University of Suffolk

University of Suffolk

Address: Waterfront Building, Neptune Quay, Ipswich, IP4 1QJ Unique reference number (URN): 146206

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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 prioritise inclusive approaches across the organisation. They have developed an inclusive learning environment. Apprentices have access to a wide range of inclusion services through the existing access and participation arrangements at the university. This includes a supported induction approach for apprentices with special educational needs and/or disabilities. Staff receive extensive training on inclusive teaching approaches and meeting apprentices’ support needs. They provide apprentices with the support they need to be successful on their courses.

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Inclusion Expected standard

Leaders have developed a suitable approach to assessing and reviewing apprentices’ support needs. Specialist staff use their thorough assessments to identify apprentices’ needs and to carefully agree the adjustments and support that apprentices need. Specialist staff provide targeted support to those apprentices who need it. Staff review the progress and ongoing support needs of apprentices frequently. However, leaders do not yet systematically review the overall effectiveness and impact of the support that they offer.

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Inclusion Expected standard

Leaders have ensured that apprentices with temporary barriers to learning are well supported. They have introduced an early first progress review to help identify potential barriers to learning and at-risk apprentices in the first few weeks of the apprenticeship. This helps apprentices to keep on track with their studies.

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Leadership and governance Expected standard

Stakeholders value highly their mutually beneficial relationship with the university. They consider leaders at the university as collaborative and innovative partners. Leaders work closely with large local employers and education providers to develop apprenticeships that the region will need in the future. They plan coherent progression pathways in areas, such as health and social care.

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Leadership and governance Expected standard

Leaders have in place well planned and individualised programmes of professional learning. These develop lecturers’ understanding of apprenticeships as well as their teaching skills. For example, nursing staff undertake training in simulation to help them teach effective simulated learning and assessment to apprentices on the nursing associate apprenticeship.

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Leadership and governance Expected standard

Leaders and those responsible for governance have an excellent understanding of the strengths and areas for improvement of the provider. Those responsible for governance have asked questions of leaders to ensure that the measures put in place to assure them of the quality of apprenticeship training have continued when senior staff have changed.

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Leadership and governance Expected standard

Staff mostly feel valued and enjoy working at the university. Leaders are considerate of their workload.

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Achievement Strong standard

Most apprentices achieve their apprenticeship. Achievement rates across all standards are high. Those apprentices with barriers to learning, such as special educational needs and/or disabilities, achieve in line with their peers. Apprentices produce work of a high standard. Where available, a high proportion of apprentices achieve merits or distinctions in their final assessments.

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Achievement Strong standard

Most apprentices make considerable progress and develop substantial new knowledge from their starting points. Nursing apprentices develop practical skills swiftly. They apply these skills confidently in their workplaces. Nursing apprentices working in renal wards can now use intravenous therapy effectively. Social work apprentices develop the confidence to lead multi-disciplinary team meetings and, where appropriate, challenge other professionals.

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Achievement Strong standard

Apprentices are very well prepared for their next steps. Almost all apprentices remain in employment, when they complete their apprenticeship. A very high proportion take on additional responsibilities or enhanced roles.

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Curriculum and teaching Expected standard

The quality of teaching and training is mostly of a high standard. Across most curriculum areas, lecturers use their professional expertise skilfully to contextualise learning and link theory to practice. Lecturers model industry-specific language confidently. They use teaching strategies, such as flipped learning and discussions, effectively to help apprentices develop sound underpinning knowledge and skills.

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Curriculum and teaching Expected standard

Leaders have well-established quality assurance processes in place. They swiftly intervene when provision falls below the high standard that they would expect. Leaders have taken effective action that has led to improvements in the quality of training, on the digital technology solutions professional apprenticeship. It is too early to see if leaders will sustain these improvements to ensure that there is consistently high-quality provision in this area.

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Curriculum and teaching Expected standard

Leaders have designed an accessible and coherent curriculum that builds apprentices' knowledge and skills over time. Nursing associate apprentices learn essential skills for safe patient care before using these skills in more complex areas, such as wound care.

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Curriculum and teaching Expected standard

Lecturers make effective use of assessment to check that apprentices understand and remember new knowledge. Nursing lecturers use questioning effectively to deepen apprentices’ understanding and consolidate learning. Lecturers mostly provide useful feedback on apprentices’ work. However, occasionally feedback provided on written work is too general and does not identify how apprentices can further improve.

