INSIGHT

Top tips for delivering great apprenticeships

The number of providers publicly funded to deliver apprenticeships has rocketed since the government apprenticeship reforms in 2018. As of 31 August 2021, there were 2,053 publicly funded further education and skills providers. A significant proportion of those providers deliver apprenticeships, with colleges currently delivering around 30%.

Although Ofsted’s most recent data shows apprenticeship quality slightly improving, around 20% of apprenticeship inspection grades are requires improvement or inadequate. It’s no wonder leaders are approaching us for help with their apprenticeship provision.

So, with no published national data for 2019/20 and 2020/21 and Ofsted placing more emphasis on the curriculum, what are the key things to look out for? Here are some of my top tips.

Are apprentices making significant progress from their starting points?

Apprentices must be developing substantial new knowledge, skills and behaviours. Yes, that is all three of the above, not just new knowledge or new skills as I sometimes see. Frequently when an apprenticeship has an embedded qualification too much emphasis is placed on developing and assessing the qualification, with not enough emphasis on the standard.

Apprentices’ training must be different to any previous qualifications they have taken. If an apprentice has a master’s degree in a related subject you must know why they are taking an apprenticeship. The same if they already have a framework and are now on a standard at the same level and in the same subject area.

Getting initial assessment and information advice and guidance right are key. Initial assessment should robustly identify apprentices’ individual starting points and be used to plan learning. Too often initial assessment is based on apprentices’ confidence levels, not on what evidence shows they can do in the workplace. Once initial assessment has been carried out apprentices should be able to see and explain how results are used to inform planning and individualise learning. Training should be tailored to meet the different needs of apprentices who are new to the workplace and those who have been in the workplace for some time.

Is it a proper apprenticeship?

It sounds obvious but leaders and managers must ensure that programmes meet the principles of apprenticeships. I have interviewed too many apprentices who did not know they were apprentices, but thought they were on ‘a course’. Employers must be using the levy correctly not just to access a free qualification such as ILM. Purposeful and detailed commitment statements should be in place and employers should understand and fulfil their role in planning, providing and monitoring learning.

Apprentices should receive their full entitlement of off-the-job training and both apprentices and the employer should know how this is recorded and monitored. On and off-the-job training should be coordinated, and apprentices should see the links between both.

Why is what you offer your apprentices over and above the requirements of their apprenticeship?

It’s worth taking time to consider how you give your apprentices that competitive edge and how else you could add value to their programmes. There are lots of great examples out there. For example, on the level 4 data analyst programme, I have seen coaches include additional topics through which apprentices achieve higher-level programming and coding knowledge and skills. It may be that you use inspirational business leaders to give outstanding masterclasses, or you may have developed valuable opportunities for apprentices to network with industry professionals and other apprentices.

It sounds obvious but leaders and managers must ensure that programmes meet the principles of apprenticeships.

How effectively are apprentices with SEND and additional needs identified and supported?

Ofsted’s Education Inspection Framework has a strong focus on learners with special educational needs and disability (SEND). Too often systems for identifying and supporting SEND are underdeveloped in apprenticeship provision. End-point assessment organisations (EPAOs) report receiving very low numbers of requests for reasonable adjustment at EPA. We all need to proactively identify and support apprentices with SEND/additional needs. The onus should not be on apprentices to self-declare. They may not want to or may not know they have a support need. Robust initial assessment is key, as are confident staff who are well trained to implement strategies to meet need.

How well are English and maths developed throughout the apprenticeship?

You don’t need me to tell you that if your apprentices need to achieve functional skills and you are not providing functional skills teaching and support, then you are not offering a proper apprenticeship. Incredibly I still occasionally come across this issue. More frequently I see apprentices who are functional skills exempt not continuing to develop maths and English. This can hinder their ability to develop their careers and be successful over time. Development of maths and English needs to be discussed and planned with the employer and apprentices need to be able to articulate how they are applying and developing these skills.

I hope you find those useful. Of course, there is so much more to talk about: careers information advice and guidance, safeguarding and governance to name a few. But they are topics for another day.