Introduction
A very warm welcome to Best Practice Network apprenticeships. We are delighted to work in partnership with you to develop and support your apprentice. Apprenticeships are most successful when employers, apprentices, and training providers work together, and this handbook sets out what you can expect from us, and what we ask of you as an employer. This handbook contains essential information to help you understand your role and responsibilities in supporting apprentices in your organisation. Please keep it safe and refer back to it whenever needed.
Best Practice Network is one of the UK’s largest providers of training, development and support for education professionals. Like you, we believe that every child, whatever their background, deserves an excellent education.
Our values
Our core values define who we are and guide the way we work. They help us provide the best possible service to our learners and partners.
Inspire learning
We aim to change lives for the better by inspiring and developing colleagues working in education. As a team and a network, we inspire each other to grow personally and professionally.
Work together
Across the network, personal relationships and collaboration are at the heart of what we do. We show care and support for our candidates, partners and colleagues, and we go the extra mile to get things done.
Act with integrity
We can be trusted and we do what we say we will. We are open and straightforward, tackling challenges head-on rather than avoiding them. We treat each other with respect and dignity.
Strive for excellence
We have high expectations of ourselves and others. We invest and innovate to deliver the best learning, systems and outcomes. We keep things simple, use evidence and embrace change to achieve our best.
Key contacts
Phone: 0117 920 9200
Email: apprenticeships@bestpracticenet.co.uk
Report a safeguarding concern: https://www.bestpracticenet.co.uk/safeguarding safeguarding@bestpracticenet.co.uk
Contents
What is an apprenticeship?
What to expect as an employer
Apprenticeship levels
Understanding the apprenticeship elements
The apprenticeship programme at a glance
First day of learning (FDOL)
Induction
On-programme learning
Gateway to completion
Apprenticeship Assessment
Supporting your apprentice
What you can expect from us
Roles within apprenticeship delivery
How apprentices learn
Additional learning support
BPN Boost
Safeguarding
Policies and procedures
Change of circumstances
Glossary
What is an apprenticeship?
An apprenticeship is a work-based learning programme that combines employment with structured training. Apprentices gain valuable knowledge, skills, and behaviours (KSBs) that prepare them for long-term success in their sector.
As an employer, you are responsible for:
Employing the apprentice and paying their wages (at least the national minimum apprentice wage, according to age and progression).
Providing a real, meaningful job that aligns with the apprenticeship standard.
Supporting the apprentice’s release for o -the-job training
Signing the apprenticeship agreement and co-signing the apprenticeship training plan with the training provider and apprentice.
Engaging in regular progress reviews with the apprentice and their tutor (at least every 12 weeks).
Ensuring employment laws, health and safety regulations, and workplace policies are applied, including contracts, working hours, holiday entitlement, sick pay, and equality and diversity.
Monitoring and supporting the apprentice’s wellbeing, including notifying the provider of any changes that may a ect the apprenticeship.
Who can do an apprenticeship?
An apprentice must:
Be aged 16 or over
Live in England
Not be in full-time education
Apprenticeships are open to both new and current employees, with no upper age limit.
What to expect as an employer
When you enrol an apprentice with Best Practice Network, you can expect:
�� Regular support from an Apprenticeship Tutor
The tutor will visit your workplace and support your apprentice, working with you to meet the learner and setting needs.
�� Progress reviews every 4-6 weeks
These include the employer, learner and tutor, to support the learner’s progression and identify next steps.
�� Monthly virtual classrooms
Live online sessions led by specialist tutors, you will need to ensure your apprentice can attend these.
�� Clear programme structure
The programme is designed to be clear and easy to follow, from the enrolment to apprenticeship assessment.
❤ Support and advice
We can advise you on areas such as policies, safeguarding, and compliance with apprenticeship funding rules.
�� Clear steps to completion
From induction to your final assessment, we’ll guide your apprentice through every stage.
Apprenticeship Levels
Apprenticeship levels are set and equivalent to the following:
2 (Intermediate): 5 GCSEs
3 (Advanced): 2 A-levels
4 (Higher): first year of bachelor’s degree
5 (Higher): foundation degree
6 (Degree): bachelor’s degree
7 (Degree): master’s degree
Some apprenticeships may also give apprentices an additional professional qualification or credits to Higher Education.
At Best Practice Network we deliver apprenticeships at various levels which allow apprentices clear progression and development in their chosen careers, these are listed in the table below.
