University of Sussex

During the monitoring inspection, inspectors focused on the following themes:

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 progress in leadership and governance – this means how much progress leaders and those responsible for governance have made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision, and is identifying and supporting the needs of apprentices

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 progress in inclusion – this means how much progress leaders have made in identifying the needs of individual apprentices and putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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 progress in curriculum, teaching and training – this means how much progress leaders and managers have made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices

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 progress in ensuring effective safeguarding arrangements – this means how much progress leaders and managers have made in ensuring that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders have a clear and ambitious vision for their apprenticeship provision. In collaboration with employers, they have successfully designed high-quality apprenticeship curriculums that meet priority skills needs in the region. These build on the university’s significant strengths in digital technologies, artificial intelligence and engineering. University of Sussex Sussex House, Falmer, Brighton, East Sussex BN1 9RH

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monitoring inspection report:

18 and 19 March 2026 Monitoring inspection report: University of Sussex 18 and 19 March 2026

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Leaders ensure that tutors are well qualified and have opportunities to further their expertise through research and innovation. This ensures that apprentices develop knowledge and skills that are highly sought after by employers. Leaders support tutors who are new to teaching to complete postgraduate teaching qualifications.

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Leaders carefully assess the quality of the curriculums, teaching and training. They routinely evaluate the progress apprentices make and the standard of their work. Leaders and managers have a secure understanding of their strengths and take prompt actions for improvement. For example, they have successfully implemented an online management system to improve communication between staff, apprentices and employers, and ensure compliance with the requirements of an apprenticeship.

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Leaders have recently established a new committee for apprenticeships to align with the university’s governance and strengthen external scrutiny. They have well-researched plans to introduce further level 6 apprenticeships, following the Government’s withdrawal of funding for most level 7 provision.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders have established a welcoming and inclusive culture for apprentices. They are strongly committed to supporting adults to participate in learning at a higher level and overcome any barriers they may face. Specialist tutors provide useful study support sessions for apprentices, such as additional mathematics for statistics. This helps apprentices grow in confidence and develop the essential skills they need to succeed in their studies, which they do.

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Inclusion

Leaders provide a wide range of helpful services at the university to support apprentices’ welfare, such as counselling, financial and housing advice. Tutors and staff often check on apprentices’ wellbeing. They ensure that apprentices who face life events, such as parenthood or bereavement, receive the support they need to continue with their studies.

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Inclusion

Staff accurately identify apprentices’ individual learning needs. They have worked closely with the university’s specialist advisers to improve support for apprentices with special educational needs and/or disabilities. Tutors use support plans to tailor learning for these apprentices appropriately. For example, they ensure apprentices with neurodiverse conditions have additional time to complete assessments and priority access to quiet learning spaces. Staff carefully monitor the support provided to make sure that it helps apprentices make progress. Monitoring inspection report: University of Sussex 18 and 19 March 2026

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Curriculum, teaching and training

Significant progress : progress has been rapid and is already having considerable beneficial impact on learners and/or apprentices.

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Curriculum, teaching and training

Leaders design well-structured curriculums that enable apprentices to develop leading edge knowledge and skills. Apprentices apply these in real-world business and industry contexts effectively. For example, apprentices who study data analytics and artificial intelligence use the university’s live financial trading platform to design digital solutions to financial crime.

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Curriculum, teaching and training

Expert tutors use initial and continuing assessment well to set challenging targets for apprentices. They use a range of effective teaching methods to help apprentices understand new and complex concepts. Tutors make skilful connections across topics such as software development and emerging technologies, to help apprentices consolidate their learning. Apprentices make sustained progress towards demanding learning goals.

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Curriculum, teaching and training

Tutors provide comprehensive feedback, so that apprentices know precisely what they have done well and what they need to do to improve further. This helps apprentices increasingly to develop their critical thinking, analytical and academic writing skills. Apprentices produce work of a consistently high standard.

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Curriculum, teaching and training

Employers routinely attend reviews to support apprentices’ progress. They value greatly the innovation apprentices bring to the workplace. Apprentices apply their new knowledge and skills to lead complex transformation projects that significantly improve business processes in their organisations.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Leaders have appropriate safeguarding arrangements in place for apprentices. They implement a comprehensive safeguarding policy and procedure. The designated safeguarding officer is well qualified, as are the safeguarding officers who provide support across the university. Leaders ensure that staff receive the training they need to recognise and report any concerns for apprentices’ safety or wellbeing.

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Safeguarding arrangements

Leaders and managers ensure that apprentices understand how to report concerns and seek support in the workplace or while studying at the university. Apprentices complete useful safeguarding training at the start of their apprenticeship. They know about the range of services available to support their wellbeing, including alcohol and drugs advice and counselling. Staff share helpful information with apprentices each month about concerns that may affect them, including mental health awareness and staying safe Monitoring inspection report: University of Sussex 18 and 19 March 2026

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online. Leaders plan to provide harassment and sexual misconduct awareness training, so that apprentices can keep themselves safe from these harms.

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Leaders work closely with external partners to understand the risks in the local area. They provide important information about extremist incidents. Apprentices develop an effective understanding of the risks in the sectors they work, such as the threat of cyber terrorism.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of apprenticeship training provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

The University of Sussex is a higher education institution based in Falmer, East Sussex. It started to train apprentices in September 2024. At the time of the monitoring inspection, 18 apprentices were studying level 7 artificial intelligence data specialist. Fewer than 5 were studying level 6 digital and technology solutions professional and level 7 postgraduate engineer respectively. All apprentices were aged 19 and over.

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inspection

Monitoring inspection report: University of Sussex 18 and 19 March 2026

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funding at time of inspection

Monitoring inspection report: University of Sussex 18 and 19 March 2026

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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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