University Centre Quayside Limited

University Centre Quayside Limited

Address: Quayside I 4, Albion Row, Newcastle Upon Tyne, Tyne and Wear, NE6 1LL Unique reference number (URN): 1270865

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders foster a culture of inclusivity. They monitor barriers that are easily identifiable such as temporary homeless and bereavement and offer support as these arise. Leaders are further developing their work to help them recognise additional challenges that impact apprentices remaining on their programmes.

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Inclusion Expected standard

Staff monitor carefully the support required by learners and apprentices. Where staff identify low starting points, they provide additional academic workshops and one-to-one coaching sessions and adapt the curriculums to help learners and apprentices overcome educational barriers. They monitor the effectiveness of the support that learners and apprentices receive carefully to make sure that they progress well. They reduce the support when it is no longer needed.

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Inclusion Expected standard

Learners and apprentices share personal and educational concerns with tutors knowing that appropriate actions will be taken to help them. Leaders ensure that staff undertake helpful training so they understand the factors affecting progress. Tutors use strategies to improve learners' and apprentices' mental health and wellbeing.

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Inclusion Expected standard

Leaders collaborate effectively with external partners to widen participation on adult programmes. They particularly target adults who have specific disadvantages and barriers to learning and employment. They work with referral partners to provide programmes that help adults to gain or improve their employment opportunities.

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Leadership and governance Expected standard

Leaders have a clear vision to provide accessible further and higher education training through apprenticeships and adult learning programmes. For example, they work strategically with key referral partners to help learners known to the criminal justice system to access training that enables them to progress to employment.

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Leadership and governance Expected standard

Leaders know the strengths of their provision and areas for development. They use monitoring systems effectively to understand the quality of education and training and to identify priority areas for improvement. They accurately identified that too many apprentices were leaving early on in their training, affecting progression and achievement. They have implemented a new strategy to help apprentices remain on their apprenticeships and this is beginning to have an impact. Leaders continue to prioritise retention as an area for improvement.

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Leadership and governance Expected standard

Board members understand the effectiveness of actions that leaders take to make improvements. They offer support and challenge and hold leaders to account for improvements.

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Leadership and governance Expected standard

Leaders ensure that programmes of professional learning and expertise are well planned and closely match the needs of teaching staff. They recruit highly qualified staff who have the relevant sector and education expertise needed to teach their subjects. Leaders place a high focus on the physical and emotional wellbeing of their staff. They are mindful of staff workload and take considerate actions to reduce stress and anxiety such as providing additional time for tutors to assess apprentices' and learners' work. Staff feel valued and respected and appreciate how leaders take effective decisions in the best interests of learners and apprentices.

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Achievement Strong standard

Learners make rapid progress from their starting points. Learners who are employed enhance their skills extensively and apply their new knowledge and skills in the workplace. Unemployed learners make substantial progress, quickly becoming employment ready. For example, learners who leave the criminal justice system achieve the Construction Skills Certification Scheme card. This enables them to gain employment in the construction industry.

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Achievement Strong standard

Achievement rates are very high for adult learners. Learners enjoy their programmes and produce work of a very high quality. Learners make excellent progress towards or into employment, secure promotions or take on additional responsibilities at work.

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Achievement Strong standard

Learners develop their English, mathematics and digital skills very well through their studies. On manufacturing programmes, they learn the knowledge and skills needed to calculate dimensions and ratios before moving on to applying these skills to lean working practices. They add value by improving their organisation’s efficiency and sustainability.

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Curriculum and teaching Strong standard

Leaders and staff teach high-quality curriculums that are purposefully designed to help learners develop the personal, social and employability skills they need to succeed. Skills Bootcamp and work skills programmes are designed in response to funding partners' requirements and help employers to fill key vacancies.

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Curriculum and teaching Strong standard

Tutors are highly skilled teachers and subject experts. They use their knowledge and experience to design and teach very effective curriculums. On green energies Skills

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Expected standard

Bootcamps, tutors explain ways of reducing waste to employees working in the metal recycling industry. They then demonstrate complex and sustainable waste management processes. Learners tackle problem-solving activities where they apply what they learn on return to their employer, identifying and solving waste problems. High-quality teaching ensures that learners master their learning very securely and rapidly.

