University of St Mark & St John

Further education and skills inspection report

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Inspection of University of St Mark & St John

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Inspection dates: 29 April to 2 May 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 Not previously inspected

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Information about this provider

The University of St Mark & St John is a higher education institution. It has two campuses, Plymouth and Truro. At the time of inspection, 133 students were studying an apprenticeship. Fifty-seven were studying the level 5 assistant practitioner standard, 41 were studying the registered nursing degree standard, 21 the nursing associate standard, and 14 the level 6 youth worker standard. Apprentices are based across the south-west of England and work in settings such as healthcare facilities, community services, and educational organisations. Apprentices study through a blended learning model, which combines face-to-face sessions with online learning. 29 April to 2 May 2025

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

Apprentices value the training they receive, particularly the way it is adapted to reflect real-world challenges, making their learning both relevant and engaging. Many apprentices have not been in formal training for some time, so they particularly value the structured support that helps them develop study skills and build their confidence in academic learning. They also appreciate the professional expertise and practical support provided by lecturers and mentors, as well as the effective involvement of their employers in planning their learning.

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

Apprentices appreciate the effective mentoring and feedback they receive from lecturers and coaches, who encourage them to take ownership of their learning, fostering independence. For example, in nursing associate programmes, apprentices develop the ability to undertake critical reflection on their practice. In youth work, apprentices learn to independently research community issues. This supportive approach helps apprentices stay motivated while they are training.

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

Apprentices value the respectful culture that leaders have established and feel valued, safe and included. Staff use feedback effectively to help apprentices recognise their progress and develop resilience and confidence. Through feedback, apprentices learn to reflect on constructive criticism, allowing them to develop a proactive approach to improving their work. This supportive environment fosters strong relationships, creating a calm and safe space conducive to open discussions and active participation. Apprentices feel well supported in their personal development, benefiting from helpful resources and coaching that support them to balance academic demands with their workplace responsibilities.

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better?

Leaders collaborate effectively with employers to develop curriculum pathways that directly address workforce needs. For example, the youth work curriculum, mapped to the national occupancy standards, meets local demand for youth workers.

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better?

Leaders have established useful quality assurance processes to monitor the effectiveness of training. They conduct regular curriculum reviews, gather feedback from apprentices and employers, and make changes to enhance relevance and quality. However, leaders acknowledge that their oversight of teaching quality is not consistently well developed. They are not always fully aware of areas where teaching practices could be enhanced to support apprentices in making more rapid progress. While overall quality of education is good, leaders recognise the need to strengthen how they use teaching and learning information to ensure consistent practice across all pathways.

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better?

Lecturers use their specialist knowledge well to plan and teach in a way that helps apprentices swiftly build their understanding of new knowledge. For example, in youth work apprenticeships, lecturers introduce community-based examples early to enhance apprentices’ ability to critically analyse practical issues. This thoughtful 29 April to 2 May 2025

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sequencing helps apprentices connect theory with practice, building confidence in their professional roles. However, in a minority of taught sessions, lecturers do not ensure that teaching strategies engage all apprentices effectively. This contributes to some apprentices not fully benefiting from group activities. Additionally, in a minority of instances, lecturers could make better use of questioning techniques to help apprentices consolidate their understanding of new concepts.

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Lecturers ensure that assessment methods are carefully designed to be vocationally relevant, allowing apprentices to demonstrate their practical skills in ways that directly reflect their professional roles. For example, youth work apprentices complete assessments that not only mirror workplace tasks but also challenge apprentices to develop critical skills, such as creating resources to address discrimination in diverse community settings. Nursing associate apprentices undertake practical assessments linked to patient care, applying theoretical knowledge in realistic contexts, such as conducting patient observations and managing end-of-life care. This approach helps apprentices build the confidence and competence needed to perform their roles effectively in real-world environments.

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Lecturers use high-quality resources effectively to enhance practical learning. For example, the nursing associate programme benefits from simulation suites with interactive mannequins, allowing apprentices to practise key skills such as taking vital signs and providing end-of-life care. This hands-on experience in a safe environment builds confidence before performing tasks in real-world settings.

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Leaders and managers have established a highly inclusive and supportive environment. They ensure that apprentices, including those with SEND or additional support needs, receive high-quality, personalised support and adapted teaching.

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Lecturers embed essential skills effectively, including English, mathematics and digital skills, into vocational learning. This supports apprentices to apply these skills in practical contexts, such as using digital tools for resource creation and managing budgets in youth work.

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Lecturers and coaches provide apprentices with useful careers guidance, including opportunities to discuss career aspirations during progress reviews. However, this guidance is not yet sufficient to ensure that all apprentices are fully aware of the range of opportunities available to them after completing their programme.

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Leaders maintain effective governance arrangements, with governors actively monitoring educational quality and apprentices’ progress. Governors receive regular reports from senior leaders and challenge decisions to maintain high standards. However, leaders recognise that they need to strengthen oversight of teaching quality to ensure consistent practice across all pathways. Additionally, they acknowledge that careers advice for apprentices needs improvement.

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In most instances, leaders support staff with useful professional development opportunities, helping them develop their teaching practice and subject specialist knowledge. However, leaders recognise that these opportunities could be better 29 April to 2 May 2025

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aligned with the improvement priorities identified through their quality assurance processes to support the continuous improvement of training.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Assess the effectiveness of teaching strategies across all programmes and use the findings to inform staff development and enhance the quality of education.  Provide careers advice to apprentices so that they understand the progression options available to them. 29 April to 2 May 2025

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Provider details

Address Derriford Road Plymouth Devon PL6 8BH

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Provider details

Principal, CEO or equivalent Professor Claire Taylor

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Provider details

Provider type Higher Education Institute

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 29 April to 2 May 2025

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Information about this inspection

The inspection team was assisted by the academic registrar for quality and academic standards, as nominee. Inspectors took account of the provider’s most recent self- assessment report and development plans, and the previous monitoring visit 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

Paul James, lead inspector His Majesty’s Inspector Matt Hann His Majesty’s Inspector Helen Morgan His Majesty’s Inspector Karen Squire Ofsted Inspector 29 April to 2 May 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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