The Open University

Further education and skills inspection report

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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

The Open University (OU) is a higher education institution based in Milton Keynes, Buckinghamshire. Established in 1969, it has pioneered distance learning higher education for over 50 years. It is one of the largest universities in Europe, with almost 200,000 students studying a range of undergraduate degrees, postgraduate degrees and apprenticeships. Staff began teaching apprenticeships in 2016. The university was last inspected in 2019 and was found to be good. At that time, only apprenticeships up to level 5 were in scope.

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Information about this provider

At the time of the inspection, there were 2,825 apprentices in training. Apprentices live and work across every region in England. More than half were studying the level 6 registered nurse apprenticeship. A further 225 studied level 5 nursing associate apprenticeships. Other apprentices studied apprenticeship standards at level 6 and level 7 in health, business, digital and public services sectors. A very small number were also studying level 2 functional skills qualifications in English or mathematics as part of their apprenticeship. All apprentices were 19 years of age or older. No apprentices were in receipt of high-needs funding. The provider does not work with any subcontractors. 11 to 14 March 2025

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

Apprentices are highly motivated and committed to their learning. They enjoy the flexibility that studying with the OU provides. They rightly recognise the importance of being well organised and self-driven when studying at a distance. They develop these skills quickly, with the support of their tutors. They make highly effective use of the range of study options open to them. For example, if they cannot attend an online teaching session with their group, they attend an alternate one, catch up on a recording or arrange for a one-to-one tutorial. Consequently, they swiftly make up for any learning they may have missed.

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

Apprentices develop substantial new knowledge, skills and behaviours through their apprenticeship, which they confidently apply in the workplace. For example, registered nurse apprentices learn about Parkinson’s disease. They use their new knowledge to recognise symptoms in patients and report this to qualified staff. Digital technology solutions professional (DTSP) apprentices are able to carry out risk assessments and introduce new protocols that strengthen practice in their workplace after learning about cybersecurity.

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

Apprentices benefit from helpful support for their next steps. For example, guest speakers talk to police constable apprentices about career pathways such as becoming a firearms officer or community policing. Nursing associate apprentices learn about intensive care nursing or how to become renal specialists. The careers team provides tailored support while apprentices study and when they have completed their apprenticeship. Apprentices value this input, which helps them make informed choices about their career options.

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

Apprentices feel safe in the workplace. They know how to raise concerns and seek support at work and through the university if they do not feel safe.

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better?

Leaders have designed an apprenticeship offer that meets national skills gaps in the health, digital and public services sectors well. They are training apprentices to fill roles in vital shortage areas, and their offer aligns strongly with the social mobility agenda of the OU. Leaders use their well-established blended learning model effectively to reach individuals who otherwise may not be able to access higher education.

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better?

Leaders and managers sequence training carefully so that apprentices build on what they know and can do. Senior leader apprentices, for example, learn about different leadership styles and how to communicate with teams effectively. They can then apply this understanding as they create and implement new strategies for their business. DTSP apprentices combine learning about project management and Java programming. As a result, they learn the range of skills they need to deliver programming projects in their workplaces. 11 to 14 March 2025

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Teaching staff are well qualified. They use their vocational expertise and knowledge of the sectors they teach well to support apprentices. For example, nursing tutors use their practical experience to demonstrate how to insert nasogastric tubes safely and administer intravenous drugs. Police tutors use case studies from their own experience to help apprentices understand how to look after vulnerable people when dealing with public protection incidents.

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Lecturers design and use high-quality online resources, such as webinars, quizzes and reading materials, which help apprentices learn effectively. Tutors use group tutorials and progress reviews effectively to reinforce key concepts and consolidate learning. They use questions, polls and breakout room discussions to gauge carefully what apprentices have learned and address any gaps. They provide apprentices with helpful feedback on their written and practical work. This makes sure they know what they have done well and how they can improve.

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Leaders provide employers with useful information at the start of the course so they have a sound understanding of their roles and responsibilities. Employers take part in frequent and helpful progress reviews. As a result, they mostly know how much progress their apprentices have made and what they need to do to support them in the workplace.

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Staff work closely with employers to design courses that mostly integrate on- and off-the-job learning effectively. As a result, apprentices have timely opportunities to apply what they have learned in the workplace. In the police constable apprenticeship, this is highly effective. Employers identify key operational priorities, which university staff use to design helpful project briefs. Employer staff also contribute to teaching, so ensure apprentices are taught procedures and workplace behaviours that match their expectations. However, the first year of the registered nurse apprenticeship is too generic. Leaders rightly recognise the need to strengthen content around specialist pathways, especially for those working in mental health settings.

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Leaders and managers have designed a curriculum that develops professional, respectful and highly committed apprentices. Apprentices have a good understanding of citizenship. They take on roles as course representatives and volunteer in settings where they have done placements. They mentor new apprentices in their workplace and demonstrate high levels of respect and tolerance for their colleagues. They manage diverse teams and promote inclusion in the workplace well, showcasing professional integrity.

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Most apprentices who enrol on an apprenticeship at the OU stay until the end of their course and complete it successfully. However, too many chartered manager and DTSP apprentices leave before completing their final assessment. Where apprentices do take final assessments, almost all pass, and many achieve high grades. Apprentices who have additional support needs achieve in line with their peers. Most apprentices remain working or studying in the same sector at the end of their apprenticeship. Many apprentices secure promotions or new roles with their employers before the end of their studies. 11 to 14 March 2025

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Leaders have a good understanding of the strengths and weaknesses of their apprenticeship training. Where they identify areas for improvement, they usually make adaptations swiftly. For example, leaders identified that too many business apprentices left before completing their apprenticeship. They stopped recruitment on the senior leader and chartered manager apprenticeships and revised the curriculum thoroughly. Now, apprentices start a workplace portfolio early in their programme instead of leaving it to the end. More apprentices complete their final assessments as a result.

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Governors hold the apprenticeship team to account effectively. For example, when they identified inconsistencies in the recording of off-the-job training, they challenged leaders who put in place course-level action plans to resolve this. Consequently, hours are now captured and recorded in a timely fashion.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the number of apprentices who stay to the end and complete the chartered manager and digital technology solutions professional apprenticeships.  Adapt the nursing curriculum to focus on relevant pathways and fields of nursing so apprentices can better apply what they have learned to their specific work setting. 11 to 14 March 2025

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Provider details

Address Walton Hall Milton Keynes Buckinghamshire MK7 6AA

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection 26 to 28 February 2019

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Provider details

Main subcontractors None 11 to 14 March 2025

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Information about this inspection

The inspection team was assisted by the head of apprenticeship services, 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

Viki Faulkner, lead inspector His Majesty’s Inspector Rochelle Saneria His Majesty’s Inspector Ann Minton Ofsted Inspector Simon Kent Ofsted Inspector Gerri Nevin Ofsted Inspector Mary Younan Ofsted Inspector Sarah Wilding Ofsted Inspector Karen Tucker Ofsted Inspector Karen Squire Ofsted Inspector 11 to 14 March 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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