Apprenticeship hub toolkit by University of Wolverhampton

Future Apprenticeships toolkit Practice, actions and tools to help you implement the apprenticeship reforms

Commissioned and funded by ETF.

Version 6 â€“ October 2017

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 2 OF 172

Foreword >

Foreword Introduction About the toolkit Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Foreword The Education and Training Foundation is pleased to continue to fund and lead the Future Apprenticeships programme which supports the sector to meet the challenges of delivering high quality apprenticeships. The success of the programme so far has demonstrated that the professional development of the apprenticeship provider workforce is key to improving quality and to providing better outcomes for both apprentices and employers. This year, Future Apprenticeships has a focus on developing the skills the workforce need to plan and deliver the apprenticeship standards and end-point assessment. There is also information and resources to help providers with their quality improvement strategies. The programme has been designed to meet the needs of all providers involved in apprenticeships and there are options for providers who are just starting to plan for delivery through to early adopters looking to develop delivery. Intensive packages of support are available alongside webinars and face-to-face workshops. There is also the opportunity to connect with colleagues across the sector to share experience, expertise and good practise. We have updated the toolkit to incorporate new policy updates and additional practical materials which we hope that you find useful. Please do get in touch if you have any comments or feedback. Your views are important to us and help us to tailor the support to your needs. Neil Bates Associate Director for Professional and Technical Education Education and Training Foundation (ETF)

The apprenticeship landscape is shifting. For those who are willing to adapt, there are significant opportunities. More than ever, apprenticeship providers are at the heart of driving economic growth, leading the drive for three million apprenticeship starts; delivering the training employers need; developing a broader professional and technical offer through higher and degree apprenticeships; and meeting the demand the levy and public sector targets will bring. New employer-designed standards are being published weekly and frameworks are starting to be phased out. This toolkit builds on work with hundreds of colleagues, from all types of providers who have engaged with the Future Apprenticeship programme. It shares transition models and effective practice from providers who have been quick to adopt the new standards. This edition will help you set your apprenticeship agenda and journey for the next two years. As more detail emerges and as a greater number of providers work through the process, so too will the potential for more practice and examples to be shared. We would like to thank the Education and Training Foundation for making this possible and we hope you and your colleagues find this toolkit a significant aide in your transition to the new world of apprenticeships. Mark Dawe Chief Executive AELP

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 3 OF 172

Introduction

Foreword Introduction About the toolkit

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

The Apprenticeship reforms Over the coming years apprenticeship delivery will radically change.

Summary of the reforms

The reforms have put employers ‘in the driving seat’ when it comes to the development of apprenticeship standards and assessment and in control of funding.

•

a pre-election target of 3 million apprenticeships starts by the end of the parliament

•

fundamentally changing the provider-employer relationship Employer roles include: choosing apprenticeship standards for their employees; working with providers to design training plans; selecting their preferred End-point Assessment Organisation (EPAO): and paying mandatory employer contributions

•

replacing apprenticeship frameworks with concise occupational standards designed by employers, with frameworks being switched off over the next few years as standards are ready

•

graded end-point-assessment with the current apprenticeship assessment process replaced by new employer-designed end-point assessment plans, ushering in end-assessment, grading, independent assessment, and flexibility as to whether qualifications are mandatory. A new Register of End-point Assessment Organisations (RoEPAO) has been introduced by the Education and Skills Funding Agency (ESFA)

•

radically changing the funding system. The Apprenticeship Service, a digital portal system, has been launched for employers in which they can manage their apprenticeship process

•

an employer levy at 0.5% of total payroll for all those who have payrolls exceeding £3m

•

new system governance arrangements, with an independent employer-led body, the Institute for Apprenticeships, to oversee quality and governance, launched in April 2017

The reforms will fundamentally change the way training providers deliver apprenticeships and run their organisations: •

the government’s ambition for three million starts;

•

the desire to make apprenticeships an attractive choice for young people;

8 Marketing & communications

•

the need for economic growth and for the country to upskill;

9 Apprentice recruitment

•

and the financial pressures on apprenticeship providers,

6 The transition project 7 Business development & sales

10 Curriculum design 11 Delivery & preparing for end-point assessment

mean that those who aspire to deliver apprenticeships must continuously adapt and develop.

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

This sixth version of the toolkit was published in October 2017 to reflect the latest policy and guidance, and as such all the information and tools are accurate as of this date. It is important that you read and use the toolkit in line with the latest government requirements and guidance.

Commissioned and funded by ETF.

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Introduction

Foreword Introduction About the toolkit

Vision, strategy & leadership

The new Apprenticeship journey Frameworks (multi-occupational) SASE (Specification of Apprenticeship Standards for England)

2 Business planning

Initial assessment

n-theob & off-theob training

3 Finances & funding 4 Organisation planning

Initial assessment

n-theob• & off-theob training Maths & English

& or echnical ertificate

• Mandatory qualifications & or echnical ertificate

• Personal Learning & Thinking Skills • Mandatory qualifications • Employment Rights & Responsibilities • Maths & English

5 Partnership & collaboration

ompletion & certification

ccupational competence

ompletion & certification

ccupational competence

• Personal Learning & Thinking Skills

6 The transition project

• Employment Rights & Responsibilities

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

esign & (one per Initial Standards occupation) contracting with employers esign & contracting with employers

assessment

Initial assessment

n-programme training

• Qualifications are not mandatory in all standards, although some standards do include them

n-programme training

• Individual plans and progress checking to • prepare Qualifications not mandatory in all standards, for theare gateway to end-point-asssessment although some standards do include them • Maths & English

Gateway

End assessment

ompletion & certification

ccupational competence

Gateway

End assessment

ompletion & certification

ccupational competence

• Individual plans and progress checking to prepare for the gateway to end-point-asssessment • Maths & English

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 5 OF 172

Introduction

Foreword Introduction About the toolkit

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Authoring Organisations This toolkit has been developed as part of the wider Future Apprenticeships programme, funded by the Department for Education, commissioned by the Education and Training Foundation and led by the Association of Employment and Learning Providers (AELP).

The toolkit has been written and developed by the Strategic Development Network (SDN).

4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design

Acknowledgments: We would like to thank all those providers who contributed to the case study material and shared resources and templates. We would also like to thank the Future Apprenticeships steering group and critical readers for their guidance and feedback.

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 6 OF 172

Introduction

Foreword Introduction About the toolkit

Vision, strategy & leadership

2 Business planning

Glossary of terms Parties involved Employer

Employs the apprentices, supports the apprentice in the workplace, may provide training, coaching or mentoring.

Training provider

Employers wishing to access funding must appoint an Education and Skills Funding Agency (ESFA) approved provider. Employers may choose to engage with one or more providers to deliver the on-programme training.

End-point Assessment Organisation (EPAO)

Employers must select an End-point Assessment Organisation, approved by the Education and Skills Funding Agency (ESFA) to assess particular standards.

Apprenticeship structure / key documents Framework

Apprenticeship frameworks set out the minimum standards, qualifications and requirements to meet the statutory governments requirements in England and Wales. This is used by training providers and employers to make sure apprenticeships are delivered consistently. Frameworks are to be phased out over the next few years and, in many cases, replaced by new standards.

Standards

Apprenticeship standards are developed by employer groups known as â€˜trailblazersâ€™. The standards are concise documents which outline what an apprentice will be doing and the knowledge, skills and behaviours required of them, by job role. This, along with the end-point assessment plan, forms the foundation from which training providers develop their curriculum.

Assessment plans

Each apprenticeship standard has an end-point assessment plan produced by trailblazers. This outlines the methodology for the end-assessment, criteria for grading and how each aspect of the apprenticeship will be assessed by independent End-point Assessment Organisations.

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 7 OF 172

Introduction

Foreword Introduction About the toolkit

Vision, strategy & leadership

2 Business planning

Glossary of terms (continued) Elements of the apprenticeships On-programme

This is the period from start until the end-point assessment gateway is met. Apprentices must receive a minimum period of 12 months on-programme training, with 20% off-the-job training, which can be a combination of off-the-job activities with the employer or training provider prior to taking the end-point assessment to meet funding eligibility requirements. It will include training to develop the skills, knowledge and behaviours detailed in the standard and completion of any mandated qualifications, including English and maths where required. Preparation for the end-point assessment should be completed in this phase. This is the area of significant interest for apprenticeship training providers.

Gateway

Any requirements that must be completed / achieved as a pre-requisite to undertaking the end-point assessment are termed the gateway. For example, maths and English minimum requirements. The gateway components are therefore the key outputs of the on-programme training period. The trainer and the employer must be confident that the apprentice is fully competent and can meet any of the potential assessment criteria for skills, knowledge or behaviours.

End-point assessment

Apprentices on the new standards will no longer be assessed unit-by-unit through their training programme, but instead will be assessed at the end of their apprenticeship. This, in most cases, will be assessed by an agency-approved End-point Assessment Organisation. Training providers will have a pivotal role to play in preparing the apprentice for end-point assessment (see above).

3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures

Roles

15 Quality arrangements

Trainer

Case studies

The term trainer is commonly used in relation to roles within the on-programme period. A trainer may be appointed by the employer or training provider to deliver some or all parts of the on-programme phase of training. This includes delivering any mandated qualifications, preparation for the end-point assessment and all gateway components. The trainer has no status within the end-point assessment, unless specifically referenced and approved within the end-point assessment plan (for example being a signatory to a portfolio or a panel interview). The terminology may differ slightly within different end-point assessment plans.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 8 OF 172

Introduction

Foreword Introduction About the toolkit

Vision, strategy & leadership

2 Business planning

Glossary of terms (continued) Roles (continued) Independent assessor

3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Funding and government systems Register of Training Organisations (ROTO)

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills

Case studies

All organisations that currently receive direct contract funding from the Education and Skills Funding Agency (ESFA) are required to apply to the Register of Training Organisations. From May 2017 this will co-exist with the RoATP for delivery of other funded training (not apprenticeships) There is a separate application process. www.gov.uk/government/collections/sfa-register-of-training-organisations

Register of Apprenticeship All organisations (providers and employers) that will participate in delivering apprenticeship training will need to be on the register from May 2017. Training Providers (RoATP) www.gov.uk/government/publications/register-of-apprenticeship-training-providers Register of End-point Assessment Organisations (RoEPAO)

All organisations who intend to set themselves up as an independent End-point Assessment Organisation, will first need to be approved by the Education and Skills Funding Agency (ESFA) and sit on the Register of End-point Assessment Organisations (RoEPAO). Applications to register are open regularly: www.gov.uk/government/publications/register-of-apprentice-assessment-organisations

Funding bands

From May 2017 the funding system has changed, with each standard and apprenticeship framework allocated to a funding band. The band indicates the maximum level that government contributions can be drawn against or which can be drawn down from the online apprenticeship levy account.

14 Your systems & procedures 15 Quality arrangements

Individuals involved in administering and delivering the end-point assessment are commonly termed the assessor, end-point assessor or independent assessor and must be appointed by an approved end point assessment organisation. The terminology and approaches to ensuring independence of assessment may vary with different end-point assessment plans.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 9 OF 172

Introduction

Foreword Introduction About the toolkit

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Glossary of terms (continued) Funding and government systems (continued) Funding bands and incentive payments

The amount of government funding available to an apprenticeship is currently based on a series of funding bands, but this does not amount to a tariff or a rate card. Employers will negotiate a price which will determine the maximum government contribution. There are also a number of incentive payments for employers based on the age of the apprentice, size of the employer and upon achievement of the apprenticeship. This system ceased to operate at the end of April 2017 having been replaced by the new banded system, the Apprenticeship Service and the levy requirement for new starts, although those starting before May 1st 2017 will continue to be funded under the old system.

Employer levy

The government will introduce an employer levy at 0.5% of paybill for all those who have payroll costs exceeding ÂŁ3m. These employers will receive an allowance of ÂŁ15,000 to offset against payment of the levy. This was introduced in April 2017 to help fund 3m apprenticeships and is likely to drive demand from employers wanting to engage with apprenticeships.

The Apprenticeship Service

The Apprenticeship Service is a digital service which enables employers to make decisions about taking on apprentices (for all apprenticeships and all employers including the smallest), giving employers greater purchasing power and oversight of providers available and giving transparency on apprenticeship standards and their costs.

Institute for Apprenticeships

To oversee the ongoing development and quality of apprenticeships, an independent employer-led body, the Institute for Apprenticeships, has been created. An independent chair will lead a small board of employers, business leaders and their representatives, to drive up apprenticeship quality, approve standards across all technical education (including apprenticeships), update existing standards, oversee the end-point assessment system. Their remit also includes an external quality assurance function and oversight of the work of End-point Assessment Organisations.

Apprenticeships Delivery Board

The Apprenticeship Delivery Board (ADB) advises on expanding apprenticeships nationally, and aims to increase the number of apprenticeship places that employers offer in both the public and private sector. The board will report directly to the Skills Minister, and will work with the National Apprenticeship Service. www.gov.uk/government/groups/apprenticeship-delivery-board

4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 10 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

How to use the toolkit This toolkit is practical. If you are an experienced apprenticeship leader, manager or practitioner, you’ll know much of what’s presented, and in fact for many of you the toolkit will re-iterate elements of your “day-job”. What we’ve attempted to do is to place your knowledge squarely in the context of the implementation of the apprenticeship reforms, as we understand them as at October 2017. If you are new to the delivery of apprenticeships, we hope you will also find the toolkit of great value in helping you develop your offer. To reach that understanding, we’ve built on work with hundreds of colleagues, from all types of providers who have engaged with the Future Apprenticeship programme. We’ve identified the main issues and decisions that need to be taken, and laid alongside them checklists of actions, tools, resources and perspectives from your peers. We hope you may be able to use them to plan and deliver your route to successful, high-quality and financially viable apprenticeship delivery.

For those of you who are well on the road to implementation of apprenticeship standards, we hope you might find some things in the toolkit to enhance your work. For those of you who are just beginning, our aim is to give a short-cut to a systematic approach to planning delivery of apprenticeship standards. The toolkit has been designed to be dipped into rather than read from cover-to-cover, and we hope is straightforward to navigate, with menus on every page. A simple template has been provided to allow you to collect your own thoughts and actions as you use the toolkit. Double click the paperclip icon to download the template which you can save to your own computer.

Most of the external links in the toolkit relate to the reforms. However some refer to apprenticeship frameworks but hold useful information which can be applied to standards delivery.

This toolkit has been regularly updated. Subject to funding, the intention is to revisit this toolkit six monthly adding examples of experience, resources and tools that have proved to be successful. The key purpose of the toolkit is to help you set your apprenticeship agenda and transition journey to the new standards.. As you make progress we would very much welcome your inputs to future editions. Please get in touch through the Future Apprenticeship website.

This toolkit does not provide you with oven-ready answers to the challenges of transition from frameworks to standards. What it offers is a current understanding of the actions and issues that your peers are facing now and those that they foresee over the coming years, so that you can identify, consider and prioritise your own actions.

Please note, the information within this toolkit is accurate as of its publication date. It is important that you read this toolkit in conjunction with the latest official government policy, guidance and rules.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 11 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

How to use the toolkit (continued) The toolkit is split into two broad sections, with each section broken down into 15 topics:

1 Strategy and planning: setting your strategic priorities and objectives; understanding the opportunities, customer needs and financial viability; mapping out the organisational structure and partnership arrangements required; and agreeing the plan, timescales and team to drive the transition forward.

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications

2 Implementation: putting the operational building blocks in place for future apprenticeship delivery, from curriculum development, assessment and quality, to business development, marketing and compliance.

Strategy & planning

Implementation

7 Business development & sales

Vision, strategy & leadership

2 Business planning

8 Marketing & communications

10 Curriculum design

3 Finances & funding

9 Apprentice recruitment

11 Delivery & preparing for end-point assessment

4 Organisation planning

10 Curriculum design

5 Partnership & collaboration

11 Delivery & preparing for end-point assessment

6 The transition project

12 Higher & degree apprenticeships

9 Apprentice recruitment

12 Higher & degree apprenticeships 13 Your people & their skills

13 Your people & their skills

14 Your systems & procedures

15 Quality arrangements

Case studies

At this stage we have prioritised the topics which are being tackled by providers now and for which there is emerging practice and available resources. Over time, in future versions of the toolkit, all the sections will be fully developed.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 12 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

How to use the toolkit (continued) Each topic contains:

Navigating the toolkit

•

Topic overview – what’s changing, when and implications for training providers

•

Inputs from other Topics

•

Actions – for leaders, managers and front-line delivery staff

The introductory sections and 15 topics can be accessed directly using the menu on the left of each page. There are hyperlinks throughout the document to help you navigate within the toolkit and to external resources.

•

Perspectives – case study examples from those who are working through the process

•

Links and guidance – sign-posts to official guidance and other helpful external resources

•

Tools – templates, tools and resources to use as you progress

The ‘Action’ sub-sections within each topic gives you the option to tick the actions most relevant to you and your job role, which you can copy and capture on your own action plan template. Also watch out for these icons:

Leaders

Word Tool

Managers & Staff

Powerpoint Tool

Practitioners

Excel Tool

Resource Link

PDF Tool

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

In the final section , there are three longer case-studies from a college, an independent training provider and a university that we will longitudinally update in future updates.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 13 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

Toolkit section map Topic

Description

Vision, strategy & leadership

The starting point for your organisation. What are your strategic priorities and objectives for apprenticeship standards? How does your apprenticeship strategy align with and impact on your overall strategy?

Business planning

The first step in translating your vision objectives and targets, including target customers, occupations and standards, identifying standards to pilot the top level timings for piloting, dual running and switchover and top level financial targets.

Finances & funding

Based on the latest funding guidance (which are signposted) this section will help you understand the key financial features of the reforms including funding bands, employer contributions, and the employer levy and begins to share ideas to help you develop models for pricing, costing, viability and cash flow.

Organisation planning

Led by your strategic objectives, business plan and partnership arrangements, you will need to review their capability and capacity. This section will help you ask â€“ what are the new or changing roles we need? What are the alternative organisational structures and models? This section will assist you to develop the appropriate delivery models and workforce development plans required.

Partnership & collaboration

This section begins to consider how partnership working and sub-contracting might change and what new opportunities might emerge.

