflect on their work practice. For example, apprentices reflect in detail on how well they liaised with the consultant to discuss their patient’s raised inflammatory markers, and what they might do differently in future. Consequently, apprentices improve their work practice.

p.2

Reasonable progress

Leaders now meet employers’ needs better than before. They have improved how they engage with employers. Skills coaches now send information to employers about their apprentice’s progress to make sure they are kept up to date. Leaders have introduced online events for employers to attend, where they provide useful Monitoring visit: University of Liverpool, 5 and 6 February 2025 information about leaders’ expectations for employers to attend apprentices’ progress reviews and agree off-the-job hours. Employers value this information.

p.2

Reasonable progress

Leaders have improved the number of apprentices who remain on their apprenticeship and achieve. The number of apprentices who achieve their integrated degree qualification, and the number of apprentices who achieve merit and distinction grades in their final assessments, has improved slightly from the previous year.

p.3

Reasonable progress

Following the previous inspection, leaders have strengthened the support they give to apprentices. For example, apprentices can now attend breakfast club meetings with lecturers prior to the start of taught sessions. In addition, apprentices now have increased contact time with their academic supervisors and skills coaches. Apprentices raise queries or discuss aspects of their learning with the relevant staff. They are very appreciative of the support they receive.

p.3

Reasonable progress

Too many apprentices left their apprenticeship before completing. Of those who remained, around two thirds of apprentices achieved their apprenticeship. After achieving their apprenticeship, all remain in employment with just over two thirds of apprentices acquiring more responsibilities at work, gaining a promotion or moving on to further study.

p.3

Reasonable progress

Leaders now ensure that skills coaches track and monitor the development of apprentices’ knowledge, skills and behaviours more effectively than before. Most apprentices are on target to complete their apprenticeship on time.

p.3

Reasonable progress

Skills coaches routinely meet with apprentices and their workplace supervisors/mentors. They plan and agree opportunities for apprentices to practise and hone their knowledge, skills and behaviours at work. For example, apprentices carry out electrocardiograms, echocardiograms and chest x-rays as part of their day- to-day activities.

p.3

Reasonable progress

Most supervisors/mentors routinely attend their apprentices’ progress review. There are a few occasions when apprentices’ supervisors/mentors cannot attend the progress review because they are called away to medical emergencies. When this happens, skills coaches make sure that they email the supervisor/mentor with the relevant information so that apprentices are not disadvantaged. Monitoring visit: University of Liverpool, 5 and 6 February 2025

p.3

Reasonable progress

Following their previous inspection, leaders have strengthened their quality assurance and improvement procedures. Leaders improved their electronic progress review forms by adding additional sections for skills coaches to set targets for apprentices to improve specific knowledge, skills and behaviours. They subsequently provided appropriate training for skills coaches. As a result, most skills coaches now set and monitor appropriate actions and targets for apprentices to develop the necessary knowledge, skills and behaviours at work.

p.4

Reasonable progress

Leaders have in place a clear improvement action plan that is based on an accurate understanding of the strengths and weaknesses of their apprenticeship provision. They provide information to the members of the DASG on the progress they are making to bring about improvements. DASG members routinely monitor and hold leaders to account for the improvements to the quality of apprentices’ training. They successfully challenge senior leaders to make improvements to the quality of education for apprentices. For instance, leaders now accurately collect and track information about apprentices’ destinations.

p.4

Reasonable progress

Leaders have improved the tracking and monitoring of apprentices’ progress. Managers now hold more regular meetings with skills coaches. They discuss in detail the progress that each apprentice is making. Leaders and skills coaches agree any necessary interventions, such as additional one-to-one coaching, if apprentices fall behind in their learning. Most apprentices make their expected progress. However, a few apprentices have fallen significantly behind in their learning. Skills coaches’ action plans for these apprentices are too vague and do not focus enough on the specific knowledge, skills and behaviours that apprentices need to develop to quickly catch up. Monitoring visit: University of Liverpool, 5 and 6 February 2025 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

p.4

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5