Level 2
Level 3
Level 5
Level 6
Level 7
Level 2 Early Years Practitioner Apprenticeship
Level 3 Early Years Educator Apprenticeship
Level 3 Teaching Assistant Apprenticeship
Level 5 Specialist Teaching Assistant Apprenticeship
Level 5 School Leader Programme with National Professional Qualification for School Leaders (NPQSL)
Level 5 Early Years Lead Practitioner Apprenticeship Coaching in the Early Years Apprenticeship Coaching in Education Apprenticeship
Teacher Apprenticeship with Initial Teacher Training leading to QTS (Primary)
Level 7 Headteacher Apprenticeship with National Professional Qualification for Headship (NPQH)
Level 7 Executive Leader Apprenticeship with National Professional Qualification for Executive Leader (NPQEL)
Understanding the apprenticeship elements
Every apprenticeship includes:
1. Apprenticeship Standard
This sets out the knowledge, skills and behaviours the apprentice must demonstrate.
2. Maths and English
Apprentices without GCSE grade 4/C will be given the opportunity to work towards Functional Skills (mandatory for 16-18 year old apprentices). Employers must support attendance at maths and English sessions if their apprentice is working towards maths and English
3. O -the-Job Training
This is learning time that happens away from the apprentice’s everyday work tasks. This must be completed within working hours. Employers are legally obliged to allow time for this.
4. Mandatory Qualifications
Some apprenticeships include additional accredited qualifications.
For a more detailed breakdown of some of these elements, please see the section on onprogramme learning.
The apprenticeship programme at a glance
Enrolmentcall
Firstdayof learning Induction
On-programme learning Gatewayto completion Apprenticeship assessment
First day of learning (FDOL)
Your apprentice will attend an online First Day of Learning session. This group event introduces them to the apprenticeship programme and supports the development of their knowledge, skills, and behaviours (KSBs). It marks the official start of their apprenticeship.
The session also gives apprentices the opportunity to ask questions and gain clarity about what to expect.
As the employer, you should ensure your apprentice is released to attend this session in full and has access to a quiet space with a suitable device and internet connection.
During the session, apprentices will be asked to complete a short activity, which must be submitted on the same day.
Induction
At the start of the apprenticeship, your apprentice will have an induction meeting with their tutor. This usually takes place within the first two weeks of the programme starting. The induction helps apprentices to:
Settle in and understand how their apprenticeship will work.
Get to know their Apprenticeship Tutor.
Ask questions and clarify expectations.
Begin creating a personalised learning plan.
What to expect in the induction meeting
During the meeting, the tutor will complete an essentials form with the apprentice. This allows the tutor to understand their background and how best to support them. The discussion will cover:
Personal strengths and areas for development.
Review of any prior learning or work experience.
Identification of additional support needs.
Setting realistic and meaningful learning goals linked to career aspirations.The tutor will also explain how the apprenticeship will be delivered, including the learning plan, o -the-job training requirements, maths and English support (if needed), and how to access help.
Employerrole: You are required to attend part of this meeting. This ensures you understand the expectations of the programme, can contribute to the learning plan, and are clear on your responsibilities in supporting your apprentice. Please ensure you or the apprentice’s line manager are available to take part.
On-Programme Learning
This is the main part of the apprenticeship, where your apprentice will develop the knowledge, skills and behaviours (KSBs) required to succeed in their role and prepare for their final assessment.
Apprentices will take part in regular training, complete tasks and activities, and receive ongoing support to help them progress. This includes tutor visits, feedback, and scheduled progress reviews to monitor development.
Your apprentice’s learning will include:
O -the-job training (learning that takes place away from the apprentice’s usual work tasks)
Tutor visits and support
Virtual classroomsand online learning sessions
Regular reviews and feedback
Learning checks with their tutor to ensure they are on track for their apprenticeship assessment.
O -the-Job Training (OTJT)
O -the-job training is a mandatory element of every apprenticeship. It is structured learning time that must take place during the apprentice’s working hours and must be separate from their normal day-to-day duties.
This training must:
Be completed within paid working hours.
Contribute directly to the apprentice’s knowledge, skills and behaviours.
Not include maths and English training.
The number of hours required is set by government funding rules and is specific to each apprenticeship standard. The Apprenticeship Tutor will confirm the requirements and work with you and your apprentice to plan how this training will be achieved.
O the job training examples
Any activity that is not part of the apprentice’s normal job which relates to the apprenticeship can count. Below are some examples of o the job training activities:
Teaching of theory. For example: virtual classrooms, training day attendance
Shadowing or being mentored
Practical training
Online learning
Learning support provided by the employer/mentor
Visiting the employer’s other sites
Completing research and apprenticeship tasks
In-house training programmes and CPD – where it links directly to the apprenticeship Standard
Revision sessions for Apprenticeship Assessment
Employer role: You must release your apprentice for OTJT, ensure they have access to appropriate activities, and support them to record this learning accurately.