The transition project

How do you organise yourself for the transition? Who should be involved within your team, what are the key work streams, when and in what order should you tackle them? This section helps you design and deliver your organisational change programme.

2 Business planning 3 Finances & funding 4 Organisation planning

6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Strategy & planning

5 Partnership & collaboration

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 14 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

Toolkit section map Topic

Description

Business development & sales

As you deliver standards, your relationships with employers will fundamentally change, with new approaches to sales and contracting, and with employers more involved in the design of the on-programme elements of delivery for some standards.

Marketing & communications

Standards are not a single product offer. Your employer offer will frequently need to be flexed to suit different types of employer, with a focus on customers who are contributing directly both financially and to delivery. Your marketing messages need to change from “one-size-fits-all” and “free training” to “flexible, customised, for your business”.

Apprentice recruitment

The core concept of an apprenticeship – a job with training – is not changing. Prospective apprentices and parents will see little difference in the core messages. However, there may well be changes for careers education, advice and guidance professionals. This section begins to set out possibilities.

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

Implementation

6 The transition project

10 Curriculum design

You will need to decode published standards and end-point assessment plans and any mandated qualifications, to design your curriculum, learning plans and training resources. The standard will also give your employer customers greater freedoms to design and negotiate the curriculum. This section helps you decode published standards and deploy your training expertise.

11 Delivery & preparing for end-point assessment

Teaching, learning and on-programme assessment now has one goal: to prepare the apprentice to demonstrate their job-readiness at an end-point-assessment. This section will help you explore how to deliver a new curriculum, develop on-programme assessment and get an apprentice ready to move through the gateway to end-point-assessment.

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 15 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

Toolkit section map Topic

12 Higher & degree apprenticeships

Apprenticeship standards are based on occupational roles. Progression opportunities will become available where an apprenticeâ€™s role develops with their employer. This section looks at the importance of building clear progression routes within your training offer, the partnership considerations to build this, and making the employer and learner aware of these possible pathways from an early stage. This section discusses the opportunities available through higher and degree apprenticeships, the demand for which is likely to increase as the levy beds in.

13 Your people & their skills

Delivery of standards will require changes to staff knowledge, skills, and behaviours in teams throughout the organisation. Staff development activity is a key strand of implementation. Specific skill development could be needed for example, to manage new types of relationships with employers or to reskill your current framework assessment team.

14 Your systems & procedures

The changes to curriculum, assessment, and funding will impact on your systems, processes and compliance requirements. This sections considers the impact on various provider systems, from MIS, ILR and LMS to pricing structures, evidence collection, and performance data. The reforms are likely to lead you to review and introduce new technology.

15 Quality arrangements

New government requirements, the transition within your business and the increased role of employers (and potentially partners) means you will need to carefully consider your quality arrangements. This section will help you to identify risk and develop a quality plan to mitigate those risks â€“ from the quality of delivery and managing partners, through to employer agreements and compliance.

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

Implementation

6 The transition project

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Description

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 16 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

Index of tools Tool code

Title

Application

1.i

Strategic implications of the reforms

Powerpoint

1.ii

Framework for a strategic transition briefing

Word

4 Organisation planning

1.iii

Ten transition issues for discussion

Word

5 Partnership & collaboration

2.i

When to jump to standards

Excel

6 The transition project

2.ii

Secondary LMI data sources

Word

2.iii

KPI planning tool

Word

3.i

Financial sensitivity analysis

Excel

3.ii

Apprenticeships funding reform

Powerpoint

3.iii

Apprenticeships levy FAQs â€“ third sector

Word

4.i

Stakeholder analysis for the implementation of the individual standards

Word

5.i

Due diligence checklist

Word

13 Your people & their skills

5.ii

Supply chain QA checklist

Word

14 Your systems & procedures

5.iii

Working in partnership and collaborating

Word

6.i

Transition project health check

Word

6.ii

Threat analysis tool

Word

2 Business planning 3 Finances & funding

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 17 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

Index of tools Tool code

Title

Application

6.iii

Self-review template - where are we now?

Word

6.iv

Transition planning for the implementation of individual standards

Word

4 Organisation planning

6.v

Transition workstream planning template example

Word

5 Partnership & collaboration

6.va

Transition workstream planning template

Word

6 The transition project

6.vi

Transition themes – self assessment survey

Excel

7.i

Decoding the standard – business development checklist

Word

7.ii

Business development operational checklist

Word

7.iii

Key account management checklist

Word

7.iv

Business development confidence scale

Word

7.v

A summary of the reforms for employers

Powerpoint

8.i

Secondary LMI data sources

Word

13 Your people & their skills

10.i

Unpicking the standard – curriculum exercise

Word

14 Your systems & procedures

10.ii

Glossary of terms for standards and end-point assessment plan

Word

15 Quality arrangements

10.iii

Decision tree for curriculum planning

PDF

10.iv

Delivery model and associated costs tree

Word

2 Business planning 3 Finances & funding

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 18 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

Index of tools Tool code

Title

Application

13.i

Transition event for staff

Powerpoint

13.ii

Decoding the standards – agenda

Word

4 Organisation planning

13.iii

Decoding the standards

Powerpoint

5 Partnership & collaboration

13.iv

Unpicking the standard – curriculum exercise

Word

6 The transition project

13.v

Decoding the standards – business development checklist

Word

13.vi

Trainer confidence scale

Word

13.vii

Business Development confidence scale

Word

2 Business planning 3 Finances & funding

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 19 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

2 Business planning

Revisions This sixth version of the toolkit has the following updates: 1

Amendments to reflect policy changes

New and updated provider perspectives and case studies taking account of experiences since the last version

New and amended tools, to reflect both policy changes and experiences

Policy revisions Apprenticeship standards Updated regularly Removal of apprenticeship frameworks Last updated 3 October 2017 Register of apprenticeship training providers Last updated 25 September 2017 Post-16 skills plan and independent report on technical education First published 8 July 2016 Technical and Further Education Bill First published 27 October 2016 Regulation of new apprenticeship end-point assessments (Ofqual) Last updated 30 March 2017 Register of End-point Assessment Organisations (guidance for employers and applicants) Updated 5 September 2017

Apprenticeship funding: how it will work (for employers) Last updated 14 July 2017 Apprenticeships funding from May 2017 (bands and technical guidance) Last updated 14 July 2017 Funding bands Last updated 21 August 2017 Apprenticeship funding and performance management rules 2017 to 2018 Last updated 29 September 2017 Apprenticeships: become a training provider (Employer Guide) Last updated 15 September 2017 Guidance for groups of employers (trailblazers) on proposing and developing a new apprenticeship standard Updated 7 September 2017 Providing external assurance on subcontracting controls Updated 8 March 2017 Institute for Apprenticeships - operational plan First published April 2017 Guidance for public bodies in scope for public sector apprenticeship targets Last updated 21 April 2017 Apprenticeships: off-the-job training First published 26 June 2017

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 20 OF 172

About the toolkit

Foreword Introduction About the toolkit

Vision, strategy & leadership

Revisions (continued) Changes to tools The following tools or resources have been updated. 1.i 1.ii 1.iii 3.ii 3.iii 7.v 8.i 10.i 10.ii 10.iii 10.iv 13.i 13.ii 13.iii 13.iv 13.vi

Strategic implications of the reforms – slides for leadership teams Framework for a strategic transition briefing Ten transition issues for discussion at meetings and briefings Apprenticeships funding reform Apprenticeship levy FAQs for Third sector Summary of reforms for employers Secondary LMI data sources Unpicking the standard – curriculum exercise Glossary of terms for standards and assessment plans Decision tree for curriculum planning Delivery model and associated costs Transition event for staff Decoding the standards – agenda Decoding the standards Unpicking the standard – curriculum exercise Trainer confidence scale

Powerpoint Word Word Powerpoint Word Powerpoint Word Word Word PDF Word Powerpoint Word Powerpoint Word Word

13 Your people & their skills 14 Your systems & procedures

The following tool has been added.

15 Quality arrangements

13.vii

Case studies

Business Development confidence scale

Word

The following tools or resources have been removed. 1.iv 1.v

Understanding the reforms exercise – what we know and don’t know What we know, what we don’t know

Excel Powerpoint

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 21 OF 172

1 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

> Overview Actions Perspectives/case studies Links Tools 2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills

Vision, strategy & leadership

Overview Often this will be the starting point for your organisation.

English Apprenticeships –Our 2020 Vision (Dec 15):

In most organisations, strategic review is a continuous process that drives the business. The apprenticeship reforms may well cause fundamental and strategic changes for your organisation in areas such as: what provision you decide to offer. At one extreme, apprenticeships might currently be your core business, particularly if you specialise in a sector or occupation; at the other it may be one of many different products you deliver and be a marginal or lower risk investment for your organisation. In both cases, there are tools to help place key elements of the reforms in the right context.

“….we envisage a migration from apprenticeship frameworks to standards over the course of the Parliament, with as much of this to take place by 2017/18 as possible. We will stagger the withdrawal of public funding for new starts on framework apprenticeships as employers take on apprentices on the new standards, and give reasonable prior notice to training providers of this so that they can review their training offer.”

New standards will replace frameworks in most, but not all cases and some standards have been developed that did not have an equivalent framework. The new end-point assessment introduces a separate and independent test of competence that is graded and administered by an apprenticeship assessment organisation. Funding reform now places an emphasis on employer contributions but this is coupled with an incentive scheme where an employer, in certain circumstances, can recover the investment in the apprenticeship. Employers with a payroll cost in excess of £3 million annually are subject to a 0.5% of total payroll levy which can be offset by training apprentices. The public sector will have apprenticeship targets for recruitment of 2.3% of total organisation headcount. The new Apprenticeship Service has been introduced to simplify the sourcing of apprenticeships for everyone.

As a first step a strategic appraisal will make sure your top-team has a clear understanding of:

•

the reforms themselves: the government’s employer-led vision, policies, targets and plans. The nature of the reforms has resulted in guidance for providers developing as government policy emerges. It is important you have a robust scanning and dissemination process, to make sure that you are planning based on the latest policy

•

your own operating environment at a high level: your target employers, local and national skills priorities, the demand from potential apprentices, and your competitors

•

your apprenticeship track record, your resources, capabilities and potential as an organisation and the role of your partners and contractors

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 22 OF 172

1 Foreword Introduction About the toolkit 1

Overview (continued) Inputs from other sections to support these actions

Vision, strategy & leadership

> Overview Actions Perspectives/case studies Links Tools 2 Business planning 3 Finances & funding

From topic: 2 (Business planning) •

Mapping of your current frameworks to standards

•

Availability of new apprenticeship standards

•

Labour Market Intelligence (LMI), including analysis of Local Enterprise Partnership (LEP) priorities and local and national skills needs

4 Organisation planning 5 Partnership & collaboration

Vision, strategy & leadership

•

Availability of End-point Assessment Organisations

The outputs of your work in this area will be: 1

A clear vision for your future apprenticeship offer and its fit with your wider organisational vision

Strategic objectives, high-level performance and financial targets for your future apprenticeship offer

Ownership of your top-teams to your future apprenticeships vision

Increasing awareness across your organisation of the potential impact of the changes

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 23 OF 172

1 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Overview > Actions Perspectives/case studies Links Tools 2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications

Actions L

Actions for Leaders Ensure your leadership and governance teams understand the reforms and put in place arrangements for on-going intelligence gathering and briefing Review and adjust existing strategic plans, targets and mission Consider alternative scenarios for your future apprenticeship strategy, perhaps scaling up or down, perhaps diversifying into new occupations, or new geographies Establish your strategic priorities and objectives for future apprenticeships

Actions for Managers & Staff

Be aware of the changes to apprenticeships

Support your leadership team in developing plans for the future development of apprenticeships in your organisation

Actions for Practitioners

Investigate what changes there might be in the way you deliver apprenticeships

Start to think about how you might need to develop your knowledge and skills

Consider how your apprenticeship strategy aligns with and impacts on your overall strategy

10 Curriculum design

Review your current apprenticeship offer and begin to identify the sectors and occupations in which to deliver standards

11 Delivery & preparing for end-point assessment

Where possible and appropriate, involve and test your thinking with your managers, staff and partners

9 Apprentice recruitment

Vision, strategy & leadership

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 24 OF 172

1 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Perspectives/case studies “My advice to training providers is to be willing to engage, change and adopt the new standards as soon as possible. Put yourself in the driving position. It’s always better to keep something, rather than play catch up.” “There are significant opportunities for providers – positioning themselves so they become the preferred supplier for an employer and designing and delivering what they want – this is what the majority of employers are after, so there are certainly opportunities there.” SABIC UK Petrochemicals Ltd (employer) Craig Hargreaves, Senior Trainer & former Trailblazer Chair SABIC UK are an employer in the North East. The organisation employs 30 apprentices and has been heavily involved in the design of new standards as a Trailblazer Chair.

10 Curriculum design

“We’ve developed our own 2020 plan within the college. This looks at our vision to start delivering the new standards and in what areas, as well as plans to become an end-assessment organisation. This is an internal strategy that aligns to the government’s 2020 vision document.”

11 Delivery & preparing for end-point assessment

Loughborough College Claire Barker, Head of Apprenticeships & Commercial Delivery

12 Higher & degree apprenticeships

The College currently deliver 1000+ Apprenticeships annually in Business Administration, Customer Service, Early Years, Engineering, Health and Social Care, Hair and Beauty, Hospitality and Catering, Information Technology, Lab Technicians and Warehousing. They have developed detailed plans to deliver the new standards and are soon to launch their first pilot.

8 Marketing & communications 9 Apprentice recruitment

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Vision, strategy & leadership

“The driver for us getting involved in standards early on was a combination of change in the delivery of apprenticeships in our area, and our expertise as a college. Much of the apprenticeship provision in our area with partners was brought back into the college to align with LEP priorities. This gave us a good opportunity to review our curriculum and apprenticeship offer in light of the new standards being developed at the time. The college also has a Digital Skills Academy and a number of expert staff, so it made sense to start delivery in the digital industries.” Newcastle College Lynsey Whitehead, Director of Apprenticeships & Business Partnerships Newcastle College are a large apprenticeship provider in the North East. The college deliver 90 apprenticeship frameworks across a wide variety of industries and are currently making the transition to standards. They have started to deliver a number of standards in the digital industries.

Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 25 OF 172

1 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Overview Actions > Perspectives/case studies Links Tools 2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Vision, strategy & leadership

Perspectives/case studies (continued) Case Study

Outputs:

Bromley College

These activities and structures helped the College to set priorities and produce an apprenticeship strategy which linked closely with their employer engagement strategy

Strategic process: The College carried out detailed labour market intelligence research, linking it closely to engagement with employers through advisory boards, events and individual meetings. In doing so, the College revised its apprenticeship offer to meet the needs of the local and regional economy and making sure apprentices have clear career pathways in growing industries. The views of employers and sector bodies have been sought through a series of Employer Advisory Boards established to make sure there is clear line-of-sight to sustainable employment from all apprenticeship pathways. For example, the Hospitality and Catering Board includes representatives from Springboard and the Dorchester Hotel Group who have advised on future skills needs. By engaging with the Future Apprenticeships support programme, both the senior leaders, invited governors and a selection of the relevant staff have been briefed on the latest detail of the reforms and on the College vision and planning structure. The College set up a strategic cross-college group to review the impact of the funding reform changes to make sure they are fully prepared for what will be the most significant change to apprenticeships for a generation. This will be complemented by an implementation group who will drive the operational planning forward.

Observations: The College’s traineeship and pre-apprenticeship programmes are central to the growth in apprenticeships – making sure there is a ready supply of potential apprentice recruits to fill employer vacancies. There has been a clear recognition that employers need to be closely linked to all aspects of the apprenticeship strategy, particularly in light of the funding reforms. This has been managed by developing a separate Employer Engagement Strategy, identifying the ways in which this will be achieved. Employers will be involved in the development, design and delivery of the curriculum, have an input in the strategy, and be actively encouraged to participate in new initiatives and events. “Although seemingly a long way off, we have recognised that the systems, structures and processes for adopting the reforms need to be in place now, so that we are in the best position to respond quickly to opportunities that will undoubtedly arise from these changes” Bromley College David Warnes, Executive Director of Business & Commercial Operations

Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 26 OF 172

1 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Overview Actions Perspectives/case studies > Links Tools 2 Business planning 3 Finances & funding 4 Organisation planning

Links Apprenticeship changes The Department for Education (DfE) sets out the aims for apprenticeship reform and summarises how this will benefit employers and apprentices

Supporting apprenticeships Ministerial statement updating apprenticeship policy October 2016 English Devolution

English Apprenticeships: Our 2020 Vision This document provides a summary of the main English Apprenticeships: Our 2020 Vision document Executive Summary

Analysis and resources relating to local skills priorities and devolution LEP priorities Growth priorities of the 39 LEPs in England uploaded: 25th Feb 2016

5 Partnership & collaboration 6 The transition project

Vision, strategy & leadership

2020 Vision National Apprenticeship Service (NAS) video outlining the governmentâ€™s 2020 Vision for Apprenticeships New apprenticeship standards developed by employers

ETF Leadership Hub ETFâ€™s Leadership Hub provides resources for leaders, managers and those involved in governance across the Education and Training sector

The Institute for Apprenticeships publishes of the new apprenticeship standards as they become available Removal of apprenticeship frameworks List of apprenticeship frameworks which will be closed to new starts

15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 27 OF 172

1 Foreword Introduction About the toolkit 1

Tools 1.i

Vision, strategy & leadership

Overview Actions Perspectives/case studies Links > Tools

1.ii

4 Organisation planning

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment

Framework for a strategic transition briefing A short action plan template for the first stages of planning, derived from the McKinsey 7-S organisational change model

3 Finances & funding

6 The transition project

Strategic implications of the reforms â€“ slides for leaders A slide deck to assist senior teams in their understanding of the reforms and its strategic implications on the organisation

2 Business planning

5 Partnership & collaboration

1.iii

Ten transition issues for discussion at meetings and briefings A set of issues and discussion points that can act as prompt questions or ice breakers in high-level strategy sessions

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Vision, strategy & leadership

(Double click the paperclip icon to download the tool)

Possible future developments (how will this topic page develop over the next 6-12 months) We expect a large number of providers to start planning and making the transition from frameworks to standards. As more providers work through the reforms at strategic level, this toolkit will share more in-depth case studies, perspectives and practice, to develop further the strategy for building and maintaining an apprenticeship offer.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 28 OF 172

2 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning > Overview Actions Perspectives/case studies Links Tools 3 Finances & funding

Overview Business planning for your future apprenticeship provision will translate your vision and strategy into delivery and finance targets for the standards you want to deliver. Based on your analysis of customer data, local labour market intelligence, performance data and your capacity and capability, you can prioritise which apprenticeship standards to pilot and deliver. That will be the basis for setting targets and key performance indicators to feed into your detailed financial planning, organisation planning, partnership and collaboration and your transition project.

