Bath Spa University

Further education and skills inspection report

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Adult learning programmes Outstanding Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Bath Spa University offers a range of project management and digital Skills Bootcamps, taught online and in person at Corsham Court in Wiltshire. At the time of the inspection, around 20 learners were studying Skills Bootcamps in agile project management combined with artificial intelligence (AI). Most learners studying Skills Bootcamps are in the process of leaving military service and seeking work in civilian life. The remaining few learners are unemployed and seeking work or looking for a change of career.

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Information about this provider

The provider also offers tailored learning courses for adult learners at venues in Radstock and Twerton. Learners study courses in creative arts and a ‘re-emerge’ artist residency course for learners returning to the creative arts. At the time of the inspection, fewer than five learners were studying these courses. 29 to 31 July 2025

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

Learners thrive in the highly supportive and welcoming environment that staff create. Skills Bootcamp learners value the excellent practical activities that teaching staff use to help them understand and apply a range of project management skills. Learners making the transition from military service to civilian life highly value the commercially relevant skills they develop such as overseeing a range of dynamic projects, learning to frequently review and monitor project progress and respond to differing market and customer factors.

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

Learners studying tailored learning courses quickly develop the skills they need to be successful. They rapidly demonstrate the behaviours they need to undertake learning in a classroom environment. Most learners have not been in education, training or employment for a considerable time. Learners build their self-esteem and rapidly recognise the value of their new skills. Almost all learners move on to self- employment, paid work or pathways to higher education as a result of their training.

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

Leaders have an acute understanding of the needs of adults in their community. They have established excellent partnerships with employers, community organisations and services such as health, housing and youth services to tackle rural isolation and carefully help learners develop the confidence they need to return to training. Leaders ensure that adult learners on short courses are treated equally to full-time students so they feel included and have full access to the resources, benefits and support the university provides.

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better?

Leaders plan exceptional Skills Bootcamp curriculums to provide learners with the knowledge, skills and confidence they need to gain jobs. Leaders have assembled a committed group of industry experts to form an employer advisory group (EAG) to co-design the curriculums for Skills Bootcamps and advise on changes in the industry as they arise. For example, the EAG identified a need for greater development of AI skills in the workforce. Leaders subsequently added this to their courses so that learners now learn how to use a range of AI tools in the context of project management. Leaders ensure that the curriculums learners study contain industry-recognised qualifications, increasing the likelihood that learners secure interviews and get the jobs they aspire to.

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better?

Leaders expertly design interesting, stimulating tailored learning courses that help learners, including those facing barriers to learning, to develop and rediscover artistic skills. Teaching staff are industry experts. They use their expertise skilfully to inspire learners to be successful in several disciplines, including printmaking and painting. Learners carefully build impressive portfolios of their work, which they use to gain commissions and paid work.

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better?

Leaders have thorough processes in place to support learners with special educational needs and/or disabilities. They make accurate assessments of the 29 to 31 July 2025

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support learners need at the start of their course and deploy this support promptly. For example, staff ensure that the needs of learners with severe allergies are met so they are not at risk during the face-to-face training days. Learners with hearing impairments access high-quality teaching and learning materials, including recordings of all online lessons with captions, on the university’s online platform.

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Teaching staff rigorously check what learners know and can do throughout their course and diligently track the progress learners make. Staff make excellent use of homework tasks, mock examinations and quizzes and provide grades for learners’ coursework so they can benchmark their progress against previous work.

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Teaching staff provide learners with exceptionally helpful feedback on their coursework and on the progress they are making. Learners receive rich technical and vocational commentary on what they have done well and what they need to do to improve. Learners respond to teachers’ feedback in full and with good use of the technical and vocational terminology of the subject they are studying. Almost all learners who start their courses stay until the end, and most pass their final exams.

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Leaders provide learners with highly impactful, expert careers advice and guidance from industry professionals. Learners access the university’s well-being, employability and careers programme through which coaches help learners to understand fully their strengths and areas they need to work on. Learners develop their presentation skills, learn how to present themselves and practise valuable interview techniques. Learners also access one-to-one sessions, where coaches help them build their confidence and improve their self-esteem.

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Staff adeptly teach learners about the dangers of radicalisation and how to keep themselves safe from extremist views. Teaching staff on the tailored learning courses respond skilfully to the risks presented to learners who are isolated, live on their own and receive most of their information through social media and online sources. Staff challenge learners sensitively and non-judgementally, where they may have been influenced by conspiracy-led views. Learners feel safe to explore each other’s views, and staff teach them how bias and extreme views are reinforced and spread through online algorithms. This makes them feel safer and less isolated.

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Leaders, including those responsible for governance, inspire and foster a highly effective culture of continuous improvement. They understand the strengths of the provision well and swiftly resolve any areas for improvement as they arise. Leaders assure themselves of the quality of training by visiting lessons, seeking the views of learners and reviewing the curriculums with employers. Governors thoroughly scrutinise key performance indicators and the views of learners to provide high levels of challenge and use their substantial expertise to support leaders.

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Safeguarding

The arrangements for safeguarding are effective. 29 to 31 July 2025

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Provider details

Address Newton Park Newton St Loe Bath Somerset BA2 9BN

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Provider details

Principal, CEO or equivalent Georgina Andrews

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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 29 to 31 July 2025

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Information about this inspection

The inspection team was assisted by the head of the short course unit, 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 Alexander, lead inspector His Majesty’s Inspector Steve Battersby His Majesty’s Inspector Cliff Shaw His Majesty’s Inspector 29 to 31 July 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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