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Expected standard

Tutors carefully sequence curriculum content so that learners build and apply their knowledge and skills very quickly. On digital skills for business programmes, beauty therapy learners are firstly taught data privacy to help them manage client information securely. They then learn how use reference photos of their work to develop their online presence to attract new clients in line with data protection law.

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Expected standard

Tutors ensure that the curriculums are accessible for all learners. They use assessment very effectively to identify what learners know and understand and to plan further individualised training. Tutors continually check learners’ development of new skills and knowledge and learners rapidly develop the skills and knowledge they need to progress.

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Participation and development Expected standard

Learners behave respectfully towards each other and their teachers. This helps them develop the professional behaviours they need for work. They have high attendance and when absence due to personal or work commitments affects them, tutors use one-to-one support and catch-up sessions to help learners to continue to progress and achieve.

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Participation and development Expected standard

Learners study in learning environments where personal safety and the safety and welfare of others are frequently reinforced. Staff provide learners with information and support on how to report wellbeing and safeguarding concerns. Learners feel safe and are confident that should they need to raise a concern then staff would take effective action to help them.

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Participation and development Expected standard

Staff teach learners about their responsibilities in relation to British values, equality and diversity. Tutors deliver ‘hot topics’ which develop learners’ understanding of the importance of treating each other with respect and how to stay safe from any risks associated with extremist behaviour.

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Participation and development Expected standard

Most learners receive helpful careers education and guidance that supports them to make informed choices about their next steps. On a few programmes, learners hear from guest speakers who talk about the qualifications and experience they need to apply for vacancies.

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Curriculum and teaching Strong standard

Leaders ensure that apprenticeships are closely aligned to the strategic needs of local and regional employers. They shape and refine the curriculums so that apprentices develop the knowledge, skills and behaviours that employers value highly. For example, chartered manager apprentices study additional qualifications which enhance their credibility when working with clients.

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Curriculum and teaching Strong standard

Tutors are highly qualified and very experienced in their sectors. They work closely and effectively with employers to plan, align and implement on- and off-the-job training so that learning is coherent and purposeful. This results in ambitious, current and carefully planned apprenticeship curriculums.

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Curriculum and teaching Strong standard

Tutors consistently use highly effective teaching strategies that lead to increased independence as apprentices progress through their studies. On the level 3 team leader apprenticeship, for example, tutors skilfully use advanced coaching and mentoring strategies that challenge and develop the critical independent thinking and analytical skills which apprentices need for leadership roles in their organisations.

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Curriculum and teaching Strong standard

Tutors craft assessment meaningfully to help apprentices quickly improve their workplace knowledge and skills. On the level 7 senior leader apprenticeship, tutors set challenging assessments where apprentices consider the success of real-life case studies. Apprentices reflect on their own approaches to leadership and provide solutions as to how they would solve problems.

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Achievement Expected standard

Apprentices who complete their apprenticeships achieve their qualifications and most gain distinctions. Apprentices who experience barriers to their learning achieve at least in line with their peers. Leaders have made recent improvements to the structure of apprenticeships, which is rapidly increasing the proportion of apprentices who remain on their course and achieve their qualifications. Apprentices produce practical and academic work of a high standard. In higher level apprenticeships, apprentices complete extended writing assessments which require them to interpret and analyse complex information. The quality and depth of their work improves over time and they grow in confidence in their leadership practice.

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Achievement Expected standard

Apprentices develop their English, mathematics and digital skills during their programmes. Level 3 team leader apprentices prepare and deliver presentations on differing types of communication, which helps them develop public speaking skills. Level 6 chartered manager degree apprentices learn how to interpret data to make accurate financial decisions.