4 Organisation planning

Analysis

5 Partnership & collaboration

As the basis for your business planning decisions you’ll start with high-level analysis of your:

6 The transition project

Business planning

Finance and performance analysis Your sources for historic performance data include financial data (apprentice revenues and costs) and management information, data returns such as the Education and Skills Funding Agency (ESFA) and Ofsted, and comparative benchmarking data. You’ll be pinpointing those frameworks and levels in which you’ve been successful, allowing you to identify the apprenticeship standards that you could pilot and deliver. Internal analysis To understand strategically which, when and how many apprenticeships your organisation can deliver, you can assess at a high-level, the overall capacity and capability of your staff, delivery partners, sub-contractors, systems and processes.

•

local and national labour market (LMI)

8 Marketing & communications

•

past performance: looking at historic volumes and trend data

9 Apprentice recruitment

•

organisation’s (and your partners’) capacity and capability

10 Curriculum design

in the context of your understanding the timing and extent of the opportunities presented by the apprenticeship reforms.

•

which of the frameworks you deliver, directly or in part, read across to a published standard?

Market analysis

•

which of your frameworks might link to a standard in development (what might the timescale be for them being ready for delivery)?

•

are you successfully delivering viable frameworks that don’t yet map to a standard? What might the response to this be?

7 Business development & sales

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Your analysis of current and future demand for workforce skills and those that could be met through apprenticeships will be based on:

13 Your people & their skills

•

understanding your current customers and their needs

•

local and national published data

•

regional planning priorities such as the Local Enterprise Partnership (LEP) strategies

14 Your systems & procedures 15 Quality arrangements Case studies

Prioritise How do you identify which standards to deliver? Do you have an opportunity to pilot any of the standards? You can then ask:

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 29 OF 172

2 Foreword Introduction About the toolkit 1

Overview (continued) •

are there new standards published or in the pipeline that might represent a new opportunity for you? For example there are new standards for a business administrator, digital business administrator financial services administrator, payroll administrator, etc.

•

are there frameworks that you deliver where volumes or success rate performance were weak

Vision, strategy & leadership

2 Business planning > Overview Actions Perspectives/case studies Links Tools 3 Finances & funding

Business planning

Targets and key performance indicators We’ve provided you with a tool from which you could select a suite of critical targets and key performance indicators (KPIs) for your own business and to meet external reporting requirements. They will drive your employer engagement, marketing and sales, apprentice recruitment, and curriculum design.

The “When to Jump” tool can help you reach the decision of which apprenticeship standards to pilot and deliver.

4 Organisation planning 5 Partnership & collaboration

Inputs from other sections to support these actions:

6 The transition project 7 Business development & sales

From topic: 1 (Vision, strategy & leadership)

8 Marketing & communications

The outputs of your work in this area will be: 1

Targets for sectors, occupations, employers and apprentices

What your mix of apprenticeship standards and frameworks will be over the next few years, when you are going to switch and how far dual running might need to go

•

Your vision for your future apprenticeship offer and its fit with your overall vision

•

Strategic review and analysis of high-level external and internal data

Whether you might pilot some standards and if so which ones and when

12 Higher & degree apprenticeships

•

Strategic objectives and high-level performance and financial targets, and skills priorities for your future apprenticeship offer

Financial targets

•

Participation and ownership of your leadership and governance teams of future apprenticeships vision

13 Your people & their skills

Early indications of your capacity and capability to meet your new business objectives

•

Increasing awareness across your organisation of the vision and potential impact of the changes

9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 30 OF 172

2 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning

Actions L

Actions for Leaders

Targets and key performance indicators

Analyse

Agree KPIs for the overall business plan. This could include internal and external targets for:

Understand current and future skills priorities, and competitor providers in the regions, sectors and occupations in which you operate

Overview > Actions Perspectives/case studies Links Tools 3 Finances & funding

Review your employer portfolio and potential employers to identify and prioritise customers for apprenticeship standards

4 Organisation planning

Assess your past delivery and financial performance

5 Partnership & collaboration

Assess the capacity and capabilities of your organisation (and if appropriate your sub-contractors) for future apprenticeship delivery

Business planning

Prioritise Set the core priorities including for business development, employer engagement and the curriculum design Model the overall financial implications, consider the impact on quality and identify the strategic risks

•

market segmentation, market share and the ability to respond to changes in need

•

internal performance

•

success and achievement in target sectors

•

development of new provision, new sectors and future apprenticeships

Actions for Managers Analyse Research sectoral and geographical skills priorities Assess the competition and the likely demand for apprenticeships Assess which employers and which sectors to pilot new standards first with Assess which subcontractors or partners could be best placed to participate in piloting Prioritise Translate core priorities into a delivery strategy that could include business development targets, increasing the depth and breadth of employer engagement (including targeting employers for piloting standards) and equipping your staff

Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 31 OF 172

2 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning Overview > Actions Perspectives/case studies Links Tools 3 Finances & funding 4 Organisation planning

Business planning

Actions (continued) M

Actions for Managers (continued) Targets and key performance indicators Agreed measurable KPIs and outcomes, linked closely to market intelligence and responsiveness to employers (especially small employers) Devise actions to maximise success in target sectors (curriculum milestones linked to incentive payments and tailoring the curriculum and training plan to increase rates of success)

5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 32 OF 172

2 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning Overview Actions > Perspectives/case studies Links Tools 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Perspectives/case studies Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

STOP

(Andrea describes the process Profile Development and Training have gone through to prepare for and run a pilot cohort of apprentices on the new standards) Profile Development and Training Ltd Andrea Webb, Managing Director Profile Development and Training Ltd is a small independent training provider based in Kent who is in the process of adopting some of the new standards.

6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design

“Strategically, you need to make a decision as to which standards to pursue and which frameworks to stop delivering. This decision needs to be informed by demand from your current employers, and also local market priorities and need.”

11 Delivery & preparing for end-point assessment

Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects

12 Higher & degree apprenticeships

Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

13 Your people & their skills

Business planning

“In the financial sector, new standards have been developed from Level 2 to Level 7 in a broad range of roles. The trailblazer groups are also looking at how best different options could fit into one simplified Degree Apprenticeship standard. This provides real pathway opportunities for apprentices and employers – an opportunity that providers should consider when developing their offer.” Barclays Mike Thomson, Head of Early Careers As an employer, Barclays work with a range of providers and have a lot of input into the training themselves. They have around 600 apprentices on-programme (likely to increase with the levy) in a wide range of roles from financial advising, IT and digital, corporate, investment banking and all operational areas. They were one of the first banks to take advantage of Degree Apprenticeships – they also chair a number of trailblazer groups.

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 33 OF 172

2 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning Overview Actions > Perspectives/case studies Links Tools 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

Business planning

Perspectives/case studies (continued) “We agreed to get involved in the new standards early on. We were also client led - where we had clients that were particularly interested in taking on an apprentice on the new standards - that pushed us to start delivery early too. We started with standards where we weren’t delivering an existing framework – so we viewed it as growth rather than a replacement. This has helped us to start with a small number, test the concept and explore the implications, before making a wholesale migration from frameworks to standards. This year, we will be talking to our existing clients / employers to see if they feel any of the new standards are more appropriate or suitable at this stage and then we work with them on a transition programme earlier on, rather than later on when the frameworks are switched off.” Capita Richard Marsh, Head of Apprenticeships

“Plan before you jump in. You need to think about why you are interested in apprenticeships and make sure you have identified the level of resources in order to deliver apprenticeships. You will need contributions from all teams in the organisation - so right at the beginning, put in place an apprenticeships development team. It’s also important to spend time with employers early on to make sure the standard is going to deliver what they need and what they want, and to make sure you have confidence there will be a continuous flow of apprentices to make it financially viable.” Leeds Trinity University Ian Rowe, Director of Business Development The University is currently putting plans in place to start delivering the new apprenticeships standards.

Capita is an employer provider – employing around 1,000 apprentices within their wider business, but also training apprentices for other organisations. It delivers Level 3 and higher apprenticeships in the financial service industries and business administration. Capita currently has 60 apprentices on the new standards (Financial Services L6).

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 34 OF 172

2 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning Overview Actions Perspectives/case studies > Links Tools 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design

Business planning

Links New apprenticeship standards developed by employers Listings of the new apprenticeship standards as they become available Listings of new apprenticeship standards currently in development

Confirmed funding model from May 2017 Information for all employers on the proposed apprenticeships funding support package that will operate in England from May 2017 Funding Bands from May 2017

ESFA funding rules The ESFA: common funding rules and relevant programme rules also have implications for expectations on quality

Apprenticeship frameworks: funding bands from May 2017 Apprenticeship standards: funding bands from May 2017 Labour market information

Apprenticeship levy â€“ how it will work (DFE guidance) Guidance, published by the Department for Education (DFE) on how the levy will work

ONS Employment and labour market information NOMIS detailed and up-to-date UK labour market statistics from official sources LMI for All online data portal, connects and standardises existing sources of reliable labour market information (LMI)

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 35 OF 172

2 Foreword Introduction About the toolkit 1

Tools 2.i

Vision, strategy & leadership

When to jump to standards What to consider when identifying apprenticeship standards to pilot and deliver – a quick mental “ready reckoner”

2 Business planning Overview Actions Perspectives/case studies Links > Tools

Business planning

2.ii

Secondary LMI data sources Useful links to existing source labour market information

3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

2.iii

KPI planning tool

6 The transition project

A tool to help identify and select Key Performance Indicators

7 Business development & sales

(Double click the paperclip icon to download the tool)

8 Marketing & communications 9 Apprentice recruitment

Possible future developments

10 Curriculum design

(how will this topic page develop over the next 6-12 months)

11 Delivery & preparing for end-point assessment

The core content of this section is unlikely to change significantly in the next 6-12 months.

12 Higher & degree apprenticeships

Where further policy details are announced (e.g. more detail on funding and the levy), we will consider their impact on this topic and adjust the content accordingly.

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Large numbers of providers and employers are starting to make transition from frameworks to standards. As more providers get on board this toolkit will share more in-depth case studies, perspectives and practice.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 36 OF 172

3 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning

Overview Financial issues and decisions for apprenticeship providers looking to deliver standards include:

•

establishing the parameters for the viability of apprenticeship standards

•

• •

understanding the cash flow implications for your organisation

3 Finances & funding > Overview Actions Perspectives/case studies Links Tools 4 Organisation planning 5 Partnership & collaboration

Finances & funding

translating top-level business plan targets into detailed budgets and cash flow forecasts for introducing standards, for the remainder of framework provision and for dual running

•

designing a pricing structure and approach for employers for standards. Employers are likely to scrutinise any pricing which just seems to refer to the banding

•

understanding the costs of delivering a portfolio of apprenticeship standards including costs of components and overheads.

•

EPA needs to be included in negotiations with employer (estimated or actual)

testing the financial sensitivity and risks of your plans

This section considers the issues surrounding the funding and financing of apprenticeships so that you are able to plan an apprenticeship offer and manage the balance between revenue and costs. Employers and providers will need to agree a payment and invoicing strategy to support cash flow for delivery. Providers need to ensure their financial systems are robust enough for this purpose.

6 The transition project 7 Business development & sales

Completion payment

Price agreed with employer

20% of funding retained for completion

8 Marketing & communications 9 Apprentice recruitment

ESFA pays monthly on profile

Registration & induction Employer initial contribution made

Initial training period

Milestone checkpoints

Gateway achieved

Completion

Regular employer contributions either paid through the Apprenticeship Service (Levy) or direct

16-18 incentive payment if eligible paid at 90 days and 365 days Funding for English and mathematics/additional support (if relevant to the apprentice) ESFA – Education and Skills Funding Agency

EPAO fee

EPAO – End-point Assessment Organisation (independent from provider)

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 37 OF 172

3 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding > Overview Actions Perspectives/case studies Links Tools 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Finances & funding

Overview (continued) Understanding the funding system Your financial and business development teams should become familiar with the mechanism of costing and pricing apprenticeship delivery plans. In particular, they should be familiar with the apprenticeship standard funding models and pricing implications and implications of the levy and Apprenticeship Service that is being introduced. Larger employers with wage bills in excess of ÂŁ3 million will be subject to a levy paymentâ€™ which is managed through the digital account. Funding within apprenticeships is now an outcome model based on a learning plan completed during the on-programme phase and the cost of the end-point assessment. It is not driven by qualifications although you may find some standards where qualifications are specifically mandated within the apprenticeship standard. Funding for starts from May 2017 incorporates a formal financial contribution from employers whether through direct means and / or indirectly for employers who are subject to the levy. This is applicable to starts on frameworks post 1st May 2017 as well as standards. From May 17 providers must be on the RoATP to be eligible to receive government co-investment or Levy payments. In April 2017 the ESFA announced that the process for contracting with non-levy payers would continue to operate through existing contract/sub-contract arrangements until December 2017. There was a pause in the procurement process for supply to non-levy payers during summer 2017 but a second ITT took place in September. The RoATP reopened for applications in October 2017 with publication of refreshed RoATP expected in January 2018.

a tariff or a rate card. Employers will negotiate a price with providers. Until May 2017 there is a 2:1 government match funding. From May 2017 Levy payers pay 100% of the cost of training while they have funds in their online apprenticeship levy account. If levy account funds are fully used these employers (and non-Levy payers) will contribute 10%, with some exemption for micro employers who take on certain groups of apprentices. The financial risk is potentially greater than under the current system. The ESFA will pay providers in instalments during the period identified through the ILR as start to planned end date. There is also a process of incentivisation with payments to employers, where younger and more vulnerable learners are recruited in-line with national policy for young people. Their impact on financial planning is important and should be well understood. The Apprenticeship Service is now the end-to-end online service for employers for apprenticeships, which will include information on apprenticeship standards and their costs. Pricing, costing and viability Building on high-level strategic and business plan targets, your financial analysis and planning at the standard and employer levels will allow you to understand your potential revenues and costs allowing you to define pricing options. Potentially, each employer and each apprenticeship could have a unique funding profile, pricing and payment structure, based on individual negotiations with employers regarding the detail of the on-programme offer and chosen End-point Assessment Organisation.

The amount of government funding available to an apprenticeship is now based on a series of funding bands, but this does not amount to

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Overview (continued) This is fundamentally different to the old framework system, where providers were offering fixed-price apprenticeship frameworks based on contracted funding rates.

• •

length of training period

There are a number of potential factors affecting the costing and pricing of standards-based programme, which could include:

•

tailored employer payment schemes (upfront payments, monthly profiling and payments matched to incentives)

•

requirements of end-point assessment (including working with an EPAO)

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

individual pricing of the same standard with different employers, based on the learning plan and incentive payments

• • •

the core government contribution available for a standard professional membership fees if required by the end-point assessment plan or standard

•

the cost of end-point assessments and certification, with considerations for higher volumes

• •

requirements for on or off-the-job training

•

requirements for formative assessment to help assess if the apprentice is ready for end-point assessment

funding for English and maths continue to be paid direct to provider and is not included in the pricing negotiation

•

progression is now only possible if the apprentice’ occupation changes

20% is held back by ESFA until completion. The completion status as opposed to the outcome is the trigger i.e. recorded on the ILR when they sit the end point test for a standard.

•

requirements to meet the gateway (such as specific qualifications and practice end-point assessments)

mandated qualifications

10 Curriculum design 11 Delivery & preparing for end-point assessment

Finances & funding

The diagram below shows the difference between the costing-pricing models for frameworks (pre 1st May 2017) and standards. Not all standards contain all of the elements below.

Frameworks Contract rates with ESFA

ESFA pricing policy

Standards SASE components

Known pricing Known costs Easily defined viability & targets

Variable revenue

Variable on-programme components

Mandated components

Negotiation with Variable priced end-pointemployers assessment

Unique pricing Variable costs Complex viability & targets

SASE – Specification of Apprenticeship Standards in England

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2 Business planning 3 Finances & funding > Overview Actions Perspectives/case studies Links Tools

Overview (continued) The new system has more unknowns and complexity in terms of pricing and costing. Your financial modelling will therefore be more complex, dynamic and iterative. Funding bands for frameworks are noticeably lower than standards. We now know that sub-contracting will continue at least until 2018. Employers who wish to provide training to their own staff may also either act as lead or sub-contractor. The lead provider should be involved in some aspect of delivery.

Inputs from other sections to support these actions:

4 Organisation planning 5 Partnership & collaboration

From topic: 1 (Vision, strategy & leadership)

6 The transition project 7 Business development & sales

•

8 Marketing & communications

Your vision for your future apprenticeship offer From topic: 2 (Business planning)

9 Apprentice recruitment 10 Curriculum design

•

11 Delivery & preparing for end-point assessment

Business and customer objectives and targets, including sectors and occupations

•

Selected apprenticeship standards

•

Mapping of your current frameworks to standards

•

Standards identified for piloting and outline timetable

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Finances & funding

Looking for more detail on financial modelling?

For smaller providers, focussing on a small number of standards, stand-alone analysis will be sufficient. For larger providers, who often work in consortia with partner providers or have sub-contractors, and who are likely to operate across a broad portfolio of standards, more complex models will be required.

The outputs of your work in this area will be: 1

Understanding of the financial and funding implications for your organisation

Pricing structure and pricing examples for employers

Costing models

Viability assessments, targets and parameters for individual apprenticeship standards

Detailed financial plans, targets and budgets, income and expenditure / cash flow forecasts

Financial sensitivity / risk assessment

The Future Apprenticeships programme has produced more detailed guidance on financial modelling which can be found on the Foundation Online Learning platform (you will need to log in and enrol).

