University of Exeter

University of Exeter

Address: Northcote House, The Queen's Drive, Exeter, Devon, EX4 4QJ Unique reference number (URN): 133817

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

Leadership and governance Exceptional

Leaders and those responsible for governance have created an exceptionally sophisticated culture of reflective improvement, institutional learning and ambitious apprenticeship practice. Their work on quality improvement and inclusion has led to profound institution- wide redesign through the deeply embedded implementation of initiatives such as Success for All, Universal Design for Learning' and the Transformative Education Framework. These approaches shape curriculum design, teaching strategies, governance, workforce development and quality assurance with exceptional coherence and precision. Leaders have fundamentally reshaped apprenticeship provision so that barriers are anticipated and removed before apprentices encounter them. As a result, apprentices benefit from highly inclusive and frequently transformational educational experiences.

p.2

Leadership and governance Exceptional

Leaders, governors and those responsible for oversight maintain an incisive and highly detailed understanding of the provider’s strengths and priorities. They use sophisticated quality assurance, governance and performance monitoring arrangements to identify themes rapidly and take sharply focused action that leads to sustained improvements in apprentices’ experiences and outcomes.

p.2

Leadership and governance Exceptional

Apprenticeship provision contributes significantly to wider university improvement work, including influencing institutional approaches to neurodiversity, inclusive pedagogy, mathematics anxiety and professional mentoring.

p.2

Leadership and governance Exceptional

Leaders have established an exceptional culture of professional learning that is strategically aligned, informed by research and intellectually ambitious. Staff benefit from extensive development of their teaching skills, sector and inclusion-focused development, work with employers, research seminars and collaborative mentoring communities. Leaders use their considerable influence with employers, professional bodies and national stakeholders exceptionally well to secure wider sector improvement, including sustained work to reform apprenticeship assessment arrangements within financial services.

p.2

Inclusion Strong standard

Leaders and staff have established a highly inclusive culture in which apprentices from a wide range of backgrounds feel welcomed and well supported. Inclusion is central to leaders' values and curriculum design. Apprentices who are disadvantaged, care experienced, disabled or facing other barriers to participation benefit from carefully considered support arrangements that help them participate fully, develop confidence and succeed.

p.3

Inclusion Strong standard

Staff identify apprentices’ learning and support needs quickly and accurately through structured assessment, effective disclosure opportunities, ongoing review and close collaboration between academic mentors, wellbeing teams and specialist staff. Specialist staff adapt support arrangements appropriately when apprentices’ circumstances or needs change. Apprentices benefit from flexible and compassionate support that helps them continue their studies and meet leaders' high expectations for achievement and progression.

p.3

Inclusion Strong standard

Leaders monitor the experiences and progress of different groups of apprentices closely. They use this data intelligently to plan support for apprentices that improves access, continuation, achievement and progression for underrepresented and disadvantaged groups. Leaders work effectively with employers to ensure that workplace environments are suitable, responsive and supportive.

p.3

Inclusion Strong standard

Highly trained staff demonstrate a strong understanding of inclusive practice across the provision. Leaders continuously refine their approach through research, consultation and evaluation, resulting in consistently positive impacts on apprentices’ wellbeing and long-term opportunities.

p.3

Achievement Exceptional

The progress that apprentices make from their starting points, including apprentices who are disadvantaged, is exceptional. Achievement is very high and many apprentices achieve merit and distinction grades. Apprentices gain professional qualifications from bodies such as the Chartered Management Institute and the Chartered Institute for Securities and

p.3

Strong standard

Investment, recognised project management qualifications, Chartered Engineer status and registration with the Health and Care Professions Council.

p.4

Strong standard

Apprentices rapidly build the knowledge and understanding that they need to make highly valuable contributions to the work of their organisations. Staff collaborate highly effectively with employers to approve individual projects and research for apprentices to undertake as part of their programme. For example, apprentices make valuable cost-saving and efficiency-enhancing proposals that transform local, national and international operations of their employers and provide apprentices with marketable skills and experiences for their next steps. Apprentices have a substantial impact on the organisations in which they work.

p.4

Participation and development Exceptional

Leaders innovatively source and generate participation and development opportunities for degree apprentices. The wide range of transformational opportunities and initiatives, including the Leading Edge speaker programme, WorldSkills UK competitions and participation in societies and guilds, exposes apprentices to high-quality guests, speakers and events. This enables apprentices to develop a sophisticated an comprehensive understanding of contemporary topics and themes, including ethical leadership and sustainability, that relate directly to the workplace and apprentices’ place in society. Apprentices studying all degree apprenticeships have the opportunity to take part in an extensive range of activities.

p.4

Participation and development Exceptional

Staff tenaciously foster a safe, respectful and inclusive apprenticeship environment where diversity is highly valued and equity is pursued. Leaders work proactively to support apprentices from underrepresented groups, such as supporting the development of the Black Apprentice Network.

p.4

Participation and development Exceptional

Leaders have developed and implemented a highly effective principle of ‘no lost learning’ for all degree apprenticeships. Through this approach, leaders ensure that apprentices fully participate in their learning across the curriculum and that their attendance is consistently very high. Staff create opportunities for apprentices to share their experiences with peers from different industries through structured networking groups and 'learning circles'. This builds apprentices' confidence in discussing common issues that they may face and develops their professional community.

