Sheffield Hallam University

Sheffield Hallam University

Address: City Campus, Pond Street, Sheffield, South Yorkshire, S1 1WB Unique reference number (URN): 133871

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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 Strong standard

Leaders have a very well-established culture of inclusion. They implement innovative, insightful and precise strategies that carefully guide all aspects of their apprenticeships to be steeped in inclusive practice. This includes apprentices being a full and valued part of the larger student population.

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Inclusion Strong standard

Leaders and staff proactively embed inclusive design into all of their curriculums. In their planning, they consider ways to support a wide range of needs. As apprentices’ needs are identified, staff swiftly and precisely individualise teaching, assessment and support.

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Inclusion Strong standard

Leaders have expertly structured their provision to enable apprentices to access different levels of support depending on their need. This includes a ‘support star model’ that provides swift, expert support for academic and wellbeing needs. Apprentices access further support through their self-referral system and learning contracts, working with staff to tailor it to their specific requirements.

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Inclusion Strong standard

Staff complete highly valuable and relevant training to enable them to provide, monitor and adapt very effective support. Coaches know apprentices very well.

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Inclusion Strong standard

Apprentices receive highly effective, personalised support. They articulate clearly and enthusiastically the significant benefit to their studies and lives, and how they now champion inclusion in the workplace. Senior leader apprentices encourage colleagues to discuss and better understand neurodiversity.

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Leadership and governance Strong standard

Leaders and governors have adeptly managed a period of rapid growth and change in the university and higher education sector. They honestly and comprehensively assess the quality of their apprenticeship provision and make rapid improvements, leading to significant further increases in achievement. Leaders and governors monitor performance very carefully and quickly intervene where improvements are required.

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Leadership and governance Strong standard

Leaders have implemented a highly effective model where coaches provide a seamless link between all aspects of their apprenticeships, which is key to the strong inclusive practice and development of apprentices as professionals.

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Leadership and governance Strong standard

Leaders have rigorous quality processes, which they use to inform the bespoke professional development completed by staff. This includes peer support practice, communities of practice and scholarship in teaching. Leaders are considerate of the wellbeing and workloads of staff and ensure that there is sufficient time to enable this valuable training and collaboration.

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Leadership and governance Strong standard

Leaders work highly effectively with subcontractors. They co-design curriculums and have equally rigorous quality processes as for their own provision. Leaders work in partnership with subcontractors to develop their key priorities, such as improving diversity in recruitment and inclusive practices for transgender policing apprentices. Leaders are highly respected in their region and beyond, building long-standing partnerships with stakeholders based on mutual respect, support and challenge. Leaders are valued as a partner by stakeholders, contributing to driving economic and skills strategies in the region.

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Leadership and governance Strong standard

Leaders have accurately identified a few areas of teaching and assessment where improvements are needed. They have sensible and clear improvement plans in place.

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Achievement Strong standard

Apprentices make excellent progress from their starting points and most achieve their qualifications very well. Most apprentices pass their final assessments with many achieving distinctions.

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Achievement Strong standard

Apprentices develop substantial new knowledge, skills and behaviours and apply these confidently in their workplaces. For example, physiotherapy apprentices analyse clinical data, such as arterial blood gas results, to make informed treatment decisions. Rail engineering apprentices complete workplace projects where they develop both technical and leadership skills and which support their progression towards professional recognition.

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Achievement Strong standard

Apprentices produce work of a high standard. Written assignments show strong academic writing, critical thinking and effective use of research.

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Achievement Strong standard

Apprentices develop the English, mathematical and analytical skills needed for professional practice. Many take on greater responsibility during their programmes and progress to more senior roles. Apprentices are very well prepared for their next steps in employment and professional practice.

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Participation and development Strong standard

Leaders create a highly inclusive and supportive environment in which apprentices feel safe, valued and able to participate fully. Staff respond quickly when apprentices face challenges such as providing flexible deadlines and practical support so that apprentices remain on programme and achieve.

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Expected standard

Attendance is high and apprentices develop professional behaviours expected in their sectors. They participate enthusiastically, sharing workplace experiences and collaborating respectfully with peers.

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Expected standard

Apprentices understand how to report concerns and are confident that staff will respond quickly and appropriately. Safeguarding, wellbeing and equality are embedded deeply in training so that apprentices have a solid understanding of how these issues relate to their professional roles.

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Expected standard

Leaders provide a wide range of opportunities that support apprentices’ wider development very effectively. Through personal and professional development activities, apprentices reflect on leadership, diversity and sustainability. Many contribute to workplace projects that improve services or organisational practices. Apprentices also take part in wider opportunities such as volunteering as science, technology, engineering and mathematics ambassadors.