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Actions L

Actions for Leaders

3 Finances & funding Overview > Actions Perspectives/case studies Links Tools

Make sure that your teams are aware of the funding mechanism to enhance effective employer negotiations, budgeting and cash flow planning

5 Partnership & collaboration 6 The transition project

Actions for Managers

10 Curriculum design

Create a costing model for each individual standard that includes preparation for the end-point assessment and any mandated training

11 Delivery & preparing for end-point assessment

Model how employer payments are recorded and managed within the finance and funding plans for standards

12 Higher & degree apprenticeships

Assess the viability of new standards, including ones that you may currently view as being out of scope for delivery

9 Apprentice recruitment

Model the minimum duration and the most likely duration of the apprenticeship based on current practice, resources, employer feedback and access to resources

Create a pricing strategy and policies for the standards to be delivered

4 Organisation planning

8 Marketing & communications

Tailor and amend financial models so that they contain a costing for end-point assessment as a formal component but also any practice assessment costs or preparation for end-point assessment that uses additional resources (such as learning pods or workstations and materials)

Read the funding and guidance so that you are fully familiar with the standards apprenticeship funding mechanism including the core government contribution band, employer contributions and payment milestones and incentives paid to employers when conditions are met

2 Business planning

7 Business development & sales

Finances & funding

Actions for Practitioners Include a costing and funding plan within the apprentice training plan. This should link the training with milestones for payments and incentives. Examples should include the planning for the agreed payment of the EPAO Agree processes for communication between managers and practitioners so that funding and milestone points are identified and achieved. This could also link to internal milestones and progress reporting â€“ especially for achievement

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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Vision, strategy & leadership

2 Business planning 3 Finances & funding Overview Actions > Perspectives/case studies Links Tools 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Finances & funding

Perspectives/case studies “Senior management staff need to know exactly what the pricing structures are and how their marketing and employer engagement teams are selling the offer. If there are negotiations going on and competitiveness with other providers, then staff having those conversations may be tempted or react to ‘sell’ apprenticeships cheaply and undermine business finances. So senior management staff who oversee sales and finance need to understand those subtleties and work closely with their teams to develop and negotiate a realistic offer carefully.”

“The important thing is to develop a system that is streamlined but also adequately meets the needs of employers. Look at developing an ‘a la carte’ menu or a basket of choices to offer the employer. Remember, this is a negotiation – you can negotiate a price higher or lower than the band. Just keep in mind that the Agency won’t match-fund anything over the band”

JTL Mark Syrett, Southern Business Manager

Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

JTL is a large national apprenticeship provider, delivering over 2,300 starts annually in the building and service industries each year. JTL has been working on the new apprenticeships for a while and currently, 60% of its apprentices are on new standards.

Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects

“Working through the funding models has been a useful exercise and given us clarity. We used all the data available to us and funding rates to commence with the development of financial models for the new standards. This helped us to assess which standards to deliver and whether our financial model was robust and viable.” Ingeus James Billingham, Head of Service Development Ingeus is a founder B Corp accredited organisation that works to make a positive, long lasting difference to people’s lives. Within its skills divisions, it delivers 1,300 apprenticeships nationally mainly in areas of care, hospitality and retail. As an organisation, Ingeus has been working through the apprenticeship reforms and is putting plans in place to start delivering the new standards.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding Overview Actions > Perspectives/case studies Links Tools 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Finances & funding

Perspectives/case studies (continued) “With our pilot employer, we’ve found it’s been important to justify where the employer’s money is being used – costing out things like initial recruitment costs, how much teaching would each apprentice need in the first year and then the second year, how many assessment visits they would need, how much we need to denote to the gateway tests and end-assessment. We presented this to the employer and explained how we arrived to our figure, which was then agreed with them. When it came to the payment schedule, we initially looked to divide the costs equally across the four years of the programme. However, we realised that the majority of the training would fall in the first year, so we had to revise that so a high percentage of the funding was drawn down from the employer earlier on.” Bedford College Rob Stonehouse, Assistant Director The College have 1,200 annual apprenticeship starts and have spent several months planning to deliver some of the new standards. They have just started delivering one of the new standards to a small cohort of learners as a pilot, with another cohort about to start.

Case Study Implementing Employer Charges for Apprenticeships “Introducing employer charges remains a frightening challenge for some providers particularly when so many of their competitors still offer a free of charge service. However, I want to reassure all of them that it can be done successfully and this is coming from someone who has introduced and reintroduced employer charges.” How to do it? Get your front line staff in a room or huge hall because you need them to drive this process. You also need their knowledge and experience of your customer base. Step 1: Confront the fear. If you currently are ‘free of charge’ you probably believe that three awful things would happen if you introduced charges

•

your competitors would swoop down on your employers and steal them away

•

your employers will simply disengage from apprenticeships

•

the sector you operate in, for example retail, simply will ignore you because they ‘don’t pay’

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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2 Business planning 3 Finances & funding Overview Actions > Perspectives/case studies Links Tools

Perspectives/case studies (continued) These appear logical fears in the teeth of a very competitive market. However, if they were universally true then providers like mine would simply have gone out of business. There are providers all over the country successfully charging so it must mean that these fears are not universally true. Ask your staff to simply park their fears and approach this process from an objective stand point. Step 2:

4 Organisation planning

Segment your current employer base. Involve your staff in this process using the guide below. Print off a list of all your existing and recent employers. Now with the feedback from your front line staff you will segment them using two main criteria

5 Partnership & collaboration

•

the level of influence that you have with the employer, including how senior your main contact is

•

the motives your customers have for engaging in apprenticeships

Finances & funding

1 Category A: The Mighty Oak Trees. This segment (around 20%) is occupied by employers who choose you for your quality and where (typically) a very senior or most senior person in the business is your main contact. They have a long term strategic view of apprenticeships and invest because they see a return on investment over the medium to long term. Consequently they are not price sensitive. Strategic motives usually focus on a medium to long term return and are not always financially based. Crucially these customers have worked out these objectives for themselves.

2 Category B: The Healthy Saplings. This segment (around 20%) is usually occupied by employers who also choose you for your quality BUT the relationship is underpinned by less senior people in the business. Furthermore they are motivated by apprenticeships for some compelling operational reason rather than strategic. This typically means that they see significant cost savings or revenue opportunities once apprentices are qualified and productive. Consequently either through inexperience, or lower influence, price has to be justified against quality. I expect that, initially, many levy-payers will fall into this segment. 3 Category C: The Tender Seedlings. The next segment (around 40%) are transitory customers who use apprenticeships for a tactical purpose only i.e. I’m busy today, I need an apprentice today. Perhaps they have to do them for a regulatory reason? Further, your influence is lower because the main contact has limited authority. Consequently price plays a much more important role in the decision making process. Apprenticeships are more a short term fix than a long term prospect and they are highly price sensitive. 4 Category D: The Unwelcome Weeds. The final segment (around 20%) are customers who hurt you. They drain your time and effort for all sorts of reasons. Apprenticeships to them should not only be free of charge but also add an unrealistic level of value. For every £1 of funding you attract this category of employer will cost you £1.20. They will not pay and will probably see it as an affront.

15 Quality arrangements Case studies

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3 Foreword Introduction About the toolkit

Perspectives/case studies (continued) Step 3:

8 Marketing & communications

Educate your customers. It is vital that you can define what your quality is to customers. This will help Category A & B employers and will also help some Category 3 employers. Quality varies from provider to provider but there are some universal benchmarks such as success rates and Ofsted grade. Everyone can reconcile the idea of paying for quality. However, location, premises, resources, addedvalue services and employer links may also be your key strengths that underpin any business case for new charges to customers. Defining quality relies on your own competitive strengths. Therefore, if you have state-of-the-art CNC milling machines then this becomes one of your definitions of quality. Alternatively, if you have very modest facilities then this would not be included. You should have three clear definitions of quality that an employer can understand will generate outcomes for them. These definitions should also be measurable and comparable. Achievement rates are measurable and comparable between providers whereas having friendly staff is not.

9 Apprentice recruitment

Step 4:

10 Curriculum design

Implementation. The model above is a typical model, this doesn’t mean that it reflects your own college or provider. Get your most experienced relationship managers to consult with a selected panel of employers. Make sure you include employers of each category. The discussion should outline the quality service and then obtain the employer’s opinion on a) a charge of any sort b) the charge you have in mind. If you’re a smaller provider then consult ALL of your employers. Collate all findings for the senior management team. Implement with confidence. If you don’t believe that your service is worth paying for then neither will your customers. Your front-line

Vision, strategy & leadership

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Finances & funding

staff must believe in the strategy and fully subscribe to it. Don’t let anyone who has doubts about charging near a single customer! Put charges in writing with terms and conditions and set aside a senior manager or director as a direct point of contact for those employers who have queries. And finally… There’s a reason we don’t change banks. We can’t be bothered, it’s easier to put up with a charge than go through the hassle of changing. Excluding a few sectors who are VERY price sensitive, you’ll find that this ‘stickability’ will work in your favour. Another perhaps unintended benefit of this process is that the Unwelcome Weeds will leave you. Guess where they will go? Your free of charge competitor will unwittingly take them on as the spoils of war. You’ll be better off without them, your competitor less so. Having been through this process I can truly empathise with the thought processes and nerves of providers who wish to charge. Have confidence. The two thoughts I had once the process was concluded were: 1 2

That was easier than I had expected Why didn’t we do that sooner.

It’s a brave new world. FE Choices feedback suggests that employers who pay give higher scores than those who don’t. West Berkshire Training Consortium Matt Garvey, Managing Director of WBTC West Berkshire Training Consortium was established in 1983 and works across a number of sectors.

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3 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding Overview Actions Perspectives/case studies > Links Tools 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Links Apprenticeship funding bands Sets out the funding bands that will apply for existing apprenticeship frameworks and apprenticeship standards Apprenticeship levy: how it will work Information for employers on who the levy affects; how much employers will pay; what happens to the money once it is paid; and why the levy is being introduced ESFA funding rules The rules that apply to all further education provision funded by the Education and Skills Funding Agency (ESFA)

Finances & funding

Working with the Education and Skills Funding Agency (ESFA) as a provider An overview of the apprenticeship provider relationship with the ESFA, including bidding for funding, contracts, data returns, working with employers and recruitment

Apprenticeship funding from May 2017 How apprenticeship funding for employers will work, including details of funding bands and the apprenticeship levy. It includes how much employers will be able to spend on each apprenticeship and the rules employers will need to follow Apprenticeship technical funding guide Details of the funding system used for apprenticeship frameworks and standards from 1 May 2017. Details of the funding system used for apprenticeship frameworks and standards from 1 May 2017 Apprenticeship Service demonstration The Education and Skills Funding Agency (ESFA) have developed a demonstration of the new Apprenticeship Service and how it works Apprenticeship funding: legal agreement for training providers to access money through the Apprenticeship Service

Register of apprenticeship training providers Employer legal agreement with the Education and Skills Funding Agency (ESFA) to pay training providers to carry out apprenticeship training.

15 Quality arrangements Case studies

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Tools 3.i

Vision, strategy & leadership

Overview Actions Perspectives/case studies Links > Tools 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Financial sensitivity analysis To enable indicative modelling of revenue and costs to assess the viability of future apprenticeships

2 Business planning 3 Finances & funding

Finances & funding

3.ii

Apprenticeships funding reform Presentation giving an overview of the funding reforms, implications for training providers and the Apprenticeship Service

3.iii

Apprenticeship levy FAQs â€“ third sector This document deals with common questions that third sector employers have about the new apprenticeship levy and its implication for their organisation (Double click the paperclip icon to download the tool)

Possible future developments (how will this topic page develop over the next 6-12 months) The core content of this section is unlikely to change significantly in the next 6-12 months, although the sector awaits further announcements about co-investment post-December 2017. Where further policy details are announced (in particular regarding the Apprenticeship Service, the levy and funding mechanisms for smaller employers post 2017), we will consider their impact on this topic and adjust the content accordingly. We do however expect a larger number of providers and employers to start making the transition from frameworks to standards. As more providers get on board this toolkit will share more in-depth models, perspectives and practice.

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4 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning > Overview Actions Perspectives/case studies Links Tools 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Organisation planning

Overview How does your organisation and your people need to change to deliver your objectives for apprenticeship standards, whilst at the same time successfully delivering the remainder of your framework-based apprenticeships? As you adapt your strategy, business plan and budget for the apprenticeships changes, you may want to consider whether or not existing structures and job roles are fit-for-purpose to achieve successful transition and for ongoing delivery. The transition to apprenticeship standards offers an opportunity to review your organisation, learn from past experience and successes, and put in place a structure for the transitional period. You will be developing: 1 2 3

proposals and plans for changes in your structures and roles workforce development priorities key messages about proposed changes for your staff, partners and other stakeholders, involving them where possible and appropriate

With this variety in mind, the following pages raise and consider five of the most pressing questions and possibilities for you to consider and debate, as you seek to find an approach that best suits your organisation and context. Sections 13 (your people and their skills) and 14 (your systems and procedures), drill down to a more detailed level. 1

How will we manage new types of consultative, long-term sales relationships with employers?

Selling an off-the-shelf apprenticeship product at a fixed-price will not work for standards. Potentially, each employer and each apprenticeship could have a unique apprenticeship programme and training plan, based on sales and business development negotiations. Your employer-facing staff may be able to integrate apprenticeships into an organisation-wide training needs analysis How might your employer engagement and business development approach and staff need to change?

Each organisation will have a unique set of circumstances from the general further education college delivering 5000 apprenticeship starts a year; to the national independent provider delivering 1000 a month; to the niche sub-contractor delivering in one sector; to Group Training Associations (GTAs) and Apprenticeship Training Associations (ATAs); to local authority providers; employer-providers; and thirdsector providers. Each of these face their own challenges, and have their own aims, from the overtly commercial to the entirely sociallymotivated. Some can move very quickly and are agile, others are very large and can take longer to react. Some only deliver apprenticeships, for others they are a small part of a much larger picture.

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Organisation planning

Overview (continued) 2

How will we design the on-programme elements of a customised curriculum?

•

meets the requirements of the Gateway as set out in the end-point assessment plan

•

3 Finances & funding

To build an on-programme training plan, you will need to deconstruct the apprenticeship standard and consider it alongside the end-point assessment plan.

covers any non-mandated training or experience that an employer may wish to include (study visits, free-standing qualifications or certificated learning)

4 Organisation planning

The task for providers is to build an individual training plan that:

> Overview Actions Perspectives/case studies Links Tools

•

covers the minimum duration specified in the standard, plus duration requirements for funding (if funding is being sought)

•

gets the apprentice ready for end-point assessment, to be administered by an independent apprentice End-point Assessment Organisation

•

specifies initial and diagnostic assessment

•

accounts for off the job requirements

5 Partnership & collaboration

•

how off-the-job is coordinated in the workplace

6 The transition project

•

how much of the training is being done by the employer

7 Business development & sales

•

how frequently does progress get checked

8 Marketing & communications

•

delivers any mandated training or qualifications*

•

build in • Ofsted, EDI, Prevent and safeguarding requirements

Vision, strategy & leadership

2 Business planning

9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

•

(* Be clear what progression may be possible with the employer, as the occupation must change for progression to be possible. If a qualification is not explicitly referenced in the standard, it is not required for achievement of the apprenticeship. A qualification could however, be part of a training plan where the employer agrees that it is important for the apprentice in supporting knowledge, skills and behaviours on the standard.) How might your curriculum design approach and staff need to change?

how the maths and English are going to be blended into the programme

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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Organisation planning

Overview (continued) 3

How do we rethink the roles of tutors, trainers and assessors?

The training provider must prepare apprentices for end-point assessment, including any elements that are pre-requisites for independent assessment (such as portfolios and projects). This is one of the most significant changes in the reforms. For apprenticeship standards, a training provider’s primary role is to administer and deliver on-programme training, in partnership with the apprentice’s employer. The training period ends when the apprentice is eligible to attempt end-point assessment. Eligibility criteria for end-point assessment are termed the gateway components. It is essential for individuals to refer to the individual end-point assessment plan for specific guidance on gateway requirements. As a result, the role of the assessor widens to become one of trainer, mentor and coach as well as having responsibility for making sure all gateway components are met. There is no requirement for summative assessment during the onprogramme period, unless specifically mandated in the standard, although an apprentice’s progress will of course need to be tracked. Some standards specify qualifications, and these would be delivered in the on-programme phase in similar ways to a framework model. How might your assessment approach and staff need to change?

Can we offer end-point-assessment either as an EPAO (End-point Assessment Organisation) in our own right or by participating through another mechanism (such as a consortium or as a contractor)*

Training providers (and employers) cannot undertake the final endpoint assessment judgement for their own apprentices. This must be done by an independent End-point Assessment Organisation (EPAO) (with the exception of some integrated Degree Apprenticeships). Employers can select the EPAO from the list of approved Education and Skills Funding Agency’s Register of End-point Assessment Organisations. Training providers and other organisations are eligible to apply to be an approved EPAO in order to assess the apprentices of other organisations. An application is required for every individual standard. It is possible to have sub-contract arrangements and agreements with any EPAO as long as:

•

they are registered with the Education and Skills Funding Agency (ESFA) for a particular standard

•

the employer makes the decision to engage the EPAO

•

they have not been involved in the on-programme phase (except where specifically requested in an end-point assessment plan. For example, receiving a portfolio to check that this is of a sufficiently high standard to meet the requirements of the gateway.

* This is subject to guidance on creating reciprocal arrangements which limit open market competition.

Case studies

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Organisation planning

Overview (continued) How do we work with employers to identify the right EPAO for them and their apprentices? How might our structure and staff need to change? 5

Should we change our structure for standards?

In an employer-led structure, apprenticeships are undertaken within a directorate or department. For example, the ‘Health and Social Care’ directorate delivers all types of provision regardless of the customer / learner or the product. The product in this case being defined for example as full-time classroom courses, short courses, commercial provision and apprenticeships. A product-led structure would mean that activity is organised in accordance with the type of product being offered. For example, in a college setting, apprenticeships would be managed separately from A-level or full-cost commercial provision.

