University College of Estate Management

University College of Estate Management

Address: Horizons, 60 Queens Road, Reading, Berkshire, RG1 4BS Unique reference number (URN): 1276381

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Expected standard

Leaders are largely aware of apprentices' support needs. These needs are appropriately assessed by the disability and welfare team, who use this information to confirm and implement appropriate support arrangements.

p.2

Inclusion Expected standard

Leaders have developed a positive and inclusive culture at the university, where apprentices feel welcome. Learning resources are generally of high quality and meet accessibility standards so apprentices with barriers to learning are not disadvantaged.

p.2

Inclusion Expected standard

Leaders frequently revisit apprentices' academic support plans to ensure that the plans remain appropriate and adapt them as required. Care experienced apprentices are provided with positive help, such as mentorship programmes, a bursary scheme and financial support, that enable them to access and excel in their apprenticeship. The university teams offer encouraging support for apprentices to overcome welfare issues, learning barriers and challenges. Leaders have started to consolidate and further enhance their inclusion processes.

p.2

Inclusion Expected standard

Leaders are ambitious for their apprentices and typically have high expectations for apprentices with barriers to learning. Staff receive general training on a range of barriers to learning and how best to support apprentices. Leaders work closely with employers to ensure that apprentices needs are accommodated in the workplace. Apprentices with an identified support need progress broadly in line with their peers.

p.2

Leadership and governance Expected standard

Leaders mostly know the strengths and areas that require improvement. They follow established quality assurance processes to identify where further development is required and they monitor the progress made towards achieving the clear actions they set. Leaders' actions generally lead to rapid improvements. Leaders and trustees have a clear, well- defined vision to provide an accessible, inclusive curriculum offer that supports the built environment industry nationwide.

p.2

Leadership and governance Expected standard

Leaders benefit from a board of trustees who are experienced in education and the built environment industries. The various strands of oversight ensure that trustees have clear lines of responsibility, providing rigorous challenge and accountability to senior leaders. However, trustees do not routinely receive information relating to the quality of teaching, which limits their ability to support continuous improvement in progress reviews and webinars.

p.2

Leadership and governance Expected standard

Leaders manage their small, subcontracted provision well. They ensure that the learning experience for apprentices studying English and mathematics remains of high quality.

p.2

Leadership and governance Expected standard

Leaders broadly support staff with their career and personal development and ensure they have the high level of industry expertise and experience required. Staff new to teaching are appropriately supported to gain either a recognised teaching qualification or the higher education professional standards framework. Staff are encouraged to become members of an appropriate professional body and maintain their currency.

p.2

Leadership and governance Expected standard

Leaders take the wellbeing of their staff very seriously. Staff are proud to work at the university and feel valued by leaders through initiatives such as award and celebration events.

p.3

Achievement Expected standard

Apprenticeship achievement continues to improve. Achievement on the chartered surveyor apprenticeship, which most apprentices study, is significantly above the national rates. The few apprentices who study English or mathematics achieve qualifications in these subjects.

p.3

Achievement Expected standard

Apprentices generally make positive progress. Most leave with the academic award and professional accreditation that provide them with the licence to practise. Leaders recognise that, due to final assessment challenges, too many chartered surveyor apprentices are unable to take their assessment of professional competence swiftly. Consequently, around a half of apprentices do not complete this element of the apprenticeship.

p.3

Achievement Expected standard

Apprentices gain the knowledge and skills that they require to carry out their roles in the workplace effectively. They manage contracts, take on client-facing work and understand how to work within relevant legislation. Apprentices produce work to at least the appropriate standard, which generally improves over time.

p.3

Achievement Expected standard

Most apprentices progress to positive destinations, many gaining promotion while still studying their apprenticeship.

p.3

Curriculum and teaching Expected standard

Leaders select appropriate apprenticeship standards and design curriculums that meet skills gaps in the built environment sector. They generally understand the strengths and weaknesses of their apprenticeship programmes. Where they identify areas for development, they make changes that lead to improvements.

p.3

Curriculum and teaching Expected standard

Leaders structure the apprenticeships logically so that learning builds on what apprentices know and can do. For example, apprentices studying chartered surveying first learn about the built environment and the importance of sustainability before applying this learning to construction technology and professional practice.

p.3

Curriculum and teaching Expected standard

Lecturers are experts in their fields and successfully use their experience to link theory to practice. Apprentices benefit from webinars, course resources and forum discussions that reinforce technical language and contextualise topics. Consequently, apprentices deepen their understanding and relate learning to their workplace context.

p.4

Curriculum and teaching Expected standard

Lecturers thread assessments, such as weekly knowledge checks, effectively throughout each module. As a result, they typically understand the progress that apprentices are making, provide appropriate support and adapt their teaching in response. Apprentices generally receive feedback that is well structured, is closely aligned to the marking criteria and informs them how to improve. However, in a minority of cases, the feedback is less helpful.

