Supporting your Apprentice with Functional Skills Your encouragement, protected learning time and regular interest can make a significant difference to your apprentice’s confidence and success.
English and maths are essential workplace skills. They enable apprentices to communicate professionally, understand information, solve problems, work accurately and make confident decisions. Some apprentices will be required to complete Functional Skills qualifications as part of their apprenticeship. Other eligible apprentices may choose to opt into Functional Skills to strengthen their skills and gain a recognised qualification. Whatever their starting point, the active support of their employer is an important part of their success.
Why Functional Skills Matter to Your Organisation Supporting an apprentice to develop their English and maths is an investment in both the individual and your organisation. Functional Skills can help your apprentice to: • • • • • • • •
write clearer emails, reports and workplace documents communicate confidently with colleagues, customers and other professionals follow instructions, policies and procedures accurately interpret data, measurements, costs and numerical information solve workplace problems and make informed decisions manage their workload and organise information effectively develop confidence, independence and professional credibility progress to greater responsibility, higher-level training or promotion
These are not simply exam skills. They are practical skills that apprentices can apply in their job from the beginning of their programme. Our Six-Month Expectation At Best Practice Network, we aim to support apprentices to complete their Functional Skills examinations within the first six months of their apprenticeship. Apprentices are expected to complete approximately: •
60 guided learning hours per subject 10 hours of learning each month • regular tutor-led teaching and guided practice • independent revision and assigned learning activities • examination preparation and mock examinations • their Functional Skills examination within six months, subject to readiness and individual circumstances The six-month timeframe and planned learning hours are Best Practice Network programme expectations. They are designed to help apprentices make consistent progress, complete their qualifications early and avoid English or maths becoming a barrier later in their apprenticeship. •
The apprentice’s individual plan may be adjusted where necessary to reflect their starting point, prior learning, working pattern or additional support needs.
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The Employer’s Role Protect Time for Learning Employers are responsible for supporting apprentices to participate in the training agreed within their apprenticeship training plan. Where English and maths training is required as part of the apprenticeship, the apprentice must be allowed to complete the agreed activity during their normal working hours. The current apprenticeship funding rules apply to employers, training providers and employer-providers receiving apprenticeship funding in England. Functional Skills Must Be Taught To support the six-month completion target, employers should provide approximately 10 hours each month, per subject, for agreed Functional Skills learning. This time may include: •
attending live virtual classrooms • participating in one-to-one or small-group teaching • completing tutor-led activities • attending examination preparation sessions • completing mock examinations • acting on tutor feedback • completing guided work through Century • using assigned Highfield workbooks, videos and revision resources • attending the final examination Functional Skills time should be planned rather than left for the apprentice to find around an already full workload. Apprentices need active teaching to help them develop new knowledge, correct misunderstandings, practise methods and apply their skills in different contexts. The current rules contain specific provisions for English and maths training, alongside wider requirements for the training plan and progress reviews. Live online teaching is not the same as unsupported distance learning. A taught virtual classroom, in which the tutor explains concepts, checks understanding, provides feedback and answers questions, is an appropriate form of active learning. Platforms such as Century are valuable for guided practice, personalised activities and revision, but they support rather than replace tutor-led teaching.
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Practical Ways to Support Your Apprentice 1. Agree Regular Learning Time Work with the apprentice and their tutor to identify when Functional Skills learning will take place. For example, this could include: •
a regular weekly study slot protected time for live virtual classrooms • additional time before a mock examination • time to complete tutor-directed activities • protected time on the day of the examination A regular pattern is usually more effective than expecting the apprentice to complete several hours at once. •
2. Protect the Agreed Time Where possible, avoid scheduling meetings, cover duties or urgent workplace tasks during agreed learning sessions. If operational pressures mean that learning time must be changed, arrange an alternative as soon as possible. Regularly cancelling Functional Skills time can interrupt learning, affect confidence and delay examination readiness. 3. Show an Interest in Progress A short, positive conversation can help an apprentice remain motivated. Useful questions include: •
What topic are you currently working on? • What have you found most useful? • Is there anything you are finding difficult? • Do you have enough time to complete your learning? • When is your next virtual classroom or mock examination? • Is there anything we can help you practise at work? • Have you discussed this concern with your tutor? The aim is to encourage the apprentice, not to test them or make them feel judged. 4. Connect Learning to the Job Help the apprentice recognise where they already use English and maths at work. Opportunities might include: English • • • •
writing professional emails contributing to meetings speaking with colleagues or families reading policies and procedures
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• • •
completing reports, records or observations checking spelling, grammar and tone summarising information accurately
Maths •
working with time and schedules calculating costs, quantities or percentages • using measurements • interpreting charts, tables and data • monitoring budgets or resources • checking numerical records • comparing information and identifying trends Workplace practice can help the apprentice understand the relevance of their qualification and build confidence in using their skills. •
5. Encourage Attendance Regular attendance is essential because taught sessions build knowledge progressively. Please encourage your apprentice to: • attend all scheduled virtual classrooms • arrive on time and participate • inform their tutor promptly if they cannot attend • complete any missed learning • attend mock examinations and preparation sessions • attend their booked examination If workplace demands prevent an apprentice from attending regularly, please speak to their Apprenticeship Tutor early so that a suitable plan can be agreed. 6. Recognise Progress Some apprentices may have had difficult experiences of English or maths at school. They may begin their apprenticeship believing that they are “not good” at these subjects. Recognising small steps can make a considerable difference. This might include: •
attending consistently • completing a challenging topic • improving an assessment score • applying a skill successfully at work • asking for help • completing a mock examination • gaining confidence when communicating • passing the final examination Positive recognition helps apprentices see progress as achievable.
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Support Provided by Best Practice Network We do not expect employers to teach Functional Skills. Our tutors and Functional Skills specialists provide the teaching, resources and assessment preparation. Support available to apprentices includes: • Initial Assessment and Personalised Planning • Live Virtual Classrooms • Personalised Learning Through Century • Highfield Learning Resources • Mock Examinations and Feedback • Individual and Additional Learning Support Working Together Functional Skills are most successful when the apprentice, employer and training provider work together. Best Practice Network will: •
provide structured and appropriate teaching • develop a personalised learning plan • provide access to Century and supporting resources • monitor progress and engagement • give feedback following assessments • prepare the apprentice for their examination • identify and arrange appropriate support • communicate concerns where progress is affected The employer will: •
provide protected time during working hours • support the apprentice to attend taught sessions • avoid regularly interrupting planned learning • encourage completion of agreed activities • reinforce the value of English and maths • provide opportunities to apply skills at work • participate in progress discussions • raise any concerns at an early stage • recognise and celebrate progress The apprentice will: • • • • • • • •
attend and participate in taught sessions complete approximately 10 hours of learning each month engage with Century and assigned resources complete assessments honestly act on tutor feedback practise between sessions attend mock and final examinations communicate any barriers or support needs
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Employer Checklist Please use this checklist to support your apprentice: □
I know whether my apprentice is completing English, maths or both.
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I understand their six-month completion target.
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Regular learning time has been agreed and added to their schedule.
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My apprentice can attend live taught sessions during working hours.
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Their learning time is protected from avoidable interruptions.
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I know the date of their next progress review or assessment.
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I regularly ask how their learning is progressing.
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I provide opportunities to apply English and maths at work.
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I know who to contact if attendance or progress becomes a concern.
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I recognise and celebrate their achievements.
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