In a distributed-structure, elements of the apprenticeship process are delivered across the organisation, for example marketing, sales, registration, initial assessment, maths and English, are delivered across the organisation for all products including apprenticeships. In a consolidated-model these functions would sit with the directorate or department, be it employer, customer or product-led. All of the above can be mixed and matched to suit the circumstances in which a provider operates. The extent of dual running of framework-based and standard-based apprenticeships will be important. There will be many other factors, beyond the apprenticeship reforms that will influence these types of decision. Does our organisation structure for apprenticeships need to change?

A customer-led structure would see activity organised in a way that focuses on the primary customer. For example, products aimed at ‘Employers’ is managed separately to those which are aimed at ‘School Leavers’.

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning > Overview Actions Perspectives/case studies Links Tools

Organisation planning

•

Your vision and strategy for your future apprenticeship offer From topic: 2 (Business planning)

•

Business and customer objectives and targets, including sectors and occupations

5 Partnership & collaboration

•

Selected apprenticeship standards

6 The transition project

•

Mapping of your current frameworks to standards

7 Business development & sales

•

Standards identified for piloting and outline timetable

The outputs of your work in this area will be: 1

Proposals and plans for how organisation structures and key roles will change for apprenticeship standards

Workforce development priorities

Key messages for staff, partners and other stakeholders, potentially including your existing employer customers, apprentices and trade unions

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

From topic: 3 (Finances & funding) •

Costing and income & expenditure models

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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4 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning Overview > Actions Perspectives/case studies Links Tools 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

Organisation planning

Actions L

Actions for Leaders

Undertake risk analyses of partnership arrangements, employer engagement strategies, financial models and delivery mechanisms in order to ensure the chosen delivery structures are adequate for successful delivery

Place employer engagement and the training planning at the heart of new structure development and assess what the skills needs are to drive achievement of apprenticeships Assess your teams capacity and capability to meet the delivery requirements of the new standards

Identify your current stakeholders and set out how you plan to develop both new and existing relationships

Review the new requirements for sub-contracted provision and set out a risk analysis to identify how this will affect current delivery needs

Identify who is responsible, accountable for each aspect of provision and consider who needs to be consulted and informed of the changes you make (RACI Matrix) Consider all roles and identify how your organisation wishes to approach CPD Consider whether your organisation wishes to explore the opportunity of becoming an End-point Assessment Organisation, training provider or both

Actions for Managers

Actions for Practitioners Assess your own capacity and ability to undertake new roles relating to standards, including interpreting the requirements to create training plans

Review the resource implications of moving to each standard in any given occupational area

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Action Plan Template Commissioned and funded by ETF.

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4 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning Overview Actions > Perspectives/case studies Links Tools

Organisation planning

Perspectives/case studies Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

STOP

(Andrea talks about introducing the new standards to staff, identifying their development needs and exploring new partnerships required.) Profile Development and Training Ltd Andrea Webb, Managing Director

“We are investing in our infrastructure and are about to recruit a new member of staff to help take the new apprenticeships forward, in particular working closely with employers.” Leeds Trinity University Ian Rowe, Director of Business Development The University is currently putting plans in place to start delivering the new apprenticeships standards.

Profile Development and Training Ltd is a small independent training provider based in Kent who is in the process of adopting some of the new standards.

“JTL have also looked at the knowledge and experience from director level down and split out a number of roles looking specifically at implementation of the reforms, employer engagement and finance, as the reforms bring a new level of complexity to these areas. The transition has contributed to structural reform within the business.” JTL Mark Syrett, Southern Business Manager JTL is a large national apprenticeship provider, delivering over 2,300 starts annually in the building and service industries each year. JTL has been working on the new apprenticeships for a while and currently, 60% of its apprentices are on new standards.

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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4 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning Overview Actions Perspectives/case studies > Links Tools 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Organisation planning

Links New apprenticeship standards developed by employers Listings of the new apprenticeship standards as they become available Listings of new apprenticeship standards currently in development Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles Frameworks to be removed A list of apprenticeship frameworks to be removed as part of the apprenticeship reform programme

Information for potential applicants Employers looking for an assessment organisation â€˘ Register organisations list â€˘ Register standards list These documents will show you how to become an EPAO, and who is in that space already. Each end-point assessment plan will look quite different and any consideration of becoming an End-point Assessment Organisation needs to be considered on the basis of capacity and capability within your organisation or the desire to bring in more. Further guidance was published in September 2017 which expands on where conflicts of interest need to be avoided Register of Apprenticeship Training Providers

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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4 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning Overview Actions Perspectives/case studies Links > Tools 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Links (continued)

Tools

ESFA funding rules

4.i

The ESFA: common funding rules and relevant programme rules also have implications for expectations on quality

Organisation planning

Stakeholder analysis for the implementation of the individual standards

Apprenticeship funding from May 2017 How apprenticeship funding for employers will work, including details of funding bands and the apprenticeship levy. It includes how much employers will be able to spend on each apprenticeship and the rules employers will need to follow Apprenticeship technical funding guide Details of the funding system used for apprenticeship frameworks and standards from 1 May 2017. Details of the funding system used for apprenticeship frameworks and standards from 1 May 2017 (Double click the paperclip icon to download the tool)

Possible future developments (how will this topic page develop over the next 6-12 months) We expect colleges, training providers and employers - and other forms of training to respond to the early outcomes from apprenticeship standards. This may include the quality of assessment, new models for delivery and novel forms of organisational development. We expect the case studies to evolve over time.

Case studies

Commissioned and funded by ETF.

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5 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration > Overview Actions Perspectives/case studies Links Tools 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills

Partnership & collaboration

Overview Placing apprenticeship purchasing power in the hands of employers will change the landscape of sub-contracting. Currently, a lead apprenticeship provider engages other providers, through governance arrangements stipulated by the Education and Skills Funding Agency (ESFA). These currently remain in place, although the open-policy development process adopted by the Department for Education (DfE) may result in future changes. The ESFA has introduced the Register of Apprenticeship Training Providers. This allows for some sub-contracting arrangements. Using subcontractors Delivery subcontractors can deliver full or part apprenticeship frameworks and standards. You must directly deliver some of the apprenticeship training and/or on-programme assessment associated with your apprenticeship programme. By apprenticeship programme we mean the apprentices that are being trained by you. The volume of training and/or on-programme assessment that you directly deliver must have some substance and must not be a token amount to satisfy this rule. It must not be limited to a brief input at the start of each apprenticeship or involve delivery to just a few of a large number of apprentices. You must take your own legal advice about the impact of Public Contracts Regulations 2015 on your recruitment of delivery subcontractors and have this advice available for inspection on request.

Subcontracting to employer-providers Organisations who have successfully applied through the employerprovider route of the Register of Apprenticeship Training Providers are only eligible to deliver apprenticeship training and/or on-programme assessment to apprentices employed by them or a connected company or charity as defined by HMRC. This must be done on an actual cost basis. Subcontracting to ‘supporting’ providers Delivery subcontractors who have successfully applied to the supporting application route of the Register of Apprenticeship Training Providers must not receive more than £500,000 of apprenticeship funding for their delivery from 1 April to 31 March each year (for the first year this is 1 May 2017 to 31 March 2018). Subcontracting to organisations not on the Register of Apprenticeship Training Providers Organisations who are not on the Register of Apprenticeship Training Providers must not receive more than £100,000 of apprenticeship funding for their delivery from 1 April to 31 March each year (for the first year this is 1 May 2017 to 31 March 2018). This section explores why providers might consider developing or changing their partnership and sub-contracting arrangements for apprenticeship standards.

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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5 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Overview (continued) Potential factors influencing partnerships and sub-contracting arrangements between providers

•

For training delivery

Strategically, each of these potential partnership opportunities would need careful exploration, negotiation and agreement.

•

4 Organisation planning 5 Partnership & collaboration > Overview Actions Perspectives/case studies Links Tools

•

Partnership & collaboration

a requirement to ensure that any organisation registered on the RoATP to supply to Levy employers delivers at least some amount of the apprenticeship training themselves. This means that where an employer wants to offer apprenticeships in areas other than the ones their main provider can deliver, they can sub-contract with a different provider the procurement process for delivery of training to non-levy paying employers. During Summer 2017 arrangements for delivery to non-levy employers were paused by ESFA. Until January 2018 this has reverted to working through existing contract holders as an interim measure

•

collaborating to produce a shared apprenticeship offer in a locality or region, offering opportunities to align to LEP priorities

•

building new arrangements in response to Area Review outcomes

•

extending capacity where employer demand is high

•

offering niche occupations, where individual employers are seeking a portfolio of occupations that cannot be offered by a single provider

•

filling a geographical gap in provision in a particular occupation

•

working together to explore the opportunities of new standards for occupations which previously did not have a framework

•

collaborating to enhance English and maths provision

exploring new opportunities for partnerships in delivering higher and degree apprenticeships

Operationally, whilst the sub-contracting rules themselves have not currently changed, your formal agreements, contracts, delivery and supply-chain arrangements, systems and procedures will require review and adjustment as you start to deliver apprenticeship standards alongside frameworks. You may need to update or undertake any due diligence assessments of partner or sub-contractor organisations. For end-point assessment

•

identifying and contracting with End-point Assessment Organisations (EPAO) that your employers may select for their apprentices (possibly with your assistance and guidance)

•

approaching EPAOs to offer your capacity and facilities for their assessment activities (perhaps as a way of developing your own capacity for end-point assessment)

•

establishing yourself as an EPAO, through the Education and Skills Funding Agency Register of End-point Assessment Organisations (RoEPAO), and subsequently seeking partnership contracts with employers through apprenticeship training providers

Commissioned and funded by ETF.

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5 Foreword Introduction About the toolkit 1

Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning

•

Your vision and strategy for your future apprenticeship offer

5 Partnership & collaboration > Overview Actions Perspectives/case studies Links Tools 6 The transition project 7 Business development & sales 8 Marketing & communications

From topic: 2 (Business planning) •

Business and customer objectives and targets, including sectors and occupations

•

Selected apprenticeship standards

•

Mapping of your current frameworks to standards

•

Standards identified for piloting and outline timetable

9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

The outputs of your work in this area will be: 1

Development opportunities with strategic and operational partnerships and consortium arrangements

Options and proposals for new or adjusted arrangements with partner training and / or End-point Assessment Organisation

Arrangements for monitoring and then exploring developments of the Education and Skills Funding Agency, RoATP and RoEPAO arrangements

From topic: 3 (Finances & funding) •

12 Higher & degree apprenticeships 13 Your people & their skills

Partnership & collaboration

Financial plan, targets and budgets, income & expenditure / cash flow forecasts From topic: 6 (The transition project)

•

Timeline for transition

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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5 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration Overview > Actions Perspectives/case studies Links Tools 6 The transition project 7 Business development & sales

Partnership & collaboration

Actions L

Actions for Leaders

Actions for Managers

Analyse current partnerships with employers and local business structures including any Local Enterprise Partnerships (LEPs)

Assess the strength and depth of current partnerships and networks. Consider how productive these partnerships are with regard to:

Review final ESFA decisions on sub-contracting now published – how do these affect your sub-contracting arrangements?

•

the pipeline of apprenticeships

•

opportunities for new employer engagement

•

expanding delivery with current employer customers

Identify targets for partnership development

•

expanding your portfolio of apprenticeships with existing and new employers

Assess how collaboration might support interactions between on-programme and end-point assessment Consider your roles and relationships for end-point assessment

Commissioned and funded by ETF.

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5 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration Overview Actions > Perspectives/case studies Links Tools 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Partnership & collaboration

Perspective/case studies “You need to think differently. You can’t reproduce what you have always been doing, particularly when there is competition. Identify what you are good at as a company and look where you can build and develop. It may not necessarily be delivering the whole standard – look to collaborate with others.” Profile Development and Training Ltd Andrea Webb, Managing Director Profile Development and Training Ltd is a small independent training provider based in Kent who is in the process of adopting some of the new standards.

“We meet informally with four organisations we made contact with through a workshop (where we analysed a standard together) – we have a set agenda to talk about how we’re progressing so far, key things we have gleaned and share information. We’re all working to the same end-point, so there isn’t any point of working in silos..’ – it’s important to work together.”

“If you deliver the standard internally or with a subcontractor, transparency and communication is essential. Everything we have done to prepare for the standard, we have done together with our subcontractor – by conference call, face to face, email - from the process to documentation. Besides the employer engagement, it is also essential that the finance and data staff are involved early on. All changes and processes have been shared with our partner to make sure it works effectively and everyone is happy.” Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

Loughborough College Claire Barker, Head of Apprenticeships & Commercial Delivery The College currently delivers 1000+ Apprenticeships annually in Business Administration, Customer Service, Early Years, Engineering, Health and Social Care, Hair and Beauty, Hospitality and Catering, Information Technology, Lab Technicians and Warehousing. It has developed detailed plans to deliver the new standards and is soon to launch their first pilot.

Case studies

Commissioned and funded by ETF.

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2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration Overview Actions > Perspectives/case studies Links Tools 6 The transition project

Partnership & collaboration

Perspective/case studies (continued) “Don’t be scared by the new standards – it gives you the opportunity to create a really high quality employer and learner-focused journey. It will require you to think differently, so share best practice by speaking with employers and those already delivering the new standards.” British Gas Centrica Erica Farmer, L&D Consultant – Apprenticeships British Gas Centrica is an employer apprenticeship provider. It currently has over 90 apprentices on the new Customer Service and Smart Metering standards, 1,500 on existing frameworks and is aiming to increase this to thousands of apprentices across various job families over the coming years.

“Standards in some industries are becoming increasingly aligned to professional bodies and chartered status, which employers see as a positive thing. Providers need to really understand the professionalisation of standards and consider how they will work with the relevant industry bodies to develop their offer.” Barclays Mike Thomson, Head of Early Careers As an employer, Barclays work with a range of providers and have a lot of input into the training themselves. They have around 600 apprentices on-programme (likely to increase with the levy) in a wide range of roles from financial advising, IT and digital, corporate, investment banking and all operational areas. They were one of the first banks to take advantage of Degree Apprenticeships – they also chair a number of trailblazer groups.

Commissioned and funded by ETF.

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5 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Links ESFA subcontracting guidance The current Education and Skills Funding Agency (ESFA) guidance that remains in force until December 2017 and applies alongside the current apprenticeship standards funding rules

4 Organisation planning 5 Partnership & collaboration Overview Actions Perspectives/case studies > Links Tools

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills

Register of End-point Assessment Organisations Information for employers looking for an independent End-point Assessment Organisation and potential applicants to the register of apprentice assessment organisations Published standards and those in development

Apprenticeship funding and performance management rules 2017 to 2018 The current funding rules include expectations regarding sub-contracting. There is a specific addendum which clarifies the interim extension of contracts allowing subcontracting apprenticeship delivery for non-levy paying employers

6 The transition project 7 Business development & sales

Partnership & collaboration

Register of training organisations Education and Skills Funding Agency Register including all apprenticeship providers until April 2017. Registration will be still be required for delivery of other funded delivery Register of Apprenticeship Training Providers (RoATP) All organisations (providers and employers) that will participate in delivering apprenticeship training will need to be on the register from May 2017

These will tell you what is potentially available to read in context with your organisational business plan All occupations approved by the Institute for Apprenticeships for the development of an apprenticeship standard A list of all apprenticeship standards available for employers and training organisations (PDF updated periodically) Employer Provider guide A guide for employers who wish to deliver their own training

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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5 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration Overview Actions Perspectives/case studies Links > Tools 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Partnership & collaboration

Links (continued)

Tools

Providing external assurance on subcontracting controls

5.i

ESFA guidance on the assurance, systems and controls lead providers ESFA funding rules The ESFA: common funding rules and relevant programme rules also have implications for expectations on sub-contracting arrangements must have in place with subcontractors Proposed funding model from May 2017

Due diligence checklist To ensure that supply chain relationships meet QA expectations

5.ii

Supply chain QA checklist Checklist for managing new partnership arrangements and contracting

5.iii

Working in partnership and collaboration A tool to help you determine your approach to collaborative working

Information for all employers on the apprenticeships funding support package that will operate in England from May 2017 Supply Chain Management â€“ A good practice guide for the post 16 sector Produced by AELP and AOC in 2013, this guide is for provider considering or in a sub-contracting relationship. This still holds good in 2017 and some of the principles are still valid in creating partnerships under new terms (Double click the paperclip icon to download the tool)

Possible future developments (how will this topic page develop over the next 6-12 months) If there are changes in DfE policy and Education and Skills Funding Agency (ESFA) guidance relating to sub-contracting and the roles of EPAOs, providers may need to adjust partnership arrangements. We will closely monitor developments, adjust this section and provide supporting resources.

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project > Overview Actions Perspectives/case studies Links Tools 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment

The transition project

Overview In the post-16 education sector, constant change has been a fact of life for the last 50 years. In that context, the current apprenticeship reforms are amongst the most far reaching changes. Given the levels of historic change in the sector, many leaders and managers have a significant and successful track-record, and a wealth of experience of effectively managing transition. You will have tested approaches and models that you will deploy. This section offers a way of drawing on your experience and expertise, to structure your operational response, based on a renewed apprenticeship vision and strategy.

Planning for transition An overall transition project plan captures the activities, milestones, outputs, and outcomes for the project. Transition issues you are likely to want to consider include:

•

appointing leaders and champions for change

•

understanding what needs to be done, establishing work streams

•

assigning specific responsibilities

•

communicating the changes

•

managing attitudes to change, building consensus and resolving conflict within in your organisation, with partners and stakeholders

•

making essential resources available

•

putting in place oversight and accountability for the changes

•

seeking external assistance at the right stages

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Overview (continued) Establishing work streams Your transition plan can draw together the activity which has been described in other sections with a view to creating a â€œwhole organisation approachâ€? to implementing your apprenticeship strategy. The diagram below gives an illustrative example of how transition can be organised using the toolkit chapter headings.

Governance team

4 Organisation planning

(directors, governor)

5 Partnership & collaboration

Oversight & accountability

6 The transition project > Overview Actions Perspectives/case studies Links Tools

The transition project

(SLT, SMT)

Commissioning & monitoring

Vision & strategy Business plan

Top team

Financial plan

Transition project leadership (board, group or team)

Organisational plan

Partnership plans

7 Business development & sales

Managing

8 Marketing & communications 9 Apprentice recruitment

Operational work streams

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

(EPA = end-point assessment). The grouping and structuring of work streams will be based on your own circumstances and context. This grouping is for illustrative purposes using the headings in the toolkit.

