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

2. 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

3. 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

4. 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

5. 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

6. 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.

7. 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’

8. 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

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