Anglia Ruskin University

Further education and skills inspection report

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Inspection dates: 25 to 28 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 Requires improvement

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Information about this provider

Anglia Ruskin University (ARU) is a large and complex provider with campuses in Chelmsford, Cambridge, Peterborough and London.

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Information about this provider

Leaders offer degree apprenticeships at levels 4 to 7 in subjects that include policing, nursing, engineering, surveying, health care and social care. At the time of inspection, there were 3431 apprentices, all of whom were aged 18 and over. Over three-quarters of apprentices study at level 6.

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Information about this provider

Around half of apprentices study policing and nursing courses. At the time of inspection, there were 1,201 level 6 police constable apprentices, 162 level 5 nursing associate apprentices and 370 level 6 registered nurse apprentices.

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Information about this provider

For policing, leaders work with seven different police forces to jointly train police constable apprentices. Most of their initial training takes place at employers’ premises in regional police settings.

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Information about this provider

Leaders also work with other subcontracting partners. Citrus Training provides short courses in site safety for apprentices who study surveying or construction. Unipart Group provides much of the training for improvement leader apprentices. ACL Essex provide functional skills training for any apprentices who need to gain these qualifications as part of their studies. 25 to 28 February 2025

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

Apprentices are very positive about the environment in which they study and the culture of the university. They describe it as inclusive and rightly value university resources, such as libraries and online platforms, which greatly aid their learning.

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

Apprentices are committed to their studies and demonstrate a keenness to succeed. Apprentices understandably highly rate their subject expert lecturers who use their expertise skilfully to provide highly relevant and up-to-date tuition. For example, policing tutors help apprentices interpret legislative terms that prepare them to deal with the types of situations they will encounter on patrol.

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

Apprentices are well supported by their study coaches, who communicate with their employers about the progress they make. Apprentices benefit from thorough reviews that consider all aspects of their apprenticeship, identify any barriers and swiftly put in place any support required.

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

Managers work closely with employers to identify the specific knowledge, skills and behaviours apprentices need for success in their roles. For example, in nursing, managers map the curriculum to nursing and midwifery proficiencies. As a result, apprentices cover content that makes them eligible to apply for their nursing registration.

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

Apprentices develop their knowledge and skills well. Chartered manager apprentices learn how to communicate effectively with a range of internal and external stakeholders. Data scientist apprentices gain substantial new programming skills. Nursing apprentices confidently demonstrate expertise in their clinical work.

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

Apprentices rightly know their study is beneficial for their career development. They are well prepared for their next steps. Advanced clinical practitioners gain a valuable prescribing qualification that is highly sought after and recognised by employers. On apprenticeships, such as chartered manager, chartered surveyor and civil engineer, apprentices gain professional body accreditation as part of their apprenticeship.

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

During their studies, apprentices grow in confidence. Chartered manager and police constable apprentices present to senior staff, for example through their evidence- based projects. Advanced clinical practitioner apprentices gain confidence in the skills of patient examination and diagnosis. As a result, apprentices can contribute more effectively within their professional roles.

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

Apprentices feel safe and know who they should contact if they have any concerns. They rightly feel that their study coaches will help them with any pastoral or welfare concerns effectively. Apprentices access and use a wide range of internal and external resources to keep them safe. For example, civil engineering apprentices know well about the importance of risk assessments they abide by in their workplaces. 25 to 28 February 2025

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better?

Leaders have a clear vision to transform lives through innovative and inclusive training. They have a very strong commitment to widening participation. For example, ARU is the first higher education institute to offer the level 7 doctor apprenticeship. This enables talented people to study medicine regardless of their financial situation and background.

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better?

Since the previous full inspection, leaders have been relentless in their efforts to improve the quality of their apprenticeships. They have made significant changes and investment. There is now a dedicated school of apprenticeships, a team of study coaches and newly developed management information systems.

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better?

Leaders work extensively with employers to identify the regional demand the university has expertise in so that they can provide relevant courses. Their productive relationships help them understand skills shortages and develop courses to meet these needs, for example a new course for laboratory scientists.

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better?

Lecturers organise the curriculum and plan lessons carefully. They provide apprentices with a well-chosen array of preparatory study materials and homework activities. These help apprentices both prepare for lessons and consolidate their learning afterwards. In lessons, lecturers give clear explanations along with useful visual aids.

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better?

The effectiveness with which lecturers check that apprentices understand topics is variable. In online nursing lessons, lecturers move from topic to topic without any checks to ensure that apprentices have understood what they have just been taught. Quantity surveyor apprentices are taught in very large groups, which makes learning checks more difficult. However, lecturers set follow-on assessments to check apprentices’ understanding. Lecturers on civil engineering and advanced clinical practitioner courses check learning well.

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better?

Teaching staff provide apprentices with a range of activities that help them practise the knowledge and skills they learn in lessons. For example, social work apprentices apply their knowledge and skills to a range of case studies and scenarios. Often, staff draw clear links between what apprentices study in the classroom and what they do at work. For example, quantity surveying apprentices develop skills in cost- value reconciliation, which they apply and use successfully in their workplaces.