Business development & sales

Apprenticeship recruitment

Our people & their skills

Marketing & communications

Curriculum design

Partners & sub-contracts

Financial modelling

Delivery & preparing for EPA

Systems, policies & procedures

Apprenticeship progression

Quality

Case studies

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning

Overview (continued) Roles and accountability

Transition plan

The key roles in the model above (which will vary to suit your organisation and context) are:

A transition plan document could include:

3 Finances & funding

Governance team

4 Organisation planning

(directors, governor)

Steering the organisation’s apprenticeship vision and strategy Holding the top team to account for targets and transition

5 Partnership & collaboration 6 The transition project > Overview Actions Perspectives/case studies Links Tools

Acting as ambassadors for change

Top team (senior leadership & management teams)

Establishing vision, strategy, plans and targets Overall responsibility for transition Often will include a Project Director

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design

The transition project

Transition project leadership

Drive the planning and management of the transition

(board, group or team)

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Operational work stream leads

13 Your people & their skills

(directors, governor)

Day-to-day delivery of the transition

•

critical project objectives and success measures

•

work streams with identified owners

•

timeline with milestones and interdependencies

•

risk assessment and risk management plans

•

reporting, review and revision processes

•

governance oversight checkpoints

There are many models and templates for change project management. You will select and adapt appropriate models for your organisation that align with your experience, processes and culture. In terms of apprenticeship standards, the critical complexities in terms of the timetable for transition, and your transition plan, relate to:

•

the staggered introduction of standards becoming ready to deliver

•

delivering framework starts in some occupations to 2020

•

framework-based apprenticeships continuing to completion, potentially to 2024 and beyond

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Overview (continued) Therefore, there is potentially a need to plan for several transition and dual running scenarios for:

2 Business planning

early standards that are being delivered now;

3 Finances & funding

the finalised funding regime for standards whether or not funded through the levy; and

5 Partnership & collaboration

current frameworks or

6 The transition project

a mixture of frameworks and standards in the same occupation. The Education and Skills Funding Agency (ESFA) is establishing a single funding model for both frameworks and standards.

4 Organisation planning

> Overview Actions Perspectives/case studies Links Tools

The transition project

Risk The range and levels of risk to the success of your transition, and ultimately to your organisation, are significant. The Threat Analysis Tool offers an initial listing of potential risks, allowing you to consider them in your context, and articulate avoidance and contingency plans. You can use this simple structure to populate your own risk register that is likely to consider the levels of risk, and assign responsibility for individual risks.

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

The transition project

Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

Inputs from other sections to support these actions:

2 Business planning

4 Organisation planning

•

5 Partnership & collaboration

Your vision and strategy for your future apprenticeship offer

> Overview Actions Perspectives/case studies Links Tools

•

Targets for sectors, occupations, employers, apprentice recruitment and finance

•

Mapping of your current frameworks to standards

•

Selected new apprenticeship standards

7 Business development & sales

•

Standards identified for piloting and outline timetable

8 Marketing & communications

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills

•

New / adjusted model of sub-contracting delivery (as lead or sub-contractor)

From topic: 2 (Business planning)

6 The transition project

9 Apprentice recruitment

From topic: 5 (Partnership & collaboration)

From topic: 1 (Vision, strategy & leadership)

3 Finances & funding

From topic: 3 (Finances & funding) •

Financial plan, targets and budgets, I&E / cash flow forecasts From topic: 4 (Organisation planning)

•

Proposals and plans for how organisation structures and key roles will change for apprenticeship standards

From topic: 7 to 15 •

Outputs from all operational areas affected by the introduction of standards

The outputs of your work in this area will be: 1

A consolidated transition plan with milestones and timeline

Transition management, accountability and governance roles assigned and arrangements in place

Task and issues management processes

Internal and external key messages and timing defined for communication

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 69 OF 172

6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Actions L

3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Overview > Actions Perspectives/case studies Links Tools

Assign work streams to staff to drive the reforms in a managed and logical manner. These may include employer and business streams, finance and revenue, curriculum, staff development and a stream looking at the End-point Assessment Organisation (EPAO) development potential

7 Business development & sales

Ensure that staff who are assigned to transition planning have the resource and time to discharge the tasks set them

8 Marketing & communications 9 Apprentice recruitment

Identify the key messages that might be needed for wider stakeholders affected by the transition plan

10 Curriculum design 11 Delivery & preparing for end-point assessment

Monitor the KPI measures set for the transition planning functions

Contribute to the transition project leadership team and drive the work of the operational work streams Assign the responsibilities to each work stream Develop internal communications to engage all staff in the reforms Develop external communications for employers and stakeholders that are appropriately informed Consider ways to show progress and completion of the key work stream

Actions for Practitioners Understand the transition plan and your role within it Attend any internal briefings and use the opportunity to ask questions Conduct research that is relevant to your job role and consider how your intelligence and expertise might help inform departmental plans

Actions for Managers

14 Your systems & procedures

Identify the implications of transition for your team

15 Quality arrangements

Ensure that practitioners are able to work within planning parameters

Case studies

Identify the accountabilities and communication channels

Consider designating key staff as apprenticeship standard champions or advocates. These staff can act as knowledge points for the developments

6 The transition project

13 Your people & their skills

Actions for Leaders Consider establishing a governance team and / or a top team to consider issues of the apprenticeship reforms. This might include setting up an overall team looking at the transition plan and project for future apprenticeships

2 Business planning

12 Higher & degree apprenticeships

The transition project

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project Overview Actions > Perspectives/case studies Links Tools

Perspectives/case studies Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

STOP

(Mark gives an overview of the three-stage process JTL have worked through to transition from frameworks to standards and the apprenticeship reform changes more broadly.) JTL Mark Syrett, Southern Business Manager JTL is a large national apprenticeship provider, delivering over 2,300 starts annually in the building and service industries each year. JTL has been working on the new apprenticeships for a while and currently, 60% of its apprentices are on new standards.

The transition project

“To jump into the new standards (however a provider is going to do it), it is best to have one or a small team of people managing the new process and everything that it entails. I think this is one reason why it has been successful with us.” “…First you need to develop the product that sits ‘above the waterline’ – a product which is set out, costed and informed by local market intelligence and priorities. ‘Below the waterline’ (behind the scenes) is your systems and processes which need to be in place – ILR, invoicing, documentation, etc.” Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

“We have set up a senior group to look at strategy and policy e.g. explore which areas to develop apprenticeships in, recruitment numbers and potential employers to start discussing this with. The second group we have set up is focusing on the process and systems – the monitoring and administration process, but also the quality assurance. The third group is an employer engagement group – firstly, for awareness raising about apprenticeships at the higher levels, and then to help employers take this forward.” Leeds Trinity University Ian Rowe, Director of Business Development The University is currently putting plans in place to start delivering the new apprenticeships standards.

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project Overview Actions > Perspectives/case studies Links Tools 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

The transition project

Perspectives/case studies (continued) “Here at Ingeus, we’ve outlined an internal ‘Apprenticeship reforms’ project with proposed work streams looking at different aspects of the reforms (levy, standards, etc.). The project will be managed and adhere to internal project management governance to ensure that it is clear across multiple functions of our business of the impact and our own objectives. “Below our high-level strategy, we have identified three high level areas to help us implement the reforms (1) Commercialisation – looking at financial models; market intelligence; levy and non-levy employers (2) Service offer – mapping frameworks to standards; end-point assessment; curriculum design; delivery models (3) Resources – learning and development plans; resources to upskill staff; systems; engagement with Apprentice Assessment Organisations. The information drawn from this is overlaid with timescales to form detailed plans.” Ingeus James Billingham, Head of Service Development Ingeus is a founder B Corp accredited organisation that works to make a positive, long lasting difference to people’s lives. Within its skills divisions, it delivers 1,300 apprenticeships nationally mainly in areas of care, hospitality and retail. As an organisation, Ingeus has been working through the apprenticeship reforms and is putting plans in place to start delivering the new standards.

“We established a Strategic Reform group in June, which included heads of departments who will have a key role in future apprenticeship delivery. We used the toolkit and assigned each of the chapter headings / topics to the heads to then go away, explore in detail and develop an action plan for their particular parts of the business and then share. The group have monthly Reform days (with three breakout sessions) where they receive a short monthly update but then exclusively work with each other as the key stakeholders on reform.” “In a world of competing priorities, set specific time aside each month to prepare for the reforms. There needs to be meaningful progress, not just talk. Our time has been focused on ‘doing’, rather than just discussion and debate. The toolkit will help you established the scope of the activity, which is essential at the start of any project plan. There is a lot of bad advice out there, so important to use something that is tried and tested, like Future Apprenticeships support.” Qube learning David Lockhart-Hawkins, Quality Director Qube Learning is a national provider currently delivering to over 3,600 apprentices across a range of occupations. Qube has been conducting detailed planning for the reforms for some months now, and started delivering the Adult Care Worker standard in January 2017.

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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Vision, strategy & leadership

The transition project

Perspectives/case studies (continued) “Gather a coalition of people, (student support, admission, finance, data, quality, partnerships and industry specialists, legal), so the workload is spread out, but important that one person leads it. If it is left to one person or team, it will be very burdensome. In our experience, to get backing from the Executive Team, you will need to gather evidence and figures that this is a strategy worth pursuing and will generate the level of income needed to deliver the degree apprenticeships well.”

“The work streams provide a good base structure for us from which we can build. Each has an individual allocated as a lead person alongside involvement from other key personnel from across the business. We have already initially defined scope, success factors, outputs and actions for each work stream. These will be refined and updated in April by an overall Transition Steering Board which is made up of the leads from each of the work streams”.

Staffordshire University Sarah Tudor, Head of Skills and Work Based Learning

“The key next step for us is to move beyond awareness to developing plans to transition to the new standards, engaging the right people in our business as well as employers from the outset. On the basis that it is the right decision for our employer base and apprentices, we aim to pilot some of the new standards later in 2016.

The University delivers Apprenticeship frameworks in IT and health and social care, engineering and management. It is currently developing detailed plans to start delivering the new Higher and Degree Apprenticeship standards shortly.

The leadership team have worked with the Future Apprenticeships team to develop their transition planning model. The work streams have been adapted to suit their business model, recognising some activity that would be relevant to the reforms is equally relevant to their current business and has existing projects in place.” Training 2000 Stephanie Whalley Training 2000 is the largest Group Training Association in England. It holds an ESFA contract of circa £7million which funds approximately 1500 apprentices with 60% 16-18 and a high proportion of provision at level 3. There is a small but growing number of higher apprentices. It works with a range of employers from significant blue chip companies with whom they have strategic partnerships alongside SMEs and micro companies. Through GTA England, Training 2000 staff has supported the development of the new standards in an advisory capacity for employer groups.

Commissioned and funded by ETF.

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6 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project Overview Actions Perspectives/case studies > Links Tools

The transition project

Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles Details of the role and responsibilities and the members of the Apprenticeship Delivery Board (ADB) The Apprenticeship Delivery Board (ADB) will aim to increase the number of apprenticeship places that employers offer in both the public and private sector

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 74 OF 172

6 Foreword Introduction About the toolkit 1

Tools 6.i

Vision, strategy & leadership

Transition project health check

6.va

4 Organisation planning

6.ii

A simple tool for exploring and planning for threats to a successful transition

5 Partnership & collaboration 6 The transition project Overview Actions Perspectives/case studies Links > Tools 7 Business development & sales

6.iii

6.iv

10 Curriculum design

Transition planning for the implementation of individual standards

6.v

Transition workstream planning template example

12 Higher & degree apprenticeships

14 Your systems & procedures 15 Quality arrangements

Transition themes â€“ self assessment survey Self assess your knowledge and approach

Self-review template â€“ where are we now?

A straightforward template for you to bring together your transition plan for each standard

9 Apprentice recruitment

13 Your people & their skills

6.vi

Use this self-assessment review to establish a baseline in relation to the standards you wish to focus on

8 Marketing & communications

11 Delivery & preparing for end-point assessment

Threat analysis tool

Transition workstream planning template A template for you to bring together your organisational transition plan workstreams

To gain feed-back from transition project participants

2 Business planning 3 Finances & funding

The transition project

(Double click the paperclip icon to download the tool)

Possible future developments (how will this topic page develop over the next 6-12 months) The core content of this section is unlikely to change significantly in the next 6-12 months. Where further policy details are announced (e.g. the funding mechanisms for smaller employers post 2017), we will consider their impact on this topic and adjust the content accordingly. We do however expect a larger number of providers and employers to start making the transition from frameworks to standards. As more providers experience the new business development process this toolkit will share more in-depth case studies, perspectives and practice.

Case studies

Commissioned and funded by ETF.

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7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales > Overview Actions Perspectives/case studies Links Tools 8 Marketing & communications

Overview Employers have been placed at the heart of the reforms, in control of designing their apprenticeship programme, selecting training providers, negotiating costed delivery plan, and choosing End-point Assessment Organisations. The process of providers working with their employers to develop new apprenticeship business will be one of the keys to success and meeting the national target of 3 million apprenticeship starts in England. To do this, it will be necessary to offer apprenticeships to older workers and at increasingly higher levels of attainment. For many employers, understanding the new approach is a daunting prospect. Coming to terms with the terminology itself, of end-point assessment, external quality assurance and grading, will need a close relationship with their providers. There are many changes that will impact on the way in which providers work with employers, including:

•

the flexibilities inherent in the new delivery models

•

progression opportunities are linked to occupation

•

funding arrangements and the levy implementation

•

12 Higher & degree apprenticeships

the levy for large wage-bill employers - employers may not be aware of their liability

•

proposed changes to funding and sub-contracting from May 2017

13 Your people & their skills

•

maintaining and further developing relationships for the longer term

•

employers previous involvement with the apprenticeship system

•

meeting public sector targets (for applicable employers such as local authorities, NHS and schools)

9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

14 Your systems & procedures 15 Quality arrangements Case studies

Business development & sales

•

the Apprenticeship Service, and

•

financial incentives built into the system

The reform agenda places a different emphasis on the employerprovider relationship. Whilst employers are in the driving seat, providers have an important role in briefing and advising employers and involving them in programme design and delivery. Training providers have a significant opportunity to help employers navigate the apprenticeships system, and build long-term relationships. English Apprenticeships –Our 2020 Vision: “Businesses, and small businesses in particular, respond best to advice and support tailored at a local level.” Apprenticeship standards are not an off-the-shelf, fixed-price product. Potentially, each employer and each apprentice could have a unique programme and training plan, as a result of your sales and business development negotiations. Your discussions about apprenticeships could place them in a much wider context of workforce development planning and form a route to long-term relationships. The nature of the business development and the provider-employer relationship is fundamentally changing. The diagram on the next page (drawn from the materials used in the recent Future Apprenticeship workshop: Engaging Employers in Delivering Apprenticeship Standards) illustrates the changes of emphasis in the provider-employer relationship.

Commissioned and funded by ETF.

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7 Foreword Introduction About the toolkit 1

Business development & sales

Overview (continued) The new model of provider-employer engagement

Vision, strategy & leadership Relationship

3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales > Overview Actions Perspectives/case studies Links Tools

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

15 Quality arrangements

30% Needs

30% Presentation

20% Propose 10% Close

The old model of provider-employer engagement Elements of the business development process In the new system there will be many features of an effective business development conversation with employers:

•

13 Your people & their skills 14 Your systems & procedures

20% Quality

40% Close

8 Marketing & communications 9 Apprentice recruitment

40% Trust

10%

2 Business planning

•

building trust and credibility with employers in relation to the reforms. For some, this will be new, but for many this will introduce administrative complexities such as running two systems or managing direct payments and incentive receipts identifying, proposing and agreeing standards which work for employers’ job roles and job descriptions

•

positioning new features of standards such as: the employer-led nature of standard design; the greater flexibilities for delivery; and the emphasis on the end point assessment to establish job-ready competence

•

the timing for switchover from frameworks and standards and the possible extent of dual running

•

offering solutions (perhaps alongside apprenticeships) that work best for each business, with the end goal not of selling an apprenticeship but of fostering a long term business relationship

Case studies

Commissioned and funded by ETF.

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7 Foreword Introduction About the toolkit 1

Overview (continued) •

agreeing a training programme delivery plan, including recognising the flexibility for employers to undertake on-programme delivery

•

finding out if the employer wants to include qualifications in the on-programme phase which are not mandated as part of the apprenticeship standard

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

•

6 The transition project 7 Business development & sales > Overview Actions Perspectives/case studies Links Tools 8 Marketing & communications

•

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

15 Quality arrangements Case studies

negotiating a defensible price for delivery, mindful of the internal programme cost calculations, the funding parameters, including incentives and the cost of end point assessment. Employers will recognise where pricing simply refers to band levels, especially where they contribute to delivery agreeing a payment schedule

•

employer’s differing levels of experience and engagement with apprenticeships

•

keeping employers engaged including keeping the employer moving forward with apprenticeships, communicating with them when new standards are available and growing the relationship based on success

13 Your people & their skills 14 Your systems & procedures

identifying End-point Assessment Organisation for selection by the employer

• •

9 Apprentice recruitment 10 Curriculum design

Business development & sales

•

supporting administration requirements, which could include facilitating employers’ registration with the new Apprenticeship Service

Ensure your find apprenticeship training section of the Apprenticeship Service website is up-to-date with your latest apprenticeship framework / standard offer, so it is visible to employers

Your business development team Your business development staff will need to fully understand the changes and be clear on how they explain the new standards and work with employers to both maintain existing business and creating new customers. You will need to assess:

•

if and how your team can be developed to adopt this new relationship-based approach

•

which members of the team will be actively involved in employer engagement

•

the skills they need to support future employer engagement

•

how can they continuously understand employers’ business environment, operations and future ambitions

The recent Future Apprenticeship workshop: Engaging Employers in Delivering Apprenticeship Standards, offers a list of behaviours that you might want your business development staff to aspire to: Becoming a trusted adviser

•

Bring everyone in the organisation with you

•

Understand the need and respond

•

Speak the employer language

Problem solve

• •

Value your contribution

• • •

Communicate regularly

Seek the win-win Protect your brand

Commissioned and funded by ETF.