p.4

Curriculum and teaching Expected standard

Staff generally facilitate the integration of apprentices’ on- and off-the-job learning well. They use effective questioning to help apprentices consider their learning and encourage reflection on their application of knowledge and skills in the workplace. Employers value the frequent and helpful reviews, which help them to know how best to support their apprentices in the workplace.

p.4

Participation and development Expected standard

Leaders develop a wide range of resources to support apprentices, both personally and professionally. Apprentices have access to content that include topics, such as physical health, equality and diversity. However, although apprentices are aware of these resources, they are not systematically integrated into the main curriculum, and are not used consistently well.

p.4

Participation and development Expected standard

Leaders carefully consider and prioritise apprentices’ welfare and wellbeing. Apprentices benefit from support that includes access to mental health first aiders and programmes that help them overcome concerns linked to stress, depression and anxiety.

p.4

Participation and development Expected standard

Apprentices generally develop an appropriate understanding of and how to keep themselves safe. They know how to report a concern and seek support if required. Apprentices have access to training on safeguarding and online safety through the virtual learning. Leaders share helpful newsletters that cover useful topics, such as how to recognise, report and challenge bullying and harassment in the workplace. Apprentices learn about the 2025 terrorism act, which impacts on them professionally when considering the protection of premises.

p.4

Participation and development Expected standard

Apprentices generally understand their next steps well. They benefit from support and guidance provided by the university careers service, their employers and professional bodies that helps them to make informed choices about their next steps.

p.4

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

Apprentices largely enjoy their learning. They recognise how the new knowledge and skills they develop prepare them well for their careers. Consequently, apprentices engage well with the online learning and the positive range of resources available.

p.5

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

Apprentices are aware of the expectations for professional behaviour and demonstrate these well in the workplace. They grow in confidence, independence and resilience as they progress through their studies. Employers praise the way that apprentices make confident judgements, communicate with clients and manage tasks independently. Apprentices quickly become highly valued employees at the organisations where they work.

p.5

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

Apprentices develop the English, mathematical and digital skills that are essential in the sectors in which they work. For example, they receive support sessions on writing skills and referencing. They study equations and mathematical content through the analysis of complex drawings and use artificial intelligence tools to streamline costing models.

p.5

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

Apprentices demonstrate a highly developed understanding and appreciation of fundamental British values, which they model in their behaviours. They act professionally, displaying respect and tolerance for clients, colleagues and contractors, who come from a wide range of different backgrounds and cultures. Apprentices benefit from opportunities to participate in community activities organised by their employers.

p.5

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

Apprentices achieve relevant undergraduate and postgraduate degrees that are recognised by professional, statutory and regulatory bodies. However, too many apprentices lose motivation after they achieve their degree. Consequently, they make slow progress from this point or drop out before completing their final assessment.

p.5

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

Apprentices are supported effectively to make positive progress in their apprenticeship. Where apprentices fall behind, staff put in place a useful plan that, in most cases, helps apprentices stay on programme and often get back on track. Apprentices benefit from flexible learning so they can adapt the speed and timing of their studies to accommodate challenges in their personal and professional lives.

p.5

Next steps

Leaders should ensure that all apprentices receive consistently high-quality feedback that allows them to continuously improve the quality of their work. Leaders should further improve the monitoring, tracking and use of learning resources that support the wider curriculum. Leaders should continue to promote the importance of achieving the assessment of the professional competence element of the apprenticeship, so more apprentices complete their final assessment. Leaders should continue to consolidate and enhance their inclusion processes.

p.5

Lead inspector:

Richard Kirkham, His Majesty's Inspector

p.6

Team inspectors:

Stewart Jackson, Ofsted Inspector Daisy Louisa Agathine-Louise, Ofsted Inspector Kay Hedges, Ofsted Inspector Viki Faulkner, His Majesty's Inspector Emma Hemmings, Ofsted Inspector Stuart Collett, His Majesty's Inspector Emma Leavey, His Majesty's Inspector

p.6

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. Leaders should ensure that trustees have full oversight of the quality assurance outcomes in relation to teaching.

p.6

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.

p.6

About this inspection

Inspectors spoke with the vice chancellor, leaders, staff, employers and apprentices during the inspection.

p.6

About this inspection

The University College of Estate Management is an online education provider specialising in the built environment. The university rebranded as the University of the Built Environment in 2025. It has held a contract to provide apprenticeships since March 2017. At the time of the inspection, there were 2,961 apprentices studying apprenticeships from level 4 to level 7. Of these, the vast majority were studying the chartered surveyor degree apprenticeship at level 6, 54 were studying level 4 construction site supervisor, 54 were studying level 4 quantity surveying technician and 66 were studying level 6 building control surveyor. The university subcontracts the delivery of functional skills English and mathematics for 4 learners to Runway Training.

p.6

About this inspection

Vice Chancellor: Professor Ashley Wheaton This data is from 17 March 2026

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8