CU Apprenticeships (Better Futures) Limited

Further education and skills inspection report

p.1

Inspection of CU Apprenticeships (Better Futures) Limited

p.1

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

p.1

Information about this provider

CU Apprenticeships (trading as Better Futures Limited) is a learning provider located in Coventry. The company is a wholly owned subsidiary of Coventry University Group and began teaching apprentices in January 2023. It offers apprenticeships from level 4 to level 7 . At the time of inspection, there were 1,756 apprentices in learning. Apprentices were studying apprenticeships in health, social care, management and leadership, manufacturing and engineering, construction, environmental, and protective services. Apprentices study online and at campuses in Coventry, Scarborough and London.

p.1

Information about this provider

All apprentices are adults. 20 to 23 May 2025

p.1

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

Apprentices have positive attitudes to their learning and are motivated to achieve their apprenticeship. Level 5 nursing associate apprentices develop drive and determination. They undertake increasingly complex roles in their workplace and become confident and resilient. They are supported well by staff, who are keen for apprentices to succeed.

p.2

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

Through their studies, apprentices gain and refine high-quality workplace skills. Level 5 coaching professional apprentices apply relevant behavioural theories to their coaching practice. They reflect on and evaluate their approach to improve their work. Employers value the contributions of their apprentices. Most apprentices achieve their apprenticeship.

p.2

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

Teaching staff create safe spaces for apprentices to express their opinions and to receive constructive feedback on their work. They model professional behaviours, which apprentices adopt rapidly. Level 7 senior leader apprentices share their experiences in education with their peers in a respectful, collaborative discussion. As a result, most apprentices take part in classes enthusiastically.

p.2

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

Apprentices feel safe when studying on campus. Staff offer support to apprentices to improve their mental health and well-being. This includes teaching sessions about avoiding burnout and creating healthy routines to support the balance of work and study. Apprentices access counselling support, where it is needed, through central university services, both online and in person. They feel supported in maintaining their mental health.

p.2

better?

Leaders are committed to developing apprenticeships to reduce skills shortages in their local areas. They work closely with employers such as NHS trusts and local councils to understand key skills gaps. They provide opportunities for apprentices who have not studied at higher levels to develop their knowledge and skills to further their career and fill these critical gaps.

p.2

better?

Leaders design ambitious curriculums that, in some cases, accelerate the progress that apprentices make. For example, level 5 nursing associates have additional workplace training beyond the level of their apprenticeship. They benefit from learning in classrooms that simulate hospital wards and have specialised training on tracheostomy and stoma care. Apprentices develop a wide set of skills and practise them before using them in the workplace.

p.2

better?

Teaching staff use a wide range of tools to assess apprentices’ understanding and how they apply it in practice effectively. Level 6 physiotherapist apprentices use distorted glasses to simulate visual impairment. They discuss how visual loss might change their approach to patients to develop empathy and understanding. In level 6 20 to 23 May 2025

p.2

3

resilience and emergencies professional, apprentices use simulated environments to safely develop their response skills in a controlled setting.

p.3

3

In several instances, teaching and support staff do not identify what apprentices know and can do at the start of their studies with sufficient accuracy or consistency. In level 6 social worker, initial assessments of apprentices’ knowledge fail to provide an accurate measure of prior knowledge and experience. In other cases, where assessments are accurate, staff do not use them to inform teaching and learning. As a result, a few apprentices with extensive prior knowledge repeat what they already know and do not make the progress of which they are capable.

p.3

3

Teaching staff provide effective support to help apprentices strengthen their English and mathematics. In level 6 civil engineering, apprentices develop the ability to perform complex calculations, such as shallow foundation design, shear reinforcement and drainage design. Support staff provide apprentices with tailored support that improves the quality of their written work.

p.3

3

Teaching staff help apprentices with additional support needs and those with special educational needs and/or disabilities effectively. Support and teaching staff work with apprentices to understand and put in place the help apprentices need to be successful. This includes the use of captions during online teaching and making adjustments to seating, working and assessment arrangements. This contributes to apprentices with support needs achieving their apprenticeships in line with their peers.

p.3

3

Apprentices receive appropriate guidance on their next steps and future careers. Staff refer level 5 coaching professional apprentices to the talent team for additional careers advice and to understand volunteering opportunities that can support their studies. They benefit from specialist discussions with teaching staff to understand professional and career development opportunities. Apprentices know how to develop their careers. Most apprentices remain with their employer on completion of their apprenticeship.

p.3

3

Leaders have established effective processes to assess the quality of teaching, learning and assessment through lesson observations and apprentice and employer feedback. In most cases, leaders use this information effectively to identify areas for improvement. However, in a small number of cases, such as in level 6 resilience and emergencies professional, leaders do not respond swiftly enough to concerns raised to ensure that apprentices are able to meet their potential.

p.3

3

Leaders have developed a coherent structure for governance. Quality and governance committees ensure accountability for improvements and transparency throughout the organisation. Governors are skilled sector experts who monitor performance effectively. They have access to accurate data that enables them to challenge leaders to make rapid improvements. 20 to 23 May 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Further develop how teachers assess what apprentices know and can do at the start of their apprenticeship and use this information to adapt teaching.  Use the information gathered through the quality process to improve consistency in apprentices’ experience of study. 20 to 23 May 2025

p.4

Provider details

Address CU Coventry 8 Mile Lane Coventry West Midlands CV1 2TU

p.5

Provider details

Website www.coventry.ac.uk/apprenticeships/

p.5

Provider details

Principal, CEO or equivalent Aidan Friend

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 20 to 23 May 2025

p.5

Information about this inspection

The inspection team was assisted by the apprenticeship compliance manager, 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.

p.6

Inspection team

Helen Morgan, lead inspector His Majesty’s Inspector Mark Parton His Majesty’s Inspector Susan Gay Ofsted Inspector Sarah Wilding Ofsted Inspector Bev Ramsell His Majesty’s Inspector Rachel Clark His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector Nicki Adams Ofsted Inspector 20 to 23 May 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7