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7 Foreword Introduction About the toolkit 1

Business development & sales

Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

Inputs from other sections to support these actions:

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning

•

5 Partnership & collaboration

From topic: 2 (Business planning)

6 The transition project 7 Business development & sales > Overview Actions Perspectives/case studies Links Tools

•

Business and customer objectives and targets, including sectors and occupations

•

Selected apprenticeship standards

•

Mapping of your current frameworks to standards

•

Standards identified for piloting and outline timetable From topic: 3 (Finances & funding)

8 Marketing & communications 9 Apprentice recruitment

Your vision and strategy for your future apprenticeship offer

•

10 Curriculum design

•

Revised apprentice recruitment plan and targets

•

Review of your recruitment offer and systems for employers

•

Review of your relationships with local schools, sixth form colleges and other education providers

•

Review of selection and screening processes From topic: 10 (Curriculum design)

•

Resources in place for your trainers to use with your apprentices and employers

Pricing structure and pricing examples for employers From topic: 8 (Marketing & communication)

11 Delivery & preparing for end-point assessment

•

12 Higher & degree apprenticeships

Marketing plan or sub-plans and key messages, that integrate new standards with the remainder of your framework offer

•

Marketing collateral for employers and young people

13 Your people & their skills

•

Outputs from all operational areas affected by the introduction of standards

14 Your systems & procedures

From topic: 9 (Apprentice recruitment)

15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 79 OF 172

7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Overview (continued) The outputs of your work in this area will be: 1

Sales and business development approach and plan in place, including sales targets and goals, and your approach to servicing existing customers and attracting new business

Employer materials and documentation relating to standards, switchover and dual running

Sales and business development team equipped for new approach

Sales and business development activities for apprenticeship standards underway

4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales > Overview Actions Perspectives/case studies Links Tools

Business development & sales

Looking for more detail on business development?

The Future Apprenticeships programme has produced more detailed guidance on business development which can be found on the Foundation Online Learning platform (you will need to log in and enrol).

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 80 OF 172

7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Business development & sales

Actions L

Actions for Leaders Consider your employer base and identify those who fall into the following categories:

Actions for Managers Ensure you have the right skills in your business development team. What do you need to put in place to meet future needs?

•

5 Partnership & collaboration

large employers who currently have significant volumes with you

•

large employers with smaller volumes

6 The transition project

•

smaller employers with proportionally large volumes

7 Business development & sales

•

employers who will need to run two apprenticeship systems in parallel (standards are ready for delivery)

Ensure communication is open between business development and relevant parties:

•

employers new to apprenticeships

•

finance teams – to prepare costings guidance

•

employers affected by the levy changes

•

employers affected by public sector apprenticeship start targets

curriculum / delivery teams to identify what are the proposed models for delivery of specific standards

•

marketing teams – to ensure that updated material is available clear and consistent messages for respective employer customer groups

4 Organisation planning

Overview > Actions Perspectives/case studies Links Tools 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

For each group, a business development and sales approach will be needed

Make sure that you and all staff are fully up to date with the reforms, the funding and the organisational response to the changes

Communicate these to the business development and employer engagement staff teams

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 81 OF 172

7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales Overview > Actions Perspectives/case studies Links Tools 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills

Business development & sales

Actions (continued) P

Actions for Practitioners Familiarise yourselves with the strategic and business plans for your organisation so that you can be sure of the proposed offer and the timelines for transition Gain a broad understanding of the new standards across the apprenticeship offer and with your knowledge of the current customer base what new opportunities may need to be fed back into planning?

Make sure you fully understand the ways in which an apprenticeship can support a wider customer training programme – especially since apprenticeships will be possible for older workers (25+) and at higher levels of attainment (many new apprenticeships are emerging at levels 5-7)

Gain a full understanding of what has changed between frameworks and standards and how this might impact on existing customers – you will need an in-depth understanding of the relevant standards and their related end-point assessment plans Review your customer base – who are the priority target groups to contact? Make sure you fully understand the funding processes in a way that you can communicate to your existing and prospective customers Understand the costing model, the funding bands and the policy and process for negotiation. What is the core offer and what may be charged as additional e.g. charging for recruitment?

14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 82 OF 172

7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales Overview Actions > Perspectives/case studies Links Tools 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures

Business development & sales

Perspectives/case studies Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

STOP

(Mark talks about the journey they have been through with their industry employers to start changing mind-sets and adopt the new standards.) JTL Mark Syrett, Southern Business Manager JTL is a large national apprenticeship provider, delivering over 2,300 starts annually in the building and service industries each year. JTL has been working on the new apprenticeships for a while and currently, 60% of its apprentices are on new standards.

“All employers will now be making a financial contribution to the apprenticeships. As such, it is really important that employers are seen as the customer. I would advise that providers build on their relationship with employers first of all, work with groups of employers where you can, and then you will find the rest of the process will become easier. Employers need to see this as a partnership too.”

“Employers have been quite specific with what they want from the apprenticeship training and the digital standards gave us this flexibility. The challenge was the negotiations with employers. We worked with our business development team to introduce effective business and training needs analysis when talking with employers. It has been really important to bring the business development and curriculum development team together. This has allowed us to tailor our offer to suite the employer.” Newcastle College Lynsey Whitehead, Director of Apprenticeships & Business Partnerships Newcastle College are a large apprenticeship provider in the North East. The college deliver 90 apprenticeship frameworks across a wide variety of industries and are currently making the transition to standards. They have started to deliver a number of standards in the digital industries.

SABIC UK Petrochemicals Ltd (employer) Craig Hargreaves, Senior Trainer and former Trailblazer Chair SABIC UK is an employer in the North East. The organisation employs 30 apprentices and has been heavily involved in the design of new standards as a Trailblazer Chair.

15 Quality arrangements Case studies

Commissioned and funded by ETF.

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7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Business development & sales

Perspectives/case studies (continued) “The new world is far less proscriptive about how an apprentice reaches competence and providers and employers will have more flexibility over what is delivered. Many employers are going to be looking for innovative learning solutions. They will want to be more actively involved at every stage, particularly now employers are making greater financial contributions to the training. The standards give you an opportunity to design a programme that increases the benefits for the employer. As an example, standards that include a final assignment or dissertation has allowed our apprentices at Barclays to explore a live business problem and develop solutions.”

“The new standards have required a change of mind-set. Conversations are now far more open with employers about what they would like included within the training. Some employers have needed support in understanding the new standards and how they differ to the old frameworks – this has taken some time. Many employers have experience of L2 and L3 apprenticeships. Many, particularly SMEs, haven’t gauged the true extent of the reforms, so it has taken time for employers to realise that they are in the driving seat. It’s no longer about providers saying ‘this is it’, it’s about employers really shaping the learning that goes within the apprenticeship standard”.

Barclays Mike Thomson, Head of Early Careers

Staffordshire University Sarah Tudor, Head of Skills and Work Based Learning

As an employer, Barclays work with a range of providers and have a lot of input into the training themselves. They have around 600 apprentices on-programme (likely to increase with the levy) in a wide range of roles from financial advising, IT and digital, corporate, investment banking and all operational areas. They were one of the first banks to take advantage of Degree Apprenticeships – they also chair a number of trailblazer groups.

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Business development & sales

Perspectives/case studies (continued) Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

STOP

(Mark talks about the need to develop a training offer and funding model which is simple internally and easy for employers to understand.) JTL Mark Syrett, Southern Business Manager

“Trailblazer has now become a regular agenda item at Key Client meetings. The Business Development team initially shared a summary document of key information points on the employer levy, changes to apprenticeships and the consultation, which employers were encouraged to feed in to. Following these discussions a number of Pub Companies have expressed an interest in working with Charnwood to pilot the Hospitality Trailblazer apprenticeship.”

Charnwood Training Group Alison Robson, Programme Quality Lead

“Start small if you can. Get in touch with an employer you have good relationship with in an area you know well – then explain about the new standards. Before you start, make sure your paperwork is in place e.g. payment record, payment schedule, employer incentive claim form, employer eligibility declaration form, etc.”

“The employer has to take an active role in standard (a good thing), so that first conversation with the employer really is important, not just to sell the standard but to make sure they understand their role and responsibilities.”

Bedford College Rob Stonehouse, Assistant Director The College has 1,200 annual apprenticeship starts and has spent several months planning to deliver some of the new standards. It has just started delivering one of the new standards to a small cohort of learners as a pilot, with another cohort about to start.

Charnwood Training delivers hospitality training across the United Kingdom to licensed hospitality businesses.

Hospitality Industry Training Hilary Mosedale HIT delivers 8,470 apprenticeships in the hospitality, social care and retail sectors. It has started to deliver two of the new apprenticeship standards and currently have around 250 apprentices on programme, with detailed planning in place to start delivering other apprenticeships standards too.

15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 85 OF 172

7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales Overview Actions Perspectives/case studies > Links Tools 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Business development & sales

Links Published standards and those in development These will tell you what is potentially available to read in context with your organisational business plan This will allow you to assess which apprenticeship standards are currently in development, for planning purposes NAS 2020 Vision NAS video outlining the governmentâ€™s 2020 Vision for Apprenticeships Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles Procuring training for an apprenticeship standard: A guide for employers of apprentices Useful guide to help explain the new system to employers. Caution references to funding are the trial mechanism and will need explanation

Institute for Apprenticeships The new independent body to support employer-led reforms and regulate the quality of apprenticeships. The IfA was launched in April 2017 and the operation plan has now been published Guidance: Apprenticeship Service bulk upload specification Technical documents for the apprentice bulk upload facility for training providers to use in the Apprenticeship Service EDI apprenticeship foundation course (module on business development) This interactive course is designed to support apprenticeship front-line staff to engage and develop a diverse range of apprentices (and their employers) right the way through their apprenticeship journey. Guidance for employers Information for employers showing the benefits of apprenticeships to their business

Details of the role and responsibilities and the members of the Apprenticeship Delivery Board (ADB) The Apprenticeship Delivery Board (ADB) will advise on expanding apprenticeships nationally, and will aim to increase the number of apprenticeship places that employers offer in both the public and private sector

Commissioned and funded by ETF.

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7 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Business development & sales

Links (continued) Aligned Apprenticeship funding model from May 2017 Information on the apprenticeships funding support package that will operate in England from May 2017 for both frameworks and standards

Employing an apprentice Information for employers wishing to find out about hiring apprentices Find an apprenticeship

Apprenticeship Staff Support programme materials Some useful materials on positioning sales

The ESFA course portal for employers looking for standards / frameworks and providers which will be embedded into the Apprenticeship Service

7 Business development & sales Overview Actions Perspectives/case studies > Links Tools

Teach Too ‘employer-provider’ collaboration resources The Foundation’s Teach Too programme produced a number of case studies focused on ‘employer-provider’ collaboration in the design of vocational programmes, including Apprenticeships and embedding maths in delivery

Information for employers Key information about the changes to apprenticeships including new standards, the apprenticeship levy and the Apprenticeship Service

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 87 OF 172

7 Foreword Introduction About the toolkit 1

Tools 7.i

Vision, strategy & leadership

Decoding the standard â€“ business development checklist This checklist is useful in reviewing individual standards to identify how they will work for your customers and how you can present that information

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

7.ii

6 The transition project

8 Marketing & communications

Business development organisational checklist

7.iv

Business Development Confidence Scale This confidence scale can be used to identify knowledge and skills gaps in your business development teams

7.v

Summary of reforms for employers A slide deck providing a basic summary of the reforms for employers and the implications for the organisation

A checklist for a sales approach which uses organisational needs analysis as a holistic approach to identifying customer needs

7 Business development & sales Overview Actions Perspectives/case studies Links > Tools

Business development & sales

7.iii

Key Account Management Designing and implementing Key Account Management will support you to re-think how you approach employer engagement

9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

(Double click the paperclip icon to download the tool)

Possible future developments (how will this topic page develop over the next 6-12 months) Where further policy details are announced, we will consider their impact on this topic and adjust the content accordingly. We will prioritise this area in identifying practice sharing examples.

Case studies

Commissioned and funded by ETF.

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8 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications > Overview Actions Perspectives/case studies Links Tools 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Overview The apprenticeship reforms present an opportunity to reconsider how you position apprenticeships with businesses, potential apprentices and other stakeholders, such as schools and parents. The key questions you can consider are:

•

what are the new business growth opportunities?

•

how should we differentiate between levy/non-levy, large/SME/ micro business offers?

•

how could we adapt our marketing and communications with employers and potential apprentices?

•

how could we test our strategy with our existing employer base?

The Marketing Checklist / Action Plan tool sets out these, with other marketing planning questions. Your marketing leads will use their own planning frameworks to align apprenticeship standards marketing with your overall marketing plans. Business growth and opportunity Your marketing research can be placed alongside your understanding of the reforms. The following list identifies opportunities from the reforms for repositioning and market growth that you can evaluate.

•

increased employer interest in apprenticeships driven by their increased financial stake through direct financial contributions including the levy. We are seeing more interest in apprenticeships beyond employers’ HR and Learning and Development Teams, to, for example, financial directors and managers

•

standards are being written by employers for employers

•

Your organisation’s strategic objectives and business plan targets, in terms of skills priorities and apprenticeship standards, give you a framework for more detailed market analysis:

new standards may result in new markets, in occupations or sectors that may not have had apprenticeship frameworks

•

flexibilities that allow employers to be directly involved in training design and delivery

•

what further Labour Market Information (LMI) do you need to profile your new, potential target market?

•

what does your potential employer and apprentice customer base look like in terms of sectors, size and type, and their geographical distribution? What is the most helpful way for you to segment your market?

engaging employers in conversations about their wider workforce development, and how apprenticeships (and other training products) can contribute

•

a new opportunity to make the case for apprenticeships as a route into employment, with clear progression to professional and technical roles, and a more effective route in terms of productivity and retention than graduates

Understanding the important changes and how they might affect our market

14 Your systems & procedures

Case studies

what are the important changes and how might they affect our market?

•

13 Your people & their skills

15 Quality arrangements

Marketing & communications

•

how might the reforms change your customer base in the short and long-term?

Commissioned and funded by ETF.

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8 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Marketing & communications

Overview (continued) •

for public sector organisations there is the additional driver of the target in relation to the number of apprentices who work for them accounting for 2.3% of their workforce

There is equally a need to identify any existing provision that may be at risk. For example, there will be no more ‘free training’ and any implicit or even explicit messages to this effect have to be taken down.

New opportunities to attract potential apprentices Key changes relating to attracting apprentices include:

•

recent policy requiring schools in England to give vocational routes, including apprenticeships as much time as academic routes when giving careers information, advice and guidance. A new apprenticeship offer, based around standards could provide you with opportunities to present welcome and compelling messages to school leaders, parents and school leavers as part of their careers education information advice and guidance plans

•

many of the standards developed so far are higher and degree apprenticeships in professional and technical fields

•

new specialist apprenticeships which do not have an existing corresponding framework

6 The transition project 7 Business development & sales 8 Marketing & communications > Overview Actions Perspectives/case studies Links Tools 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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8 Foreword Introduction About the toolkit 1

Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning

•

Your vision and strategy for your future apprenticeship offer

5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications > Overview Actions Perspectives/case studies Links Tools

•

Business and customer objectives and targets, including sectors and occupations

•

Selected apprenticeship standards

•

Mapping of your current frameworks to standards

•

Standards identified for piloting and outline timetable

•

Detailed analysis of your segmented employer and apprentice target market

Apprenticeship marketing plan or sub-plans and key messages, that integrate new standards with the remainder of your framework offer

Marketing collateral a b c d

Customised for a segmented employer market Highlighting new opportunities for young people Explaining the likely offer in each occupational area Testing marketing strategies with local employers or your existing customers

Pricing structure and pricing examples for employers From topic: 6 (The transition project)

•

13 Your people & their skills

Timeline for transition From topic: 7 (Business development & sales)

14 Your systems & procedures 15 Quality arrangements

From topic: 3 (Finances & funding)

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

The outputs of your work in this area will be:

From topic: 2 (Business planning)

9 Apprentice recruitment 10 Curriculum design

Marketing & communications

•

Contacts with employers, schools, career and vacancy services

Case studies

Commissioned and funded by ETF.

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2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Actions L

Actions for Leaders Make sure your marketing team understand, have been involved in developing and have ownership for: â€˘ â€˘

strategic objectives and business plan targets the targets and timelines for transitions from frameworks to standards

6 The transition project

Sign off changes to employer and apprentice marketing plans

7 Business development & sales

Ensure your find apprenticeship training section of the Apprenticeship Service website is up-to-date with your latest apprenticeship framework / standard offer, so it is visible to employers

8 Marketing & communications Overview > Actions Perspectives/case studies Links Tools 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Marketing & communications

Actions for Managers Familiarise yourselves with the Strategic and Business Plans for the organisation so that you can be sure of the proposed offer â€“ what are the key messages that management want to transmit? Understand analysis of local and growth priorities and your organisations strategy for apprenticeships Conduct more detailed market research and analysis, including looking at what other providers are doing and how that relates to your offer Develop your marketing and communications plan Make sure that you and all marketing and communications staff are fully up to date with the reforms, the funding and the organisational response to the changes Ensure your team have an understanding of what has changed between frameworks and standards and how this might impact on existing customers Ensure your team fully understand the new funding processes in a way that you can produce materials which communicate the best messages to your existing and prospective customers Define the Unique Selling Point (USP) for your organisation Understand core data relating to under-represented or disadvantaged groups

Case studies

Commissioned and funded by ETF.

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8 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications Overview > Actions Perspectives/case studies Links Tools 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Marketing & communications

Actions P

Actions for Practitioners Gain a full understanding of what has changed between frameworks and standards and how this might impact on existing customers Make sure you fully understand the new funding processes in a way that you can produce materials which communicate the best messages to your existing and prospective customers Consider the timelines for transition â€“ as an organisation you may not be able to deliver the full range of new standards at the moment so what information do you share with employers at different junctures in the planning? Segment your customer base â€“ who are the priority target groups to contact? Consider how you will define the Unique Selling Point (USP) for your organisation Be clear on which parts of your current provision will you continue to offer and until when Identify how you will be able to produce more customised messages for different market groups?

