Ofsted rated the University of Sheffield’s apprenticeship programmes ‘Good’ on 15th January, praising their academic support, career preparation, and workplace training, in healthcare and engineering. But how does this official assessment compare to real student experiences?
The Ofsted report commended Sheffield’s apprenticeship programmes for mentorship in both workplace and academic areas. Healthcare apprentices confirmed this, citing regular tutor meetings, accessible mentors, and responsive staff.
Leah Young, SLT Apprentice, said: “I have eight weekly supervisions with my work-based mentor and university tutor. These meetings are often a great opportunity to reflect on my learning so far and to set some goals that are realistic and achievable.”
Apprentices praised university staff for being responsive and available for one-on-one support. Some also appreciated dedicated study time, which they felt not all apprenticeships provide.
“The module coordinators have been helpful with course-specific help when needed. The course director has also been available to answer any queries,” said Maria Shemmans, SLT Apprentice.
Beyond strong academic support, apprentices also felt the blend of academic study and hands-on experience prepared them well for employment. Many valued the competency framework and diverse placements, which expanded their career options.
Emily Grainger, Nurse Associate Apprentice, said: “What’s been particularly helpful is how the apprenticeship allows you to focus on your career goals, with a base placement to set targets alongside the core skills, knowledge, and behaviours required for the course.”
Emily also highlighted how the university actively supports professional development beyond placements. “When I mentioned an interest in education, they invited me to speak at a local school’s apprenticeship week to gain experience.”
Some apprentices struggled with workload intensity and IT issues. The 46-week schedule left little flexibility, making it difficult to balance study, work, and personal commitments.
Nichola Crozier, SLT Apprentice, said: “The way that the programme is designed is very intense and doesn’t leave much wriggle room for holidays or unexpected illness. I am very aware of possible burnout.”
“Improvements could be made to recording evidence related to KSBs and competencies. It is not easy to cross-reference these within the IT systems (PebblePad). The system feels quite clunky,” added Maria Shemmans.
While Ofsted’s praise largely reflects student reality, workload intensity and digital tools could benefit from further improvement.
Image credit – the University of Sheffield
