University of Greenwich

Further education and skills inspection report

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 Good

p.1

Information about this provider

The University of Greenwich is a higher education provider that has provided apprenticeships since 2017. Teaching for apprentices takes place at three of the university’s campuses, in Greenwich, Eltham and Medway. Apprentices study face-to- face and online.

p.1

Information about this provider

At the time of inspection, there were around 450 apprentices across 14 apprenticeship standards from level 5 to level 7. Of these, 113 were studying the level 6 chartered surveyor standard, 96 were studying the level 6 registered nurse standard, 61 were studying the level 6 midwife standard, 39 were studying the level 5 nursing associate standard, 49 were studying the level 7 advanced clinical practitioner standard and 34 were studying the level 6 laboratory scientist standard. The remaining apprentices were on apprenticeship standards relating to health, engineering or business. 2 to 5 June 2025

p.1

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

Apprentices value the supportive environment that they experience, where they learn from knowledgeable lecturers who are passionate about their subjects. For example, nursing associate apprentices appreciate that lecturers accompany them on their first day of new placements to help them to settle in. Apprentices access a range of high-quality support to help them to develop additional skills, such as academic writing, that helps them to perform well in their studies and job roles.

p.2

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

Apprentices gain useful knowledge to prepare them for their next steps. For example, senior leader apprentices learn about topics such as succession planning and become equipped to make strategic business decisions. As a result of their training, many apprentices gain promotions at work.

p.2

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

Apprentices apply professional values well in the workplace. For example, nursing apprentices know to fulfil the duty of candour to treat families and patients with honesty. Apprentices value the professional simulated environments and the high- quality resources that they use in their training. However, a few apprentices on health-related courses talk over their peers and use their mobile phones rather than pay attention in lessons. They do not consistently demonstrate the same high level of professionalism that they show in the workplace.

p.2

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

Apprentices feel safe when they attend training and at work. They are aware of how to keep themselves healthy and safe. For example, they receive training to protect themselves from risks such as sexual harassment, extremism and terrorism.

p.2

better?

Leaders have a clear aim to help people from a range of backgrounds take part in higher education. They offer apprenticeships in subjects where there are shortages of skilled professionals. For example, they have grown provision to focus on training and retaining staff within the NHS. Apprentices can advance from being a nursing associate to a registered nurse, and then to advanced clinical practitioner roles. Leaders prepare apprentices well for roles where there is a demand for their skills.

p.2

better?

Lecturers are highly knowledgeable in both their subjects and in academic research in their area. They plan their courses effectively and teach them in an appropriate order. For example, engineering apprentices learn the fundamental mathematical principles of an amplifier circuit before they apply their knowledge to construct an amplifier circuit for a required voltage gain. Apprentices build on their knowledge over time and learn to apply it in more complex situations.

p.2

better?

In most instances, programme leads and lecturers check what apprentices already know and can do at the start of the courses and use this information well to teach apprentices new knowledge. However, staff do not use this information effectively for level 7 advanced clinical practitioner apprentices. As a result, a few apprentices 2 to 5 June 2025

p.2

3

on this standard spend time revisiting content that they already understand.

p.3

3

Lecturers mostly use a range of effective teaching strategies, including when teaching online. For example, lecturers of registered nurse apprentices give clear demonstrations of intravenous cannulation and check that apprentices use relevant equipment correctly. Lecturers encourage apprentices to discuss and justify their answers to questions and correct any misconceptions. Consequently, apprentices remember what they have been taught.

p.3

3

Programme leads set suitable assessments to check what apprentices have learned. Lecturers mostly provide useful feedback on apprentices’ written and practical work that helps them to understand what they do well and what they need to do to improve. Apprentices on health-related standards learn how to use sophisticated clinical terminology and develop deeper levels of critical analysis. As a result, they make sustained and meaningful progress in their clinical practice.

p.3

3

On most standards, skills coaches monitor the progress that apprentices make effectively through tripartite reviews. Most apprentices benefit from collaborative planning between their managers and skills coaches in relation to how they use their new knowledge at work. For example, skills coaches help chartered surveyor apprentices apply their knowledge of construction economics and finance when managing projects. Consequently, apprentices apply their knowledge confidently in their job roles.

p.3

3

As a result of their training, apprentices who complete achieve well. On standards where merits and distinctions are available, a high proportion of apprentices gain these. However, too many level 7 advanced clinical practitioner and level 6 chartered surveyor apprentices leave before they complete their final assessments. Leaders, lecturers and skills coaches are making suitable changes to increase the proportion of apprentices who complete.

p.3

3

Staff ensure that apprentices with special educational needs and/or disabilities (SEND) receive suitable support. Lecturers and skills coaches use appropriate support strategies and provide the aids and adaptations that these apprentices need. Apprentices with SEND achieve as well as their peers.

p.3

3

Apprentices have access to a broad range of careers advice and support. They can make appointments with skills advisers, who inform them of their career options. Apprentices also benefit from informative talks from guest speakers and membership to professional bodies. They are well informed about their next steps.

p.3

3

Leaders have put in place suitable governance structures for apprenticeships. However, leaders’ and governors’ scrutiny of the apprenticeships is often limited to the degree element, and leaders lack an in-depth oversight of the overall quality of the provision. This has contributed to a few communication problems with laboratory scientist apprentices and their employers. Leaders are implementing more rigorous monitoring of the provision, but it is too early to judge the impact of their actions. 2 to 5 June 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Implement plans to track and monitor the quality of apprenticeships and the progress that apprentices make.  Support level 6 chartered surveyor and level 7 advanced clinical practitioner apprentices to complete their apprenticeships.  Take appropriate actions to make sure that apprentices demonstrate professional behaviours consistently in lessons.  Improve communication with level 6 laboratory scientist apprentices and their employers so that they are clear about the requirements of the course. 2 to 5 June 2025

p.4

Provider details

Address Maritime Greenwich Campus Old Royal Naval College London SE10 9LS

p.5

Provider details

Principal, CEO or equivalent Jane Harrington

p.5

Provider details

Provider type Higher education institution

p.5

Provider details

Date of previous inspection 19 to 21 March 2019

p.5

Provider details

Main subcontractors N/A 2 to 5 June 2025

p.5

Information about this inspection

The inspection team was assisted by the associate director, apprenticeship development, 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

Rebecca Jennings, lead inspector His Majesty’s Inspector Errol Ince Ofsted Inspector Liz Gormley-Fleming Ofsted Inspector Chloe Rendall His Majesty’s Inspector Claire Poole Ofsted Inspector 2 to 5 June 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