Supporting Apprentice Progression: A case study from the FE sector Wendy Poole, Apprenticeship Manager Boston College

Supporting progression – starting point ‘An Apprenticeship is a job that requires substantial and sustained training, leading to the achievement of an Apprenticeship standard and the development of transferable skills’. The Future of apprenticeships in England, BIS, 2013 High Quality Apprenticeship Delivery Employer Apprentice Training Provider ‘The best apprenticeships focused on developing the careers of apprentices while simultaneously improving their skills, developing their understanding and increasing their knowledge’ Apprenticeships: developing skills for future prosperity, Ofsted, 2015 Training providers should: ‘ensure that apprenticeship provision is of a high standard and enables apprentices to develop increasingly complex skills that lead towards the advanced- and higher-level skills needed by employers ‘ Apprenticeships: developing skills for future prosperity, Ofsted, 2015 3 elements to achieving high quality: Employer – there has to be a real job, this has improved in my experience over the last few years, but many withdrawals/non-achievement have been because of the employer not being involved with the process Apprentice – starting point maths and English – good understanding prior to starting. Initial assessment etc – do they really know what an apprenticeship is, is this the right career path for them. Training provider – our role is to develop the best programmes we can, individualised per learner and employer if necessary, one size doesn’t fit all, be clear and as informative as possible when the process begins 16/04/2018 Wendy Poole

Learner transition from FE to apprenticeship Year 1 L3 Business Student – work experience Barclays Bank, subsequently offered part time work Currently Level 3 year 1, will come back to do year 2, but is considering apprenticeship or HE – this has given him choices Key considerations: Curriculum design Ensuring full time courses are meeting the needs of all learners Ensuring full time courses are preparing learners for next steps Study programmes to include meaningful work experience, exposure to real- life scenarios Effective advice and guidance – ensuring an apprenticeship is a career choice

Case study 1 - Accountancy Year 1 AAT Level 2 Certificate in Accounting + Level 3 Subsidiary Diploma in Business Full time AAT Level 3 Diploma Accounting + Level 3 Diploma Business Level 3 Assistant Accountant - Standard Eg: JP full time Year 1 – now working with an accountancy practice 2 days pw, could progress to either full time year 2 or Level 3 Advanced Apprenticeship JG – did Level 2 and 3 at college full time – then Higher Level Apprenticeship with local employer, now embarking on Chartered Accountancy qualifications Level 4 Higher Level Apprenticeship/HE Level 4 Higher Level Apprenticeship – Standard 2 pathways Chartered Accountancy Chartered Accountancy

Case study 2 – Business Administration Level 2 Diploma in Business – 2 pathways BTEC Level 2 Business – Year 1 Level 2 Diploma in Business (NCFE) – Year 1 Eg: JP full time Year 1 – now working with an accountancy practice 2 days pw, could progress to either full time year 2 or Level 3 Advanced Apprenticeship JG – did Level 2 and 3 at college full time – then Higher Level Apprenticeship with local employer, now embarking on Chartered Accountancy qualifications Level 3 Extended Diploma Business - Year 2 and 3 Intermediate Apprenticeship – Year 2 HE/Apprenticeship/Employment – Year 4 Advanced Apprenticeship – Year 3

Supporting progression – on programme Key considerations: Employer engagement – assessing their needs, developing a training programme to suit their business, adding value if appropriate Developing delivery methods to suit Up to date industry practice Timely and clear communication between all parties to ensure progression is ongoing Effective ‘action planning’ towards completion date Effective ‘next steps’ planning EG – adding ICT quals even if not required; upskilling in maths and English; Delivery methods – workshops or infill into FE; block weeks for M/E/ICT or blended learning Regular reviews – identifying barriers to completion asap Discussion with employer re: progression to next level, permanent position etc.

Case Study 4 - Employer experience ‘We are thrilled that D would like to continue working at here and have found our experience of the Apprenticeship Programme with Boston College a very positive one. I feel you have supported D in a really professional way, enabling her to be independent, yet ensuring you were there to support her whenever she needed it. Our meetings always ran smoothly and I felt D was aware of both your expectations following the meetings and the additional work she needed to complete’ ‘Really pleased that Boston College decided to start a Graphic Design course up as I see many youngsters wanting the opportunity to learn the trade, especially those that cannot go to University at this present time – 100% reflects industry standards’

Case Study 3 – Employer Experience Specialist School Setting: Application and delivery model was designed to suit their need, led by them with college supporting all the time. Now running with 2 schools Recent employer survey: ‘Training provided by the college within four care setting is second to none - we are proud to work in partnership with Boston College’ Application Process Trial Period in school Delivery in school by college staff Specialist delivery in school by school staff Progress to Higher Education

Case Study 5 – from FE to apprenticeship Jaimee Cross – Intermediate Apprentice, Boston College