Roehampton 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 Not previously inspected

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Information about this provider

Roehampton University is located in the London Borough of Wandsworth. At the time of the inspection, there were 61 apprentices studying the level 5 nursing associate apprenticeship. Staff teach apprentices through face-to-face lectures and seminars each week, either at the University of Roehampton or at Croydon College. Apprentices complete 15 weeks of placement in an alternative setting to their main employment as part of their apprenticeship.

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Information about this provider

All apprentices were adults. Seven apprentices were studying functional skills English and mathematics as part of their apprenticeship. 21 to 23 May 2025

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

Apprentices are motivated and positive about their experience while on their apprenticeship. Most attend well and receive good support from their lecturers and peers. For example, apprentices benefit from counselling to help them process their emotions after studying difficult topics such as how to care for victims of female genital mutilation. Apprentices value the opportunity to discuss topics with their peers. They appreciate the perspective that apprentices from different cultures and work experiences bring.

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

A few apprentices, particularly those who are less experienced in the healthcare sector and those who study functional skills, struggle to keep pace with the volume of work required for the apprenticeship. As a result, a few apprentices fall behind with their assignments or take breaks in learning.

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

Apprentices quickly develop new knowledge and skills. For example, they develop effective wound care skills and understand the need to consider different medications for patients with additional diagnoses such as diabetes. Apprentices become effective communicators. They reassure patients and develop a good understanding of patients’ vital signs and the various options to improve their health.

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

Apprentices demonstrate resilience and care for each other when discussing sensitive topics such as serious case reviews and child neglect cases. They understand the importance of fundamental British values in their job roles well because lecturers link them suitably to the nursing and midwifery professional standards. For example, apprentices recognise the importance of cultural tolerance and the need to adapt their work to make sure they provide effective care and support to patients from diverse backgrounds.

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

Apprentices feel safe. They know how to report a concern should one arise. Lecturers discuss the risks of radicalisation at the beginning of the apprenticeship. However, they do not check apprentices’ understanding of these risks enough. Consequently, a few apprentices, particularly those that study at a local college, do not securely understand the risks associated with radicalisation, including local risks.

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better?

Since the new provider monitoring visit, leaders have worked effectively to continue to improve the training that apprentices receive. Senior leaders have strengthened the apprenticeship management structure and increased leadership capacity. They have taken effective actions to improve the quality of the teaching of functional skills English and mathematics. Apprentices who study functional skills do so early in their apprenticeship. All pass their examinations on the first attempt.

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better?

Leaders are ambitious for their apprentices. The nursing associate apprenticeship provides a route for health care assistants to progress their careers and gain higher 21 to 23 May 2025

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level qualifications. Leaders actively promote social mobility. They teach the nursing associates apprenticeship at both the university and at a college in south London, which enables apprentices unable to travel to train in the areas where they live and work.

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Lecturers are experienced lecturers and registered nurses. They use their skills and knowledge well to plan interesting and mostly effective lessons. For example, lecturers use discussions well to explore topics such as brain structure and cirrhosis of the liver. They use mannequins effectively to demonstrate treatment for blocked airways on different age patients. They invite guest speakers such as paediatric nurses and mental health experts to explain the different techniques and approaches they use to treat patients This helps apprentices to learn the skills required to treat patients of different ages in a range of settings.

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In most cases, lecturers make effective use of a range of assessment techniques. They use questioning, quizzes and practical assessments well throughout the apprenticeship. Lecturers provide clear and helpful feedback to apprentices on their written work. Consequently, apprentices understand what they have done well and what they need to improve to gain higher grades.

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Lecturers do not use the results of the first assessment of apprentices’ abilities to effectively plan learning. As a result, a few apprentices study topics they have previously covered and a few struggle with the level and content of the apprenticeship.

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Lecturers and employers provide effective careers advice and guidance to most apprentices. They use their knowledge of job roles well to provide apprentices with targeted advice on progression opportunities. Apprentices take part in mock interviews and get information about additional training, such as infection prevention and control, from their lecturers. A few apprentices are not clear on their next steps once they complete their nursing associate apprenticeship due to staffing changes being made in the NHS trust they work in.

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Leaders provide an effective range of continuous professional development opportunities for staff. Leaders support lecturers without higher education teaching qualifications to gain them. They provide effective training to staff about the final assessment process. Lecturers use this training effectively to make sure apprentices understand and are prepared for their final assessment. Most apprentices pass on their first attempt and achieve their apprenticeship.

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Leaders know the strengths and most of the areas of the apprenticeship provision that they need to improve. They act effectively to deal with any weaknesses. They moderate assignments rigorously and monitor apprentices’ progress well. However, they do not focus sufficiently on the quality of targets that lecturers set in progress reviews. Too few apprentices are set appropriately challenging targets by their lecturers. As a result, apprentices and their employers are not always clear on areas of focus and what they can do to improve apprentices’ work further. 21 to 23 May 2025

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University council members have a good range of skills and experience which they use well to support and challenge the senior team. They have strong links with employers and stakeholders, which they use effectively to continue to develop and grow the apprenticeship programme. For example, they work with a local further education college to promote the apprenticeship and the NHS workforce development team to gain insight into local and national skills shortages.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure progress reviews include meaningful targets, so that apprentices and employers are clear on apprentices’ progress and areas to improve.  Use the information about apprentices’ starting points to plan the curriculum, adapting it where necessary for apprentices who have prior learning.  Make sure that apprentices have a detailed understanding of the risks associated with being influenced by someone with extremist views. 21 to 23 May 2025

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Provider details

Principal, CEO or equivalent Professor Jean-Noel Ezingeard

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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 21 to 23 May 2025

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Information about this inspection

The inspection team was assisted by the deputy dean for health care education, 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

Paul Manning, lead inspector His Majesty’s Inspector Saher Nijabat His Majesty’s Inspector Philida Schellekens Ofsted Inspector 21 to 23 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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