One of Lancashire’s leading universities Vice Chancellor is "delighted" following praise for increasing social mobility at its Burnley campus, in a recent Ofsted report.
The University of Central Lancashire (UCLAN) was given an overall effectiveness of ‘Good’ following an inspection between November 5 and 8 2024.
Based in Preston, the higher education provider developed a new campus in Burnley to provide higher education opportunities and apprenticeships to residents in East Lancashire.
Many of the students were said to return to study after a long period, sometimes following a poor educational experience in the past, and inspectors said that apprentices are well supported to engage with higher education.
Inspectors said: “Apprentices benefit from high-quality training facilities, equipment and resources that facilitate effective learning opportunities.
“In health, apprentices work in simulated environments such as an ambulance, birthing suite and operating theatre, so they are well prepared for working in different settings.
“In the school of law and policing, apprentices practise their skills in the moot courtroom and the advice and resolutions centre.
“This helps apprentices to practise their skills in a safe space alongside qualified health and law professionals.
“Apprentices learn from their mistakes and become more confident in their own abilities.”
Students were said to be considerate, respectful and appreciative of each other’s differences and views.
They were also said to benefit from university training on safeguarding, which meant they felt safe at the university as well as their jobs at work.
Leaders at the University were said to offer apprenticeships that closely align with the local and regional skills needs and sit on a variety of boards to steer students into strategic workforce planning in the region.
Nursing students were said to fill the skills gap in healthcare, which is the largest employer in the area.
Inspectors continued: “Leaders and academics plan the content and teaching of their apprenticeships effectively to help apprentices learn the knowledge required in small steps.
“Apprentices build on their knowledge before they put it into practice at university and at work.”
In a few apprenticeships, such as level 6 chartered surveyor and level 6 chartered manager, leaders were said to have not planned the structure of the course well enough for them to complete their final assessments and achieve.
Staff were considered to be highly qualified and experienced in their vocational sector, with several dual professionals, with many academics who teach the social worker course still working in the sector.
Many also participate in academic research, such as academics in computing who are active in research in artificial intelligence, cyber and data analysis.
Inspectors added: “Most academics use a range of teaching methods effectively to support apprentices’ learning. They use examples of their own practice to bring learning to life.
“In a few cases, academics do not check that apprentices understand the topic being taught before they move on. In these cases, apprentices struggle to keep up with the pace of learning.”
Pupils with special educational needs are well supported and staff ensure the barriers to learning are removed, with most achieving their apprentices.
Helpful and constructive feedback was given to pupil’s work, and they know what they have done well and what they need to do to improve their work to a higher standard.
Apprentices were said to be valued members of their employer’s businesses, and they value the skills that apprentices bring to their company.
There are also a wide range of university activities and events and there are examples of apprentices’ involvement in activities such as charity events, sports and membership of societies.
However, leaders do not track apprentices’ participation, and many do not access these opportunities.
The oversight of the quality and management of functional skills English and mathematics qualifications at a subcontractor were not considered to be good enough.
Students who fail their examination at the first attempt are not supported well enough to continue with their learning, and there is often a significant waiting time before they can begin the next course.
This delays their achievements and apprentices struggle to remember their prior learning.
Leaders and governors identify areas of weakness and put appropriate actions in place for improvement, with governors supporting and challenging leaders to continue to improve their offer and quality of apprenticeships.
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