University of Leicester

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

The University of Leicester offers apprenticeships in healthcare and leadership. At the time of the inspection, there were 88 apprentices in training. Around half of these study the level 6 operating department practitioner (ODP) apprenticeship at the George Davies Centre, Leicester. The other half study the level 7 senior leader apprenticeship online. The first cohort of apprentices started in September 2022 on the ODP apprenticeship and have recently completed. All apprentices are aged over 19. The university does not subcontract any of its apprenticeship provision. 4 to 6 June 2025

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

Apprentices are very positive about their training. They value the support and clear communication that they receive, and the relevance of the training provided by expert lecturers.

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

Apprentices benefit from a highly inclusive culture. Those with additional needs receive helpful targeted one-to-one support. Senior leader apprentices experience flexible training that helps them to manage their learning alongside their busy roles. Staff provide support quickly to help apprentices, who have been out of education for a long period, to develop their confidence and skills in academic writing.

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

Leaders work closely with employers so that training places a strong emphasis on the development of practical, work-relevant skills. For example, ODP apprentices benefit from training that reflects both current and emerging practice in operating theatres that meets the accreditation requirements of the College of Operating Department Practitioners and the Health and Care Professions Council.

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

Staff support apprentices to develop a strong sense of citizenship. ODP apprentices learn to understand how healthcare affects people differently depending on their background, such as their income, education or social situation. Senior leader apprentices explore key themes, such as ethical leadership, social responsibility and community involvement. This enables them to understand how their decisions and leadership can positively influence society beyond their immediate roles.

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

Apprentices feel safe and understand how to protect themselves. They are well informed about the specific risks associated with their roles and know where to access the wide range of support available, both through the university and in their workplaces.

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better?

Leaders have a clear and well-planned approach to their apprenticeships. They understand what skills are needed now and in the future. They work closely with partners, such as the National Health Service, to make sure that training meets their needs. For example, on the ODP apprenticeship, leaders have included the surgical first assistant proficiencies in the training to help develop the skills that apprentices need to manage operating theatre lists. This helps apprentices quickly become more effective in key parts of their jobs.

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better?

Leaders have recruited a team of specialists to manage their apprenticeships. They provide clear direction, maintain quality and drive continuous improvement.

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better?

Lecturers carefully organise training, so that apprentices build their knowledge and skills securely over time. ODP apprentices first develop their knowledge and skills in operating department practice before moving on to specialist situations and patient conditions. Senior leader apprentices first explore key organisational factors, such as 4 to 6 June 2025

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structure, culture and workspace design, before moving on to generate an innovation strategy. Apprentices can apply their learning safely and effectively in real-world settings.

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Lecturers are highly qualified and demonstrate strong subject expertise in their teaching. They ask thoughtful, probing questions that encourage apprentices to reflect critically and apply their learning to situations within their job roles. For example, ODP apprentices undertake clinical scenarios, such as intubation during anaesthetic, to develop effective teamwork and communication skills.

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Senior leader apprentices benefit from online lessons that are interactive and include tools, such as the chat function to support discussion and peer learning. However, because many apprentices do not turn on their cameras and most discussion happens in the chat bar, those who watch the lesson recordings miss out on these valuable conversations and shared ideas.

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Staff use a variety of effective teaching methods, such as research tasks, workbooks and projects, to help apprentices to apply their knowledge in the workplace. For example, ODP apprentices work in groups to create practical resources, such as patient information leaflets and pressure sore checklists to use in their practice.

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Lecturers skilfully design assessment activities to ensure that all apprentices can showcase their new knowledge and skills. For example, ODP apprentices write case studies, where they can demonstrate their strong practical skills in addition to writing essays and developing their academic writing skills.

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Apprentices who have completed their training achieve very well. Three quarters of the ODP apprentices achieved their degree with first class honours and all progressed into employment.

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Apprentices have access to helpful careers guidance through the careers and employability service. This is complemented by activities during training, such as guest lectures from industry experts and CV-writing workshops. Most apprentices are well informed and prepared for their next career steps.

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Leaders prioritise targeted professional development that supports the development of both subject knowledge and teaching practice. Staff benefit from peer observations and formal training to support their teaching practice. Where specific areas for improvement are identified, such as classroom management, leaders act swiftly. As a result, staff increase their confidence and effectiveness in their roles.

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Governors provide effective oversight of the apprenticeship provision. Leaders are aware of the need to strengthen governance further by using key performance data and setting ambitious targets now that apprenticeships are well established. While plans are in place to achieve this, it is too early to assess their impact.

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The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that when lesson recordings are used for training, apprentices can access the full content of the lesson.  Use performance data effectively so that governors have sufficient information to scrutinise performance and support continued improvement. 4 to 6 June 2025

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Provider details

Address University Road Leicester LE1 7RH

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Provider details

Principal, CEO or equivalent Professor Nishan Canagarajah

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Provider details

Provider type Higher education institution

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 4 to 6 June 2025

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Information about this inspection

The inspection team was assisted by the interim academic registrar, 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

Sarah Biddulph, lead inspector His Majesty’s Inspector Ann Minton Ofsted Inspector Andy King Ofsted Inspector Michelle Patel Ofsted Inspector 4 to 6 June 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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