Apprentices must rely on schools to make sure they get the most out of their apprenticeships – if you are offering an apprenticeship, here’s how to provide the best support possible
Apprenticeships offer hands-on experience, support systems and paid work for individuals looking to work in the education sector. To make sure your apprentices get off to the best possible start, schools should follow these four steps.
Complete an initial assessment
The purpose of an apprenticeship is to give each apprentice substantial new knowledge, skills and behaviours (KSBs) that enable them to reach competence in a given occupation; funding cannot be used to certify or refresh existing KSBs.
Providers should complete an initial assessment of each apprentice’s prior learning and experience to identify the sector-specific, English and maths-related KSBs that they already have. If the apprentice has most of the KSBs set out in the apprenticeship they were due to start they will not meet the funding requirements and all funding will be reclaimed by the ESFA. The provider should discuss with the apprentice and their employer whether there is a higher-level apprenticeship they could undertake, or whether a different programme would be better-suited to help their career progression.
For apprentices that meet the funding requirements, the initial assessment provides an individual baseline for both employer and training provider for a learning plan to be created for the apprentice. If the apprentice requires any reasonable adjustments in order to fully access the provision, this must be discussed with the employer as part of the initial assessment process to make sure the adjustments made are consistent with the their needs.
Build partnerships
Employers and apprentices must together agree:
the training needs of both the employer’s and the apprentice;
how these training needs can be effectively aligned to ensure that KSBs will be embedded into the apprentice’s job;
the price of the training their apprentices require to reach full occupational competence;
a proposed ‘gateway’ date for an end-point assessment;
a dedicated line manager or mentor from within the employer’s organisation assigned to each of their apprentices.
Employers must be proactive in checking that the mentor or line manager is also effectively supported in their role.
Make a commitment statement
The commitment statement should be drafted by the provider, employer and apprentice and it should define how you will work together to achieve full occupational competence for the apprentice.
The statement should agree on the intervals at which the apprentice’s progress will be reviewed during the apprenticeship; the ESFA recommends that this is done every 8-12 weeks. It also allows the provider, employer and apprentice to confirm that they are happy that the others are meeting their commitments – or, if necessary, take steps to address any failures to do this.
Complete an apprentice induction
As a starting point, apprenticeship providers should include the following in their apprentice’s induction.
Discuss the commitment statement to make sure that the apprentice understands how the three-way relationship will function, and what they can expect from their training provider.
Highlight the progress review meetings as an opportunity for them to hold their training provider and employer to account.
Ensure they understand how off-the-job training (OTJT) will be delivered, and by whom.
Encourage them to log their learning to help monitor whether they are being given a minimum of 20% of their working hours to dedicate to OTJT, and whether they are getting opportunities to practise and reflect on what they have learnt.
Explain the difference between OTJT and on-the-job training, which activities will count as which form of training, and how they fit together.
Inform them of the pastoral support available, how to seek it if needed and how they can make complaints.
Check that the apprenticeship agreement between them and their employer is signed.
Send them their occupational standard and assessment plan, and give an overview of the assessment for their specific standard.
Explain how the apprentice will work towards assessment and full occupational competence throughout their apprenticeship, and that passing the assessment is required for them to complete their apprenticeship and get their certificate.
Ensure that the apprentice knows the sector-specific and transferable skills they can expect to develop.
Inform the apprentice of any mandatory qualifications they will also need to pass in order to complete their apprentice and receive their certificate.
Inform them about the possibility of taking a break in their learning during their apprenticeship, and how they can pause their apprenticeship for four weeks or more due to illness or caring responsibilities.
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