University Hospitals of Leicester NHS Trust

University Hospitals of Leicester NHS Trust

Address: Leicester Royal Infirmary, Infirmary Square, Leicester, Leicestershire, LE1 5WW Unique reference number (URN): 58442

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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 and staff foster an inclusive culture in which apprentices feel welcomed. Tutors build positive relationships with apprentices and provide them with suitable additional help when it is necessary.

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Inclusion Expected standard

When apprentices commence their studies, staff quicky and thoroughly identify any learning support that they may need. Apprentices undertake different assessments, depending on the demands of their course. The results of these assessments form the basis of conversations that staff use to plan appropriate additional help.

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Inclusion Expected standard

Staff know their apprentices well. They receive suitable training to help them to identify, put in place and adapt support where required. For example, they encourage apprentices who struggle with text to listen to podcasts, use virtual bodies and colouring books to help them to understand difficult concepts in anatomy and physiology.

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Inclusion Expected standard

Staff have frequent meetings with their apprentices in which they review their progress. They are alert to any changes in apprentices’ circumstances, and apprentices feel able to share with staff any concerns or challenges they face. When apprentices experience temporary difficulties, such as bereavement, pregnancy or accommodation problems, staff support them well so that they can continue to study. The support adaptations that staff review are, in a few instances, not fully recorded to ensure consistency.

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Leadership and governance Expected standard

Leaders and managers use achievement data, apprentices’ feedback, the insights of staff and the quality assurance processes of their higher education partner to evaluate the quality of their apprenticeships. As a result, they have a generally accurate understanding of the strengths of their provision and the areas in which improvement is required. However, their oversight of a few processes, such as apprentices’ progress reviews, is not yet completely secure across all courses.

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Leadership and governance Expected standard

Leaders mostly take timely and appropriate action, when they identify areas that require improvement. On the nursing associate programme, for example, they redesigned modules in which apprentices performed less well, adjusted assessment approaches and increased academic support. This led to improved pass rates.

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Leadership and governance Expected standard

Those responsible for governance provide clear strategic direction and understand how their apprenticeships support local and national NHS workforce priorities. Governors frequently receive detailed information that they use effectively to challenge and support leaders, while remaining mindful of staff wellbeing and workload.

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Leadership and governance Expected standard

Leaders and governors place apprentices’ needs at the centre of decision-making. They consider the impact of decisions on apprentices facing disadvantage and arrange appropriate support without lowering expectations. Leaders foster a positive culture in which staff feel supported, have manageable workloads and benefit from coherent and appropriate professional development.

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Achievement Expected standard

Apprentices generally achieve well, especially in the small number of business support apprenticeships. Nursing associate apprentices achieve slightly less well than the national rate. Leaders have taken steps to resolve this, including making changes to how the course is taught and adjusting initial advice and guidance processes so that more apprentices remain on programme and achieve.

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Achievement Expected standard

Apprentices develop secure knowledge, skills and behaviours that they apply confidently in their workplace. Nursing associate apprentices learn essential clinical skills, such as safe handling of medication and administering oxygen. They develop clinical reasoning skills, such as when blood pressure falls outside of expected parameters. Most apprentices remain in employment on completion of their apprenticeship.

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Achievement Expected standard

Apprentices mostly produce written work that meets the expected standard. Teaching staff mostly help apprentices to improve their English, mathematical and digital skills as they progress through the curriculum. This prepares apprentices well for the next stage of their careers.

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Curriculum and teaching Expected standard

Curriculum leaders take account of a broad range of information, such as the NHS People Plan, local workforce strategies and the requirements of the Nursing and Midwifery Council, when planning apprenticeships.

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Curriculum and teaching Expected standard

Managers have a generally clear understanding of the quality of the apprenticeships for which they are responsible. They identify areas for improvement and mostly take suitable and timely action to improve standards.

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Curriculum and teaching Expected standard

Staff plan courses that include relevant topics organised in a logical sequence. They use feedback from a range of stakeholders to update and adjust teaching plans. They ensure that materials and teaching are accessible to apprentices who, because of learning difficulties or personal challenges, find study more difficult. Teaching and training staff have relevant vocational expertise. They have the teaching skills and necessary resources to plan and teach effective lessons. They use relevant technical and academic language confidently and help apprentices to do likewise. They contextualise topics well and support apprentices to apply their learning in their workplaces.

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Curriculum and teaching Expected standard

Staff mostly use assessment and feedback well to test and develop apprentices’ knowledge and skills. However, in a few cases tutors do not correct punctuation or grammatical errors, and apprentices continue to make the same mistakes.