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Expected standard

Careers guidance is effective and well structured. Coaches and workplace mentors discuss career pathways during progress reviews and help apprentices plan their next steps. Many apprentices gain greater responsibilities or promotions during their programmes.

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Curriculum and teaching Expected standard

Leaders provide carefully chosen apprenticeships which address regional and national skills gaps. They evaluate their programmes frequently, using feedback from staff, employers and apprentices to make improvements. For example, leaders redesigned the structure of the advanced clinical practice programme to help apprentices make quicker progress.

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Curriculum and teaching Expected standard

Academic staff mostly plan learning carefully so that apprentices build their knowledge and skills over time. For example, packaging professional apprentices first learn the properties of materials before applying this knowledge to designing and manufacturing processes to invent sustainable, accessible and aesthetically pleasing packaging.

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Curriculum and teaching Expected standard

Generally, academic staff provide high-quality teaching. This includes ensuring that apprentices frequently revisit earlier topics in the programme and apply their new knowledge. Academic staff use case studies and workplace scenarios to help apprentices apply theoretical knowledge to professional practice.

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Curriculum and teaching Expected standard

Academic staff have extensive subject and professional expertise. Many maintain close links with their industries and use this knowledge to teach complex ideas clearly and to keep content current. For example, physiotherapy lecturers demonstrate diagnostic assessment techniques before apprentices practise these skills with guidance and feedback.

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Curriculum and teaching Expected standard

Typically, academic staff use assessment effectively to check apprentices’ understanding, with the complexity of their assignments increasing during their programmes. Academic staff mostly provide helpful feedback that identifies strengths and areas for improvement, which apprentices use to enhance their learning and academic writing.

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Curriculum and teaching Expected standard

Coaches use frequent progress reviews with apprentices and employers to plan workplace activities very effectively. This helps apprentices practise and develop their skills, making seamless links between on- and off-the-job learning.

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

Apprentices value immensely the opportunity for higher-level study which is often the only route to enter their chosen profession. Leaders design and promote their apprenticeships to increase involvement from a wide range of communities, particularly those less likely to participate in higher education.

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

Apprentices enjoy their studies and are highly motivated, inspired to succeed and most achieve their qualification. They collaborate very well with their peers, in learning and outside of the university setting, generously sharing their experiences. Apprentices gain a deep understanding of equality and social justice in the context of their professional practice and become inclusive professionals for the future.

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

Apprentices learn in a range of realistic work environments using up-to-date resources and equipment. For example, physiotherapy apprentices train in simulated clinical skill and rehabilitation suites, practising with a range of mannequins that represent different genders, ethnicities, disabilities and body shapes. These enable apprentices to practise in a safe environment and become skilled in authentic settings.

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

Apprentices gain a comprehensive understanding of principles and ethics in the context of their professional practice. Architecture apprentices explore urban inequalities in neighbourhoods and how thoughtful design can promote social and community cohesion.

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

Apprentices learn from the academic staff who are experts in their fields. Many staff have doctorates in their subjects, and they are recognised for their research, publications and senior professional experience. Apprentices gain a deep understanding of the latest research and developments in their professional fields that they can then apply in their working practice.

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

Apprentices value highly their academic staff and coaches who work very effectively together and put the best interests of their apprentices first. Coaches get to know and understand their apprentices by visiting their employers and learning sessions, which helps them to intervene swiftly and provide support at an early stage if any issues arise.

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Next steps

Leaders should continue their efforts in the few identified areas to improve the quality of teaching and assessment by staff to ensure that apprentices benefit from consistently

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Team inspectors:

Sarah Biddulph, His Majesty's Inspector Anne Tyrrell, Ofsted Inspector Alison Loxton, Ofsted Inspector Marina Gaze, Ofsted Inspector Debra Gray, Ofsted Inspector Rhys Davies, Ofsted Inspector Jonny Wright, His Majesty's Inspector Alison Whatsize, 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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About this inspection

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

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About this inspection

Inspectors spoke with leaders, academic staff, coaches, employers and apprentices during the inspection.

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About this inspection

Sheffield Hallam University began providing apprenticeships in 2015. The number of apprentices has grown significantly in recent years. At the time of the inspection, there were 3,300 apprentices on 35 apprenticeships. Around three quarters of apprentices are on level 6 apprenticeships, with just under a fifth studying at level 7. The remaining 173 apprentices are on level 4 construction apprenticeships. There are large numbers of apprentices in construction, engineering and health. There are 254 apprentices on the level 6 police constable apprenticeship, which is partly subcontracted to South Yorkshire Police.

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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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