p.4

Curriculum and teaching Strong standard

Leaders have developed a high-quality curriculum that gives apprentices access to industry- leading, cutting-edge teaching and training supported by expert research and curriculum development. The curriculum exposes apprentices to, and promotes, a wide range of technical and subject-specific innovations in areas such as cyber security that prepares apprentices for their current and potential future roles very well. Teaching staff are experts in their respective fields. They use their expertise alongside innovative teaching strategies, such as immersive use of play, to convey technically complex theories and concepts to apprentices highly effectively. Academic mentoring, seminars and workshops provide opportunities for apprentices to discuss their own thoughts and for staff to check apprentices’ understanding of key concepts and how these relate to their jobs. Teaching staff work very well with workplace mentors to translate seamlessly what

p.4

Curriculum and teaching Strong standard

apprentices learn off the job into their workplaces. Online learning is very well managed and the virtual learning environment provides apprentices with up-to-date information and a helpful, well-used forum for apprentices to share experiences.

p.5

Curriculum and teaching Strong standard

Leaders structure the curriculum highly effectively so that technical knowledge and practical skills are reinforced over time. For example, psychological wellbeing practitioner apprentices learn to work with and assess patients with common mental health problems before learning how to use low intensity cognitive behavioural therapy treatments matched to the health disorder. Apprentices learn comprehensively how diversity affects their decision-making, reflecting positively the range of cultural and spiritual values held by the diverse communities where apprentices work.

p.5

Curriculum and teaching Strong standard

Leaders ensure that the curriculum is accessible for all, and staff are adept at reducing barriers to learning. Staff carefully check any adaptations that apprentices need at the start of their programme and record these on apprentices’ individual learning plans. Adaptations, such as assessment extensions, help with understanding marking guidance, and the inclusion of a British Sign Language interpreter for online classes, support apprentices to take part fully in their studies and achieve their goals.

p.5

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

Apprentices thrive in their studies and in their workplaces due to the high-quality teaching and considerable support that they receive. They relish the numerous opportunities presented to them, such as working with nationally and internationally renowned academic researchers. Apprentices thoroughly enjoy the chance to question and improve workplace practices. They produce practical projects, written work and, in a number of cases, original research of a very high quality that transforms the operations of the companies they work for. Apprentices develop their confidence in both their academic studies and their ability to make positive changes at work. This enhances their job prospects with current and future employers.

p.5

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

Apprentices value highly the opportunity to work and study simultaneously. They are highly motivated, committed to their jobs and to their studies and achieve very highly as a result. Leaders work tirelessly to reduce barriers to learning for all apprentices. They recognise the significance of their offer in providing apprentices with highly prized professional qualifications in addition to their degrees and focus their efforts firmly on making sure that their apprenticeships are available to all. Apprentices are able to enter the degree apprenticeship programmes with significantly lower grades than those of full-time undergraduate students joining the university, therefore widening participation. Apprentices access a highly sophisticated and inspiring curriculum of additional activities both online and in person. This includes the Leading Edge speaker programme, WorldSkills UK competitions and an impressive selection of networks, societies and communities

p.5

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

specifically for degree apprentices. Almost all apprentices take part in these voluntary activities, broadening their knowledge of the world beyond their sectors and creating a sense of belonging. Fundamental British values, diversity and inclusion are strongly promoted and championed. Faith and belief network events highlight the university's ethos of tolerance and inclusion, which apprentices then expertly apply to their own workplaces. Leaders have strengthened their approach to transgender inclusion, collaborating with experts from charities and previous apprentices to contribute to events, sharing personal experiences and exposing the challenges faced within professional and educational environments. Apprentices feel supported, respected and treated as equals.

p.6

Next steps

Leaders should continue to strengthen their approaches to identifying and supporting apprentices who experience barriers to their learning, ensuring that they receive timely support where required.

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 leaders, teaching staff, support staff, apprentices, employers, professional bodies and those responsible for governance during the inspection.

p.6

About this inspection

The University of Exeter is a higher education institution with campuses in Exeter and Cornwall. At the time of inspection, the university had around 3,900 apprentices studying apprenticeships at levels 4 to 7. The largest cohort is the level 7 senior leader apprenticeship, with around 900 apprentices. Other apprenticeships with large cohorts, ranging from 270 to 500, are level 6 financial services professional, level 7 digital technology solutions practitioner and level 6 chartered manager. In addition, the university provides the following apprenticeships with cohorts ranging from 100 to 230: level 6 project management; level 7 systems thinking practitioner; level 4 investment operations specialist; level 6 diagnostic radiographer; civil engineering at levels 4 and 6; and level 5 operations manager. The remaining apprentices study on 8 standards in areas including accounting and finance, mine management, teaching and lecturing, and health. There were 225 apprentices aged 18

p.6

About this inspection

at the time of the inspection, with the remaining apprentices aged 19 and over.

p.6

About this inspection

Dean of Professional Education and Partnership: Rachael Johnstone

p.6

Lead inspector:

Sarah Alexander, His Majesty's Inspector

p.7

Team inspectors:

Paul James, His Majesty's Inspector Roger Pilgrim, Ofsted Inspector Saher Nijabat, His Majesty's Inspector Hilary Yuille, Ofsted Inspector Lucinda Sanders, Ofsted Inspector Nick Crombie, His Majesty's Inspector

p.7

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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. 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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9