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better?

Leaders provide extensive and highly suitable arrangements for apprentices with special educational needs and/or disabilities (SEND). Following assessment, lecturers receive a summary of apprentices’ reasonable adjustments. Apprentices receive learning materials ahead of lessons in line with the university’s accessibility guidelines. During lessons, lecturers provide effective support, for example for hearing-impaired apprentices, lecturers wear microphones to voice stream directly to apprentices’ hearing aids. Apprentices with SEND have well-considered placement plans that lay out the adjustments they require in their workplaces. 25 to 28 February 2025

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Apprentices benefit from a wide range of activities and resources to maintain their health. They can join sports clubs, access the gym or support services such as counselling and use an app which provides information on safety, first aid and well- being. Study coaches check on apprentices’ welfare during progress reviews. They work closely with apprentices’ employers to ensure apprentices’ workloads are manageable.

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Most apprentices who study policing or nursing have a strong understanding of the risks of radicalisation and extremism. These apprentices complete core training on the ‘Prevent’ duty. For other apprentices, leaders provide relevant information via the university’s online platform. Apprentices access this as part of their induction. However, their understanding of the dangers of radicalisation and extremism is often quite superficial.

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Study coaches readily provide apprentices with helpful advice about their future career choices. Most apprentices know well about the different career routes and opportunities available. Leaders have recently introduced well-designed professional development training for apprentices. Apprentices now cover this at the start of their course. They learn about relevant topics such as bespoke pathways and use a professional development tool that helpfully identifies their individual skills gaps.

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Overall, the proportion of apprentices who pass their apprenticeship is high and rising. However, there is considerable variation between apprenticeships, with several that have historically had very low achievements. In almost all cases, this is where apprentices have completed their degree but not their apprenticeship end-of- course assessments. However, for the very small proportion of construction site supervisors, too many leave early without any qualifications.

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Leaders are rightly passionate about the positive changes they have made. They have clear intent to improve quality further to meet their high ambitions fully. They have recently taken suitable steps to make further improvements on apprenticeships where apprentices’ achievement is still too low. It is too soon to judge the full impact of these changes.

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Leaders have appropriate arrangements for quality assurance and improvement. They use a thorough annual review process, which organises courses into risk-rated groups. Leaders use suitable approaches to improve teaching, such as module evaluations, peer observations and desk-based audits. Lecturers attend relevant development, including teaching and learning conferences and workshops. Where lecturers’ teaching does not meet expected standards, lecturers receive targeted support. However, lecturers who routinely perform well do not consistently benefit from focused development to help them further advance their teaching skills.

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Leaders have effective oversight of their subcontracted provision. They meet with partners monthly and use key indicators to review performance thoroughly and identify any areas for improvement. 25 to 28 February 2025

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Governors and board members hold leaders to account for the quality of training very effectively. External governors have relevant expertise. Leaders have established committees at various levels with comprehensive and pertinent agenda items. This ensures governors and board members have a clear and accurate picture of performance through in-depth information.

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Safeguarding

The arrangements for safeguarding are effective with minor areas for improvement.

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Safeguarding

Leaders promote a culture of safeguarding. Staff use cause for concern reports to raise any concerns about apprentices. The student support and well-being team act on these swiftly and appropriately.

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Safeguarding

Leaders provide suitable staff training, including mandatory training, lunch and learn updates and enhanced courses for safeguarding leads. However, at the time of inspection, a small minority of staff were yet to complete their safeguarding refresher training.

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What does the provider need to do to improve?

 Increase the ways that lecturers make effective and thorough checks of apprentices’ understanding, including during online lessons.  Increase the qualification achievement rates on apprenticeships where performance has historically been too low.  Provide focused development for lecturers that helps improve their teaching skills.  Strengthen leaders’ oversight of staff records of safeguarding refresher training. 25 to 28 February 2025

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Provider details

Address Rivermead Campus Bishop Hall Lane Chelmsford Essex CM1 1SQ

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Provider details

Principal, CEO or equivalent Professor Roderick Watkins

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 24 to 27 May 2022

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Provider details

Main subcontractors Kent Police and Crime Commissioner Essex Police and Crime Commissioner Suffolk Police and Crime Commissioner Hertfordshire Police and Crime Commissioner Cambridgeshire Police and Crime Commissioner Norfolk Police and Crime Commissioner Bedfordshire Police and Crime Commissioner Citrus Training Limited Unipart Group Limited ACL Essex 25 to 28 February 2025

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Information about this inspection

The inspection team was assisted by the dean of school of apprenticeships, 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

Vicki Locke, lead inspector His Majesty’s Inspector Russ Henry His Majesty’s Inspector Kevin Williams Ofsted Inspector Abdul Miah Ofsted Inspector Stella Hawkins Ofsted Inspector Mark Care His Majesty’s Inspector Shanna King Ofsted Inspector Rochelle Saneria His Majesty’s Inspector 25 to 28 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 children looked after, safeguarding and child protection.

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