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Participation and development Expected standard

Leaders ensure that apprentices learn in safe, inclusive and respectful environments where their well-being is prioritised. Staff actively promote a culture of respect, equality and professionalism and do not tolerate bullying, discrimination or derogatory language. Apprentices feel valued, safe and confident to participate fully in learning.

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Participation and development Expected standard

Leaders set and sustain high expectations for apprentices' attendance, punctuality and professional behaviour, which they typically meet. Most apprentices attend well and staff follow up absence swiftly. When apprentices are absent, staff make sure they watch a recording of the lesson and attend a catch-up session.

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Participation and development Expected standard

Most apprentices receive coherent and appropriate careers guidance that helps them make informed decisions about their next steps. They attend learning fairs where they can network, speak to external stakeholders and meet alumni. However, a few apprentices do not receive as informative careers guidance as their peers, and do not know the wider progression opportunities available to them outside of their organisations.

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Participation and development Expected standard

Leaders provide apprentices with a well-considered programme of personal and professional development. Apprentices attend workshops on the use of artificial intelligence, for example, which prepares them well for the digital age and for progression into more senior roles.

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What it's like to be a learner and/or an apprentice at this provider

Adult learners and apprentices take part in training and education that enables them to move into and towards employment, and gain promotions. Learners on the business solutions improvement Skills Bootcamp learn how to reduce waste materials in the design phase of the manufacturing process. This helps them to progress into management roles in their organisations. Learners on work skills programmes learn how to conduct manual handling activity and safe handling of chemical substances correctly so they are able to apply for construction site work.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices who have previously faced barriers to accessing further and higher education receive timely, personalised support that helps them to progress in line with their peers. For example, tutors ensure that adult learners who speak English as an additional language are carefully assessed for any undisclosed special educational needs and/or disabilities. This ensures that the correct support and learning strategies are put in place to reduce potential barriers to progression.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices who study apprenticeships at levels 4 and 5 benefit from further development of their academic and research skills. Academic mentors provide workshops and one-to-one sessions in academic writing and critical thinking, which helps prepare apprentices for the demands of higher-level study.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices consistently describe learning that links directly to their day-to-day roles and responsibilities. Tutors bring learning to life through discussion, group work and reflection on apprentices’ own organisational contexts. This helps apprentices to make clear links to their on- and off-the-job training and apply what they learn in their job roles.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices enjoy working alongside each other in online and face-to-face sessions. They demonstrate respect for others in group work, during breakout activities and in structured peer discussions by listening to different opinions. This makes learning environments safe as learners and apprentices explore individual differences and viewpoints in mature ways.

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Next steps

• Leaders should further develop and embed highly effective careers advice and guidance for learners and apprentices. • Leaders and those responsible for governance should sustain their work to ensure that the sensible actions they have taken to reduce the proportion of apprentices who leave their course early improves the proportion who achieve their qualifications. • Leaders should further embed their strategic approach to inclusion to very swiftly identify barriers that affect learners and apprentices’ success, and take highly effective actions to reduce these barriers.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, board members, managers, apprentices, learners, employers, and key stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

University Centre Quayside Limited offers short, adult learning programmes in essential work skills and Skills Bootcamps, including construction, warehousing, engineering and manufacturing, retail, adult social care, and site safety. Thirteen learners were enrolled on the essential work skills in labouring programme and remaining learners are on the artificial

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Team inspectors:

Karen Anderson, His Majesty's Inspector Neil Clark, Ofsted Inspector Sharron Mansell, Ofsted Inspector Chris Wiley, Ofsted Inspector Sambit Sen, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Percentage of learning aims successfully achieved

intelligence and digital skills for business Skills Bootcamp. The adult learning programmes are offered in the North of Tyne and Tees Valley areas.

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Percentage of learning aims successfully achieved

One hundred and forty seven apprentices were enrolled on the level 6 chartered manager degree apprenticeships validated by The Open University. Forty eight apprentices were studying the level 7 senior leader apprenticeship and the remainder of the apprentices were on apprenticeships at level 2 to level 5. Apprenticeships are taught online and are available nationally.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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