BPP University Ltd

Further education and skills inspection report

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Inspection dates: 11 to 14 February 2025

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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

BPP University Limited, which is part of the BPP Education Group, is a national higher education provider with their main study centre located in the London borough of Tower Hamlets. It has centres in locations across the country, which include London, Manchester, Birmingham, Bristol and Southampton.

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Information about this provider

The provider offers a range of apprenticeships from level 3 to level 7 in law, nursing and digital technologies. Most teaching takes place online. At the time of inspection, there were approximately 1,540 apprentices on the level 7 solicitor, 620 on the level 6 registered nurse, 380 on the level 6 digital and technology solutions professional, 310 on the level 3 paralegal, 180 on the level 6 data scientist, 160 on the level 5 nursing associate and 170 on the level 7 digital and technology solutions specialist. 11 to 14 February 2025

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

Apprentices greatly value learning from their tutors, who have suitable qualifications, high levels of expertise in their specialist subjects and extensive experience of working in the relevant industries. For example, in nursing, the tutors are trained and registered nurses, who skilfully enhance their teaching using interesting examples from current medical practices. In level 3 paralegal, tutors routinely draw on their experience and use cases from their own legal practice to illustrate key concepts. This enhances apprentices’ understanding and knowledge of complex subject content.

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

Apprentices learn new knowledge and skills that are highly relevant to their jobs, as they progress with their training. For example, apprentices on the level 7 digital and technology solutions specialist learn about how to use artificial intelligence (AI). They then apply their new knowledge and skills at work when they help their organisations to automate note taking in meetings. In level 7 solicitor course, apprentices work independently from the early stages of their training, which releases senior staff to work on more complex tasks and cases. Employers highly value the knowledge and skills that apprentices learn and the positive contributions they make at work.

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

Apprentices develop confidence and resilience as they complete various stages of their course. For example, by participating in wider curriculum activities, such as master classes in presentation skills, apprentices develop significant confidence to present their ideas at work or give speeches to large audiences. Registered nurse and nursing associate apprentices develop confidence to discuss the treatment plans with their patients and other health professionals from different disciplines. Apprentices are fully aware of the high demands of their courses and their jobs. They work hard to meet the expectations of their training, and most apprentices achieve their qualifications.

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

Apprentices develop up-to-date and relevant skills that are needed by employers. This is because leaders and tutors work effectively with employers to understand their skills needs and include these skills in the curriculums. For example, digital technology apprentices, attend talks by industry experts explaining the use of specialised data and the impact of this on current trends and changes in the digital and technology solutions industries. Registered nurse apprentices study additional courses in topics such as prescribing medication and clinical skills, which further enhances their training. Apprentices are well prepared to carry out what is required of them in their jobs.

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

While most apprentices are aware of the options available to them when they complete their apprenticeships, a few have a limited awareness of these topics. In these cases, apprentices are not aware of the wider education or careers opportunities available to them and the skills and knowledge needed to secure these potential opportunities. 11 to 14 February 2025

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Apprentices demonstrate the high standards of professional behaviours expected from them. They attend their training sessions and treat each other and staff with respect. They feel safe and know how to keep themselves safe online. They do not experience bullying, harassment, or discrimination at work or in their training sessions. They know how to report any concerns they may have about their safety or well-being.

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better?

Managers and tutors make sure the apprenticeship curriculums are well structured and key concepts are taught in the correct order. For example, on the level 6 digital and technology solution professional, tutors first teach the broad foundation knowledge of digital technologies and methods. They then teach apprentices how to apply these methods to areas such as project management, or cyber security. This helps apprentices deepen their technical knowledge and build professional expertise over time.

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better?

In most cases, staff accurately establish apprentices’ skills and knowledge at the start of their programme. This helps staff to identify any gaps in the apprentices’ knowledge and skills and to know about any barriers to their education. However, in courses such as the level 6 data science and level 7 digital and technology solutions, specialist tutors do not use this information to adapt their teaching or assessment. For example, apprentices who do not have prior experience of a specific computer programming language find it difficult that the basic concepts of these languages are taught in a short space of time.

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better?

Tutors and managers provide good support for apprentices with special educational needs and/or disabilities (SEND) to help them achieve their full potential. Tutors assess the needs of these apprentices thoroughly, provide individual and specific support and adapt their teaching methods accordingly. Managers ensure apprentices with SEND have access to learning support advisers for further support. Achievements of apprentices with SEND are high and are in line with their peers.

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better?

Tutors explain complex topics clearly and use real-life and highly relevant examples skilfully to explain various concepts and their applications. For example, in teaching sessions about AI, tutors use examples and graphs to demonstrate types and variations of data. They then explain very clearly why a 3D algorithm and a mathematical formula based on that, would result in better and more accurate output for a specific set of data. Tutors encourage learners to search and find examples where the wrong machine learning algorithm has been used, resulting in the Al system producing the wrong or inaccurate results.

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better?

In functional skills mathematics, tutors use a broad range of teaching techniques well to teach the curriculum content, such as division and calculation of areas. They introduce new content clearly and provide frequent opportunities for apprentices to ask questions to secure their new knowledge. Apprentices feel supported by their tutors, and most achieve their mathematics qualifications. 11 to 14 February 2025

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Apprentices produce work of a good standard, which is at least at the level of their qualifications. They use appropriate and accurate technical and academic language in their work. Level 6 data analyst apprentices produce wage planning dashboards, which simplifies data and improves efficiency.

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Tutors mostly give good developmental feedback on the work submitted by apprentices. In these cases, apprentices are clear as what they have done well and how their work can be improved. For example, on the level 6 digital and technology solutions professional, tutors remind apprentices to provide references for their work, include more information about the specific context and technology, be aware of bias on companies’ websites and to use correct academic English writing. In a few cases, tutors give feedback that is too general, and apprentices are not clear how their work can be improved.

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Leaders and mangers have a good understanding of the strengths and areas for development of their curriculums. They take effective actions to improve areas of poor performance. For example, to increase the proportion of apprentices who pass their functional skills mathematics qualifications, leaders have introduced individualised learning programmes whereby tutors provide one-to-one teaching for these apprentices. This has contributed to a considerable increase in the proportion of apprentices who pass these qualifications.

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Governors have very relevant experience, knowledge and skills for their roles. They use their expertise in quality management, apprenticeships and higher education skilfully in order to provide support and constructive challenge to leaders and to support improvements to the provision. Governors are aware of and fulfil their responsibilities regarding safeguarding and the ‘Prevent’ duty.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Provide apprentices with structured careers information and guidance so they are clear about the range of educational and careers opportunities available to them when they achieve their apprenticeship.  Give apprentices developmental feedback on their work so they are clear what they have done well and how their work can be improved.  Accurately assess what apprentices know and can do at the start of their programmes and use this information to adapt teaching or assessment when needed. 11 to 14 February 2025

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Provider details

Address 1 Portsoken Street London E1 8BT

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Provider details

Principal, CEO or equivalent Tim Stewart

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Provider details

Provider type Higher education institution

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Provider details

Dates of previous inspection 20 to 23 May 2019

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Provider details

Main subcontractors None 11 to 14 February 2025

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Information about this inspection

The inspection team was assisted by the senior quality adviser, 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

Ramin Narimani, lead inspector His Majesty’s Inspector Kanwaljit Dhillon Ofsted Inspector Sarah Wilding Ofsted Inspector Ann Minton Ofsted Inspector Montserrat Perez-Parent His Majesty’s Inspector Mik Nelson Ofsted Inspector Caroline Williams Ofsted Inspector 11 to 14 February 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 looked-after children, safeguarding and child protection.

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