Maths and English
Strong maths and English skills are essential in all roles. Apprentices who do not already hold the required qualifications (typically GCSE grade 4/C or equivalent) must complete Functional Skills as part of their apprenticeship. This is mandatory for 16-18 year old apprentices. Apprentices who are 19 or above will choose whether to opt in or out of maths and English.
As an employer, you should support your apprentice by allowing time for:
Tutor support.
Virtual classroom sessions.
Independent learning tasks.
This ensures they have the confidence and ability to apply maths and English in the workplace and beyond.
Knowledge, Skills and Behaviours (KSBs)
Every apprenticeship is built around KSBs. These are the key outcomes your apprentice will develop:
Knowledge: the information and understanding needed to perform their role e ectively.
Skills: the ability to apply knowledge in real workplace situations.
Behaviours: the professional attitudes and values required, such as reliability, teamwork, and professionalism.
Employer role: Provide opportunities in the workplace for your apprentice to practice and demonstrate their KSBs. This is essential for their progress and preparation for assessment.
Gateway to completion
Gateway to completion is the stage between the end of training and the start of the apprenticeship assessment.
To reach Gateway, the apprentice must have completed and passed all the required elements of their training, as outlined in the apprenticeship assessment plan. This confirms that they are ready and have developed the knowledge, skills and behaviours (KSBs) required for their role.
When you, your apprentice, and Best Practice Network agree that the apprentice is ready, a Gateway Declaration Form must be signed by all three parties. Only once this is complete can the apprentice move forward to assessment.
Employer role: You must confirm that your apprentice is working at the required level and has demonstrated the necessary competence in the workplace. Your input is essential to the Gateway decision.
Apprenticeship assessment
At the end of the apprenticeship, your apprentice will complete an apprenticeship assessment. This assessment is conducted by an independent assessor to ensure the apprentice has developed the required knowledge, skills, and behaviours to perform their role e ectively. Each apprenticeship standard specifies its own assessment methods. As an employer, you will support your apprentice’s preparation for this assessment throughout the programme, with guidance from their tutor.
Supporting your apprentice
To help your apprentice get the most from their programme and develop the knowledge, skills, and behaviours required for their role, we ask that you:
Support learning in the workplace:
Provide time and opportunities for the apprentice to attend scheduled training sessions and complete assignments.
Encourage regular reflection and demonstration of learning in the workplace.
Ensure the apprentice has a quiet, suitable space for visits from their tutor and virtual classroom sessions.
Help coordinate regular workplace visits with the tutor and provide access to line managers or mentors.
Promote a positive learning culture and encourage the apprentice to take responsibility for their development.
Maintain communication with the tutor:
Notify the tutor promptly if a visit or session needs to be rescheduled.
Alert the tutor if the apprentice is falling behind, struggling with tasks, or would benefit from additional support.
Share relevant information about workplace circumstances that may impact the apprentice’s learning or wellbeing, including health or personal challenges, so that the tutor can provide appropriate guidance.
Support professional behaviours:
Encourage the apprentice to meet deadlines and produce work to a high standard.
Reinforce workplace standards and the code of conduct during both work and learning activities.
What you can expect from us
At Best Practice Network, we are committed to supporting both you and your apprentice throughout the programme. We will:
Help your apprentice build the confidence, knowledge, skills, and behaviours needed to perform e ectively in their role.
Support your apprentice to achieve their qualification within the agreed timeframe.
Assist in setting and achieving ambitious goals for employment, further study, and personal development.
Promote understanding and demonstration of key values, including mutual respect, tolerance, democracy, the rule of law, and individual liberty.
Provide support to improve your apprentice’s English and maths skills, where required.
Roles within apprenticeship delivery
Apprenticeship Tutor (AT)
The Apprenticeship Tutor is the main point of contact throughout your apprentice’s programme. They work closely with both you and your apprentice to plan training, carry out observations and reviews, and ensure the apprentice is fully prepared for their Apprenticeship Assessment. Their role is to guide, support, and keep the apprentice on track to succeed.
Internal Quality Assurance
The Quality Team at Best Practice Network oversees Internal Quality Assurance across all apprenticeship programmes. This ensures that assessments are consistent, fair, and meet the
highest standards, giving you confidence in the quality of your apprentice’s training and progress.
Virtual classroom tutors
Your apprentice will also receive live online teaching from subject-specialist Virtual Classroom Tutors. These tutors:
Bring real-life experience from early years and education settings.
Deliver interactive and engaging sessions.
Help your apprentice apply new knowledge and skills directly to their job role.
These roles work together to support your apprentice’s development, ensuring they gain the skills, knowledge, and behaviours needed to perform e ectively in the workplace.
