University of Brighton

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

The University of Brighton is a higher education institution in Brighton with sites at Moulescoomb and Falmer. It offers apprenticeship training at higher levels, including integrated degrees. At the time of inspection, there were approximately 650 apprentices. Around 200 apprentices were training on the level 5 nursing associate apprenticeship, around 100 were training on the level 6 registered nurse degree, around 80 were training on the level 6 occupational therapist apprenticeship and around 50 were training on the level 7 chartered town planner apprenticeship. Six apprentices were studying English and mathematics functional skills with the subcontractor. 4 to 7 February 2025

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

Apprentices have high professional standards. They behave with integrity and advocate for others effectively. Advanced clinical practitioner apprentices confidently manage risks in patient outcomes. Occupational therapist apprentices plan service users’ care without prejudice. Apprentices uphold their employers’ values and meet the standards set by regulators.

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

Apprentices acquire new knowledge and skills quickly and securely. Physiotherapy apprentices conduct consultations with patients early in their training. Registered nursing apprentices demonstrate patient catheterisation to undergraduate peers. While at work, apprentices use what they learn confidently and correctly.

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

Apprentices benefit greatly from the partnerships leaders and staff have with employers, who share their values. Apprenticeship training is co-designed by staff and employers who, in most cases, improve apprentices’ experience continually. Apprentices enjoy training in a range of different settings and gain a breadth of experiences to prepare them effectively for their next steps.

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

There are plentiful opportunities for apprentices to take part in activities beyond their apprenticeship. Due to the demands of their job and training, few are able to find the time to participate in these.

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

Apprentices feel safe at university and at work. Apprentices training in health and social work know how those with extremist views pose a risk to their job roles. However, a few apprentices on other apprenticeships do not have a detailed enough understanding of these risks.

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better?

Leaders offer training that is very closely aligned with regional skills needs. They provide apprenticeships in physiotherapy and social work so employers can upskill their workforce. Leaders are ambitious for people in the region. They provide apprenticeships for those unable to study full-time due to personal responsibilities and circumstances. Full-time care workers with substantial experience advance their careers by training to be nurses. Most apprentices secure sustained employment, are promoted or pursue further training.

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better?

Staff work effectively with most employers to design relevant training for apprentices. In civil engineering, staff help apprentices model building information systems in response to industry and government priorities. Most apprentices build specialist knowledge and skills as a result. However, in a few apprenticeships, employers are not sufficiently involved in designing the curriculum. 4 to 7 February 2025

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Staff use their expertise to teach apprentices effectively. They use simulated environments so nursing apprentices can practise catheterisation. Employers provide apprentices with high-quality training at work. Physiotherapy apprentices attend surgeries to understand how severe trauma affects the physiology of the upper leg. Apprentices quickly become experts and apply their knowledge competently.

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Staff use assessment well to provide most apprentices with precise feedback on how to improve their work. They advise physiotherapy apprentices how to manoeuvre patients safely when examining their backs to improve diagnosis. Apprentices mostly improve their work and make good progress. However, on a few apprenticeships, apprentices are not always clear about the specific steps they need to take to improve their work or skills.

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Staff undertake professional development that keeps them at the leading edge of their specialisms. They do not undertake training that helps contribute to apprentices’ personal development, such as how the risks of extremism and radicalisation relate to apprentices’ jobs.

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Apprentices apply their knowledge fluently at work and produce high standards of academic work. Nursing associate apprentices provide patient care, including administering medication and caring for wounds. Apprentices in chartered town planning win national awards for excellence in their dissertations. Most apprentices achieve very well, including merits and distinctions for their apprenticeships and upper second- and first-class degrees.

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Managers and staff identify quickly apprentices who need extra help and provide them with the support they need to succeed. They adjust assessment methods, help with academic writing and agree reasonable adjustments with employers. These apprentices achieve well and in line with their peers.

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Leaders and staff provide apprentices with helpful careers advice. Occupational therapy apprentices know they can work in public or private health or in education. Guest speakers help chartered town planner apprentices understand different industry roles. Apprentices have the information they need to make informed decisions about their careers.

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Leaders monitor closely the progress of apprentices studying English and mathematics in subcontracted provision. Apprentices make good progress and often achieve their English and mathematics qualifications at the first attempt.

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Governors use their wealth of private and public sector knowledge and experience to help leaders set the strategic direction for apprenticeship provision. Governors and leaders know the strengths of apprenticeships and most of the areas for improvement. However, managers are unable to separate apprenticeships from undergraduate study in performance metrics, such as attendance and staff training. Managers are unable to check that the improvements they make are consistently effective as a result. 4 to 7 February 2025

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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 staff with training so that they can contribute effectively to apprentices’ personal development, including through improving their knowledge of the risks associated with extremist views.  Make sure that staff give consistently helpful feedback to apprentices so that they know what they have done well and what they need to do to improve their work.  Involve employers more closely in the design and planning of all apprenticeships. 4 to 7 February 2025

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Provider details

Address Mithras House Lewes Road Brighton East Sussex BN2 4AT

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Provider details

Principal, CEO or equivalent Professor Donna Whitehead

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 14 to 16 May 2019

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Provider details

Main subcontractors Functional Skills UK Limited 4 to 7 February 2025

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Information about this inspection

The inspection team was assisted by the head 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

Mark Hillman, lead inspector His Majesty’s Inspector Jo-Ann Henderson His Majesty’s Inspector Suki Dhesi Ofsted Inspector Jo Dyson Ofsted Inspector Fern Jest Ofsted Inspector Kelley Malthouse Ofsted Inspector Roland White His Majesty’s Inspector Rochelle Saneria His Majesty’s Inspector 4 to 7 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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