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Curriculum and teaching Expected standard

Practice educators work closely with apprentices and their workplace managers to plan the activities that apprentices undertake. Registered nurse apprentices working in orthopaedic wards observe operations. They develop a solid understanding of the treatments that patients receive.

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Participation and development Expected standard

Lecturers embed fundamental British values into their teaching sessions. Apprentices develop a sound understanding of these values. Nursing and social work apprentices talk confidently about the relevance of values to their profession. They understand the importance of mutual respect and person-centred care. Apprentices apply these principles when at work.

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Participation and development Expected standard

Staff provide apprentices with effective careers advice and guidance. This helps apprentices to reflect on their work-related interests and values and to identify and clarify their career goals. Social work apprentices attend employability sessions and career talks. Staff support apprentices to consider different social work pathways well. Apprentices value the mock interviews and curriculum vitae workshops that staff provide. They make confident and informed decisions on the career options open to them.

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Participation and development Expected standard

Leaders understand apprentices’ wider development needs well. They provide opportunities for apprentices to take part in interesting projects, such as with local libraries. Digital technology solutions professional apprentices attend innovation showcase events. These opportunities enhance apprentices’ experiences. However, involvement of apprentices in these wider activities, and the breadth of the offer, is variable across curriculum areas.

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

Apprentices are well motivated and committed to their learning. Rates of attendance at training sessions are high. Nursing associate apprentices value highly the opportunity to study for their apprenticeship and degree. They take pride in how they are using their learning and developing skills in their workplaces. Apprentices are mostly satisfied with the standard of training that they receive. However, a few who are nearing completion of their digital technology solutions apprenticeship have not been consistently satisfied with the quality of training.

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

Apprentices mostly feel well supported by staff. Staff know their apprentices and check their wellbeing frequently. During placements, registered nurse apprentices feel looked after and supported. Apprentices with barriers to learning value the specialist support provided by the student support team. For these apprentices, the individual care, support and encouragement help them to remain on their apprenticeships.

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

Apprentices develop a greater awareness of their local communities. They learn about inclusive approaches that they can apply in their workplaces. Following their training sessions, nurse associate apprentices confidently recognise bias in the clinical setting towards certain patient groups.

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

Apprentices become more confident in their job roles. Environmental health apprentices develop their confidence in applying legislation in the workplace. They strengthen their understanding of investigative responsibilities, which is useful for their everyday roles. Registered nurse apprentices become more confident at answering questions about the care that patients are receiving.

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

Apprentices have a thorough knowledge and understanding of safeguarding. They feel safe in their workplace settings and do not experience bullying or harassment from their peers. Nursing apprentices can recall signs of abuse, such as domestic violence, and what they would look for when assessing a patient. Apprentices know how to report any safeguarding concerns.

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Next steps

Leaders should maintain their quality improvements so that the quality of teaching and training is of a consistently high quality. Leaders should improve the quality of feedback that staff provide to apprentices so that it is of a consistently high standard and apprentices know what they need to do to improve their work. Leaders should ensure that apprentices have the opportunity to access a broad and tailored programme of wider opportunities to further enhance their experiences on their apprenticeship. Leaders should thoroughly review the impact of the support that staff provide to apprentices with barriers to learning so that leaders can assure themselves that the support is highly effective.

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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 leaders, apprentices, lecturers, governors and employers during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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Team inspectors:

Rochelle Saneria, His Majesty's Inspector Claire Griffin, Ofsted Inspector Liz Gormley-Fleming, Ofsted Inspector George Chittock - Nash, 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

University of Suffolk offers apprenticeships at levels 4 to 6. Apprentices attend training sessions on a day or block release model at the Ipswich waterfront campus or at their employers’ premises.

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Apprenticeships

At the time of the inspection, there were 346 apprentices. All were aged over 18. The university had 138 nursing associate apprentices and 113 apprentices on the registered nurse degree apprenticeship. Fifty apprentices studied the digital technology solutions professional apprenticeship, most of whom work for a national digital infrastructure company. The remaining apprentices studied social worker, associate project manager and environmental practitioner apprenticeships.

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Apprenticeships

Since the previous inspection, leaders have stopped offering senior leadership and the healthcare assistant practitioner apprenticeships. None of the apprentices are now studying towards English and mathematics qualifications.

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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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