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Curriculum and teaching Expected standard

Managers and staff mostly work effectively with employers to coordinate training. However, nursing associate staff do not consistently invite practice assessors to progress reviews for apprentices. This makes it more difficult for practice assessors to provide opportunities for apprentices to practise what they have learned.

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Participation and development Expected standard

Leaders set and reinforce high expectations for attendance, behaviour and professional conduct, which are closely aligned to employer and professional standards. Apprentices understand and typically adhere to these expectations.

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Participation and development Expected standard

Apprentices are confident in reporting concerns about inappropriate conduct because staff respond sensitively and take prompt follow-up action. This consistent approach reinforces a culture of safety and accountability.

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Participation and development Expected standard

Staff embed topics related to safeguarding, radicalisation and wellbeing within the curriculum. They integrate themes, such as fundamental British values, diversity and respect, throughout their teaching and in workplace discussions. This helps apprentices to understand how inclusive practice and respect for difference underpin professional conduct in the healthcare sector. Apprentices demonstrate a mature understanding of these concepts using examples from practice, such as cultural differences in engagement with healthcare.

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Participation and development Expected standard

Leaders encourage apprentices to participate in a rich range of activities beyond their core curriculum. Citizenship activities, enrichment events and networking opportunities broaden apprentices’ personal and professional development, increase their cultural capital and strengthen their sense of professional identity.

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Participation and development Expected standard

Apprentices receive suitable careers information, advice and guidance. Transition days, visits from guest speakers and clear explanations of progression routes within the NHS help them to make informed decisions about their future career pathways.

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

Most apprentices achieve their qualifications and develop the knowledge, skills and professional behaviours that they need to succeed at work. Apprentices take an active role in their learning and quickly grow in confidence. Nursing associate apprentices, who make up the large majority of all apprentices, apply their new clinical knowledge and skills in real care situations. The well-designed curriculum helps them connect theory to practice, enabling them to conduct observations, deliver person-centred care and contribute meaningfully to multidisciplinary teams.

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

Staff provide suitable and timely support to apprentices who face barriers to learning, such as dyslexia, mental health difficulties or challenges in their personal lives. This helps most of these apprentices to make positive progress.

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

Apprentices develop their independence as they progress through their course. They learn to manage complex workloads in the busy heathcare sector, to prioritise care and to communicate clearly with patients, families and colleagues. This prepares them well for the responsibilities of their roles.

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

Apprentices benefit from learning about safeguarding, equality, diversity, inclusion and the importance of advocating for vulnerable people in healthcare settings. Staff help apprentices to explore topics beyond their core qualifications, such as healthy relationships, professional boundaries and life in modern Britain. Learning about these themes helps apprentices to understand their wider role in promoting wellbeing and contributing to safe and inclusive healthcare environments.

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

Apprentices thrive because they feel valued, supported and challenged. They are motivated to learn, accept and act on feedback, reflect on their practice and build resilience, when faced with demanding situations. As a result, they develop a strong sense of professional identity.

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Next steps

Leaders and managers should ensure that staff consistently record adaptations to support arrangements for apprentices, so that they can be assured they are suitable in changing circumstances. Leaders and managers should ensure that practice assessors are consistently involved in apprentices' reviews of progress, so that apprentices have the opportunity to practise what they have learned and make consistently positive progress. Leaders should ensure that staff routinely correct spelling, punctuation and grammatical errors in apprentices' work, so that apprentices avoid making the same mistakes in future work.

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About this inspection

The inspection started on 3 February 2026. Inspectors returned on 12 March 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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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Team inspectors:

Russ Henry, His Majesty's Inspector Sarah Biddulph, His Majesty's Inspector Michael Worgs, His Majesty's Inspector Ann Minton, Ofsted Inspector Angela Twelvetree, 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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Apprenticeships

Inspection activities: Inspectors spoke with governors, leaders, educators, apprentices and apprentices' line managers during the inspection.

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Apprenticeships

University Hospitals of Leicester NHS Trust provides apprenticeships for the trust and for other healthcare providers across Leicester and Leicestershire and Rutland (LLR), with a few apprentices in Kettering and Northampton. It aims to provide apprenticeship training that supports the NHS People Plan, the LLR Integrated Workforce Strategy and the Local Skills Improvement Plan. Training is through a combination of face-to-face and online learning.

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Apprenticeships

At the time of the inspection, there were 153 apprentices, all of whom were adults. A total of 130 apprentices were undertaking the level 5 nursing associate apprenticeship, which incorporates a foundation degree validated by DeMontfort University. There were 14 level 3 business administrator apprentices, 6 level 3 team leader apprentices and small numbers of apprentices following other programmes, all of whom work in the healthcare sector.

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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

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Urgent improvement

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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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