How apprentices learn
Virtual Classrooms (VCs)
Virtual Classrooms are live online sessions led by specialist tutors. They teach key knowledge, build skills, and help apprentices apply what they learn in the workplace. These sessions are interactive, including discussions, breakout activities, quizzes, and scenario tasks. Apprentices are expected to attend monthly sessions.
Learning Platforms
Apprentices may use several platforms to support their learning and track progress, depending on their apprenticeship programme.
Bud
The main ePortfolio platform where apprentices submit assignments, independent learning tasks, and evidence of workplace learning. This can include written work, photos, videos, or voice notes.
BKSB
Used to develop English and maths skills. Apprentices complete personalised tasks based on an initial assessment.
Canvas
A virtual Learning Environment (VLE) that provides 24/7 access to course materials and resources, available for certain programmes.
Additional learning support
At Best Practice Network, we are committed to ensuring all apprentices can access their training and achieve their full potential, regardless of individual learning, health, or disability needs.
We provide tailored support, which may include:
One-to-one teaching or mentoring
Assignment support and in-class assistance
Use of assistive technology
Adjusted assessment or exam arrangements
Our aim is to help apprentices develop confidence, independence, and the skills they need to succeed in their role. Employers are encouraged to work with the Apprenticeship Tutor (AT) to ensure the right support is in place whenever it is needed.
BPN Boost
Best Practice Network provides extra support for apprentices through the BPN Boost programme, complementing the regular guidance provided by tutors and employers. This programme gives apprentices additional opportunities to develop skills, explore careers, and maximise the benefits of their apprenticeship.
What does BPN Boost include?
Monthly classes: Interactive virtual classrooms o ering extra guidance, information, and development opportunities.
Podcasts: Covering a variety of topics to support career development and wellbeing.
Apprenticeship association membership: Free membership providing access to resources that support professional growth.
Library of learning resources: Access to materials focused on wellbeing, skills development, and career progression.
Employers are encouraged to support their apprentices in engaging with BPN Boost activities to enhance learning, development, and future career opportunities.
Safeguarding
Best Practice Network is fully committed to safeguarding children, young people, apprentices, and vulnerable adults. Employers should ensure their apprentices are working in a safe environment and raise any concerns with BPN so they can be addressed promptly.
You can find full details of our safeguarding approach - including how to report a concern - on the Safeguarding page of our website.
Policies and procedures
All BPN policies and procedures are available online. Employers should familiarise themselves with relevant policies to understand the standards and expectations for safeguarding, health and safety, and learning support.
You can view all policies here.
Change of circumstances
Employers should notify BPN promptly if an apprentice’s circumstances change, as this may a ect the apprenticeship agreement, programme delivery, or funding. Relevant changes include:
Changes to the apprentice’s job role or employment status
Updates to contact details
Changes to employer arrangements
Any issues impacting the apprentice’s safety or wellbeing, including harassment, bullying, or other risks
Keeping BPN informed ensures the apprentice receives appropriate support and that the programme continues smoothly.
Glossary of terms
Apprenticeship – an apprenticeship is employment with training to industry standards in a recognised occupation. It will involve a substantial programme of on and o -the-job training
Apprenticeship standard – Apprenticeship based on an occupational standard that defines the duties carried out by someone in the occupation and knowledge, skills and behaviours required to achieve that competence in those duties. The apprentice’s occupational competence is tested by an independent apprenticeship assessment
Degree apprenticeship standard – an apprenticeship that mandates a full bachelor’s or master’s degree Department for Education – responsible for children’s services and education, including higher and further education policy, apprenticeships and wider skills in England
Duty/duties – the activities/competencies that will be carried out by a competent person in a specific occupation; requires the application of knowledge, skills and behaviours in the workplace. Duties always begin with a verb
Apprenticeship assessment - rigorous robust and independent assessment undertaken by an apprentice at the end of training to test that the apprentice can perform in the occupation they have been trained in and can demonstrate the duties, and knowledge, skills and behaviours (KSBs) set out in the occupational standard
Apprenticeship assessment organisation - an organisation approved to deliver Apprenticeship assessment for a particular apprenticeship standard.
Knowledge, skills and behaviours – what is needed to competently undertake the duties required for an occupational standard
Occupation – a recognised job role. The basis for apprenticeship standards
Occupational standard – document that details what someone competent in the occupation does - duties and the knowledge, skills and behaviours they require to do it; the basis for apprenticeship standards and T-levels
Ofsted - is the O ice for Standards in Education, Children’s Services and Skills. They inspect services pro- viding education and skills for learners of all ages. Ofsted also inspect and regulate services that care for children and young people.
Training provider – any organisation that delivers apprenticeship training. For example, a college, higher education institution, private training organisation. Training providers delivering training for apprenticeships must be on the register of apprenticeship training providers