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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8 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications Overview Actions > Perspectives/case studies Links Tools 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Marketing & communications

Perspectives/case studies “We’ve made our website quite generic so it’s easier to signpost to apprenticeships. We don’t talk about specific qualifications (because they’re not necessary included within the standard any more) – we talk about what an apprenticeship can do for your company, how it supports workers in their occupation and support business growth. Our marketing also focuses on the quality of our offer – our track record and success rates – so that it’s not all about who has the cheapest training offer compared to competitors, but the level and quality of training offered to the employer. It will speak for itself. This is what’s we’ve introduced within our business development and our employer conversations.” Profile Development and Training Ltd Andrea Webb, Managing Director Profile Development and Training Ltd is a small independent training provider based in Kent who is in the process of adopting some of the new standards.

“You need to have a unique selling point; you need to think through what added value you will offer the employer to make them want to take up your training. It’s a totally different mind-set. From our experience, employers will want to look at the details of what you are offering and will ask very pertinent questions – they will really want to be involved.” Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

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(Craig Hargreaves gives an employer’s perspective on what they look for from a training provider.) SABIC UK Petrochemicals Ltd (employer) Craig Hargreaves, Senior Trainer and former Trailblazer Chair SABIC UK is an employer in the North East. The organisation employs 30 apprentices and has been heavily involved in the design of new standards as a Trailblazer Chair.

“We have a dedicated team who are in the process of talking to employers, both levy and non-levy payers. We have found there to be a lot of confusion from employers about how funding will work. Our strategy is to make face to face meetings with our employers to alleviate any concerns they have. We are creating an FAQs document for both levy and non-levy employers to help them understand what they can do to support an apprentice. The more we talk to employers the easier it is to encourage them to engage in apprenticeships.” Profile Development and Training Ltd Andrea Webb, Managing Director Profile Development and Training Ltd are a small independent training provider based in Kent who are in the process of adopting some of the new standards.

Case studies

Commissioned and funded by ETF.

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8 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Links Recruit an apprentice Information for training organisations on how to use the new recruit an apprentice service Recruit an apprentice has now replaced apprenticeship vacancies as the official service for posting and managing apprenticeship vacancies and traineeship opportunities in England

6 The transition project 7 Business development & sales 8 Marketing & communications Overview Actions Perspectives/case studies > Links Tools 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures

Marketing & communications

Find apprenticeship training The beta site ready for the digital Apprenticeship Service portal which will allow employers looking to take on apprentices to find standards/frameworks and providers

Promoting apprenticeship vacancies through the National Apprenticeship Service Information about when the National Apprenticeship Service will help promote your apprenticeship and traineeship vacancies Public sector apprenticeship targets The Enterprise Act 2016 has allowed the Secretary of State to set apprenticeship targets for prescribed public bodies and here is guidance for public bodies in scope of the public sector apprenticeship target Apprenticeship levy â€“ how it will work (DFE guidance)

Find apprenticeship training: how to submit data Information for training providers on submitting your apprenticeship training provision through the course directory provider portal EDI apprenticeship foundation course (module on marketing) This interactive course is designed to support apprenticeship front-line staff to engage and develop a diverse range of apprentices (and their employers) right the way through their apprenticeship journey

Guidance, published by the Department for Education (DFE) on how the levy will work The funding model from May 2017 Information for all employers on the apprenticeships funding support package that will operate in England from May 2017 Guidance: Apprenticeship service bulk upload specification Technical documents for the apprentice bulk upload facility for training providers to use in the Apprenticeship Service

15 Quality arrangements Case studies

Commissioned and funded by ETF.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Marketing & communications

Links (continued)

Tools

Apprenticeship diversity champions network: communications toolkit

8.i

Gives employer diversity champions information to engage and inspire communities and other employers to make apprenticeships more diverse

Secondary LMI data sources Useful sources for secondary data collection for LMI (Double click the paperclip icon to download the tool)

Survey on employer responses to levy Research into how employers are likely to react to the introduction of the apprenticeship levy

8 Marketing & communications Overview Actions Perspectives/case studies Links > Tools

Apprenticeship Service demonstration The Education and Skills Funding Agency (ESFA) have developed a demonstration of the new Apprenticeship Service and how it works

Possible future developments (how will this topic page develop over the next 6-12 months) As more providers begin to promote standards, this toolkit will share more in-depth case studies, perspectives and practice.

Case studies

Commissioned and funded by ETF.

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9 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment > Overview Actions Perspectives/case studies Links 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Apprentice recruitment

Overview The core concept of an apprenticeship â€“ a job with training â€“ is not changing. Prospective apprentices may see little difference in those core messages. However, there may well be changes for how you work with employers and potential apprentices on their recruitment. This section begins to explore the issues and possibilities. The apprenticeship reforms present a real opportunity to raise the status of apprenticeships with employers, schools, young people and their parents, and people already in the workplace who are looking to develop their careers. Standards are presenting new routes for apprenticeships into professional and technical fields, often through higher and degree apprenticeships. Apprenticeship standards are already being delivered and many employers will need to develop apprenticeship programmes in response to the levy implementation. Opening the school gates In 2011 legislation was introduced requiring schools and colleges in England to offer independent and impartial advice to pupils about all post-16 education and training options including apprenticeships. Despite this, many schools have been reluctant to recommend apprenticeships or other technical and professional routes to any but the lowest-achieving pupils, seeking to retain numbers in sixth form and promoting traditional degree routes into higher education. More recent policy in 2015 requires schools to give vocational routes, including apprenticeships as much time as academic routes when delivering careers information, advice and guidance. Coupled with the introduction of standards, these duties may generate more enthusiasm amongst school leaders to work in partnership with apprenticeship employers and providers. Close relationships with

employers may help to convince young people and parents of the value of apprenticeships over other educational destinations. Supporting employers to recruit apprentices Many employers use their own recruitment processes to source their apprentices. Some employers, especially smaller organisations, prefer to use the support of a training provider. Your own careers, advice and guidance specialists and your staff involved in apprentice recruitment, will be able to consider the implications as they become familiar with the reforms. The government currently provides the Find an Apprenticeship service for apprentices to seek vacancies which are submitted on the Recruit an Apprentice service allowing employers to register their apprenticeship vacancies, through their training providers. The Apprenticeship Service provides an online portal for employers to help them to make decisions about taking on apprentices. Guidance is available for providers, explaining how they will be able to upload their information on the course directory. Traineeships offer potential apprentices a chance to investigate an occupation without full commitment and at the same time improve their work-readiness, maths and English. Prospective employers can be encouraged to participate in traineeships as an opportunity to observe potential apprentice recruits in the workplace. For organisations subject to the levy there may be increased impetus to now recruit apprentices. For public sector organisations there is the additional driver of the 2.3% workforce target in relation to the number of apprentices who work for them.

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9 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Apprentice recruitment

Overview (continued) The funding rules from May 2017 make reference to “a genuine job” and clarifies what that means. When the apprenticeship is achieved the apprentice should remain with the employer but where this is not possible the employer and the provider must support the apprentice to seek alternative opportunities . There is a need for robust screening of apprentices before accepting them onto a programme. Many standards are now longer in duration

and more complex in terms of the knowledge, skills and behaviours that the apprentice will need to evidence as part of their end-point assessment. There could be a need to refine processes to ensure that the apprentice is assessed and allowing the employer to support the apprentice to develop the required behaviours, competencies and knowledge during the programme.

6 The transition project

Inputs from other sections to support these actions:

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment > Overview Actions Perspectives/case studies Links 10 Curriculum design 11 Delivery & preparing for end-point assessment

From topic: 2 (Business planning) •

Business and customer objectives and targets, including sectors and occupations

•

Selected apprenticeship standards

•

Mapping of your current frameworks to standards

•

Standards identified for piloting and outline timetable

12 Higher & degree apprenticeships 13 Your people & their skills

Case studies

Revised apprentice recruitment plan, with targets linked to business development growth targets

Review of your recruitment offer and systems for employers, taking account of the impact of the reforms on your support for employers and potential apprentices

Review of your relationships with local schools, sixth form colleges and other education providers

Review of selection and screening processes

From topic: 6 (The transition project) •

14 Your systems & procedures 15 Quality arrangements

The outputs of your work in this area will be:

Timeline for transition From topic: 7 (Business development & sales)

•

Contacts with employers, schools, career and vacancy services

Commissioned and funded by ETF.

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9 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Actions L

Actions for Leaders

2 Business planning

Understand your strategic priorities for delivery;

3 Finances & funding

Source reliable labour market information

4 Organisation planning

Assess the market demand within your sector and geographical area and identify any growth opportunities

5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment Overview > Actions Perspectives/case studies Links 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Apprentice recruitment

Identify what current provision remains open to offer and what may be discontinued Identify any disadvantaged groups and set targets to widen participation Set recruitment targets and communicate these to the recruitment teams and any staff with IAG responsibilities Ensure your find apprenticeship training section of the Apprenticeship Service website is up-to-date with your latest apprenticeship framework / standard offer, so it is visible to employer

Actions for Managers Make sure that you and your recruitment staff are fully up to date with the reforms, the funding and the organisational response to the changes Consider how you will meet the recruitment targets set by leaders Look at what other providers are already doing? Consider how you will define the Unique Selling Point (USP) for your organisation in terms of the offer to young people and their parents Link with the marketing department to ensure that recruitment material has been updated to reflect the new offer Consider how to adapt your marketing approach to attract apprentices from disadvantaged groups Ensure that statutory information, advice and guidance (IAG) responsibilities are discharged effectively promoting the full range of options (both internal and external) to existing students Consider the capability and capacity of your team to deliver the new targets As a provider you may also be subject to levy and the 2.3% public sector targets, you need to confirm the rules for acting as your own provider

Case studies

Commissioned and funded by ETF.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment Overview > Actions Perspectives/case studies Links 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Apprentice recruitment

Actions (continued) P

Actions for Practitioners Understand how many of your employers are levy payers and consider how best to engage them Understand the opportunities inherent in new standards in a way that you can communicate positive messages to schools, parents and young people Read the ground rules within the delivery of new apprenticeships and understand; eligibility, minimum hours of employment; time to be spent off the job, the requirement for end-point assessment, so that interested young people know what to expect Research career pathways identified through professional bodies and sector skills councils. Where do new standards fit? Consider the time lines your organisation has set for transition â€“ when will your standards be ready for delivery? How quickly do your leaders want to make the jump from frameworks to standards? Do you feel equipped to engage learners and employers? Engage with marketing colleagues to select the appropriate messages and media to use for getting the message across? Work in partnerships with employer groups to promote the apprenticeships with schools linking opportunities for work experience, work shadowing and traineeships

Case studies

Commissioned and funded by ETF.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment Overview Actions > Perspectives/case studies Links 10 Curriculum design 11 Delivery & preparing for end-point assessment

Apprentice recruitment

Perspective/case studies “In many cases, we help the employer to recruit a suitable apprentice (as part of the offer). We run assessment centres for potential apprentices – those who have applied for an apprenticeship through the college are taken through the BKSB tests and are taken through the expectations of an apprentice. With engineering apprenticeships, for example, we also put them through a maths test. If there are 100 applicants, then we would send the top 30 candidates to the employer for consideration. The employer then looks at their CV and whittles it down to 20 applicants ready for an assessment / interview day, which we attend as well to explain what’s involved to the apprentice – an honest approach - the challenges and opportunities. The employer would then select the successful apprentices. Those who aren’t successful at the maths test or the interview, we take them through the other opportunities available with similar employers or in other industries.”

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(Jo Daley talks about how the University has helped large employers with their selection process, making sure the right candidates are recruited for the role and training.) Sheffield Hallam University Jo Daley, Corporate Partnerships Lead and Principal Lecturer The University has been an early adopter of the new higher and degree apprenticeship standards and currently has 22 learners on programme focused on management.

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Links Find an Apprenticeship service Find an Apprenticeship service will be replaced by The Apprenticeship Service when it comes on stream for all employers Find apprenticeship training: how to submit data Information for training providers on submitting your apprenticeship training provision through the course directory provider portal Recruit an apprentice

Overview Actions Perspectives/case studies > Links

Recruit an apprentice has now replaced apprenticeship vacancies as the official service for posting and managing apprenticeship vacancies and traineeship opportunities in England

10 Curriculum design

How to create apprenticeship vacancies and manage applications on the recruit an apprentice service

11 Delivery & preparing for end-point assessment

Technical guide

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Parents’ guide to apprenticeships Will help explain to parents

Labour market information and intelligence:

8 Marketing & communications 9 Apprentice recruitment

Apprentice recruitment

Embedding LMI into Training and Practice for Career’s Advice

Apprenticeships: resources for teachers and advisers Resources on GOV.UK site to help teachers and careers advisers offer information, advice and guidance to young people, about apprenticeships A guide to apprenticeships GOV.UK guide for potential apprentices

National Careers Service website Service for young people and others – useful tools for IAG

Main GOV.UK site for people seeking apprenticeships. Advice and guidance for those looking to apply for an apprenticeship What young people will see if they apply online

Commissioned and funded by ETF.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications

Links (continued) Main hub page on apprenticeship reforms updated with all of the latest information This gives you the latest government guidance and publications Published standards and those in development These will tell you what is potentially available to read in context with your organisational business plan This will allow you to assess which apprenticeship standards are currently in development, for planning purposes

9 Apprentice recruitment Overview Actions Perspectives/case studies > Links 10 Curriculum design 11 Delivery & preparing for end-point assessment

14 Your systems & procedures 15 Quality arrangements Case studies

EDI apprenticeship foundation course (modules on marketing and induction) This interactive course is designed to support apprenticeship front-line staff to engage and develop a diverse range of apprentices (and their employers) right the way through their apprenticeship journey Learning Records Service The personal learning record is an online compilation of a person’s learning and achievement records collected by UK education bodies. Documents required if you wish to register to use LRS services for your learners

Traineeship Staff Support Programme A selection of free resources and materials to support providers in their delivery of traineeships – including progression to apprenticeships Traineeship referral sheet – providers

Possible future developments

Traineeships: employers

(how will this topic page develop over the next 6-12 months)

12 Higher & degree apprenticeships 13 Your people & their skills

Apprentice recruitment

Higher and degree apprenticeship guide and fact sheet Provides information for young people on the opportunities, progression and benefits of doing a higher or degree apprenticeship

When further policy details are announced, for example the Apprenticeship Service, we will consider their impact on this topic and adjust the content accordingly. Expect a larger number of providers and employers to start making the transition. As more providers begin to promote standards, we will find and share more in-depth case studies, perspectives and practice.

Commissioned and funded by ETF.

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10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning

Overview This section focuses on understanding and translating standards into an individual learning plan and brings together the training resources that will deliver what is required to prepare the apprentice for end-point assessment.

3 Finances & funding

6 The transition project

Apprenticeship Standard

Assessment Plan

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design > Overview Actions Perspectives/case studies Links Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

and awareness related to extremism and British Values for example should be embedded as part of the wider learning programme to ensure apprentices develop a deeper understanding of how to live and work in a safe environment. Decoding the standard and end-point assessment plan to prepare learning plans for the employer and apprentice(s)

4 Organisation planning 5 Partnership & collaboration

Curriculum design

Individual Learning Plan

The standard sets out the requirements for someone who is competent in the occupation. The end-point assessment plan sets out the criteria that the End-point Assessment Organisation will use to assess competence. What is not provided is the map that takes the apprentice through their apprenticeship. This will include configurations of training, progress checking and observation, achieving any mandated elements, and conducting formative assessment, initial and diagnostic assessment practice for end-point assessment requirements. Configuring those elements with the employer will lead to a plan to complete an apprenticeship, including the selection and / or design of training materials, facilities and equipment. Elements when reviewing a standard could include:

Understanding the standard and end-point assessment plan Your curriculum leads should become familiar with the elements of the standard and end-point assessment plan that directly impact curriculum planning. In particular, they should understand and reach a view on their approach to delivering the knowledge, skills, behaviours, English, maths and any mandated elements (including required qualifications) such that apprentices will be ready for independent end-point assessment. In addition equality, diversity

â€˘

is this a single occupation or are there core and optional components to consider? Are there multiple pathways for apprentices to select?

â€˘

what are the maths and English considerations to teach to level 2 and to meet the Gateway?

â€˘

what is the typical duration (perhaps a minimum or typical duration is stipulated). The minimum default is twelve months.

Commissioned and funded by ETF.

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Overview (continued) •

is there a requirement for professional registration? Is this a defined option?

•

what are the mandatory components to meet the gateway and what are the gateway requirements?

•

how is grading applied and what must an apprentice do to achieve a higher grade?

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Curriculum design

And, the particular issues you might want to consider include:

•

the employer may decide that they want to deliver certain elements of the apprenticeship curriculum. Providers and employers will need to agree and set clear timelines to identify which elements of the curriculum will need to be delivered.

•

ensuring the 20% off the job requirement is accommodated. Off-the-job training is defined as learning which is undertaken outside of the normal day-to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties. The ESFA rules for funding has detailed guidance pertaining to evidence requirements. Further guidance on what this might look like has been issued in June 2017

•

making sure that the early stages of a programme are sufficiently engaging to retain apprentices throughout the on-programme phase into end-point assessment

9 Apprentice recruitment

•

how are employers engaged in curriculum design?

10 Curriculum design

•

finding innovative, effective and contextualised ways of meeting minimum maths and English requirements

•

offering sufficient opportunities to shape and develop the required standards of behaviour

•

allowing sufficient time for the apprentice to become familiar with and prepare for end-point assessment

With your input, your organisation’s financial planners will have established viability thresholds, in terms of the numbers of apprenticeships and revenue required, and resources available for you to realistically deliver the standard.

11 Delivery & preparing for end-point assessment

•

This will give your curriculum lead the parameters to plan the deployment of resources and the delivery of apprenticeships.

12 Higher & degree apprenticeships

how might you integrate technology, or use distance learning to support achievement?

Location and delivery considerations

13 Your people & their skills

•

7 Business development & sales 8 Marketing & communications

> Overview Actions Perspectives/case studies Links Tools

14 Your systems & procedures 15 Quality arrangements

what is the main setting for training? Is it in the classroom, on the job with off the job plans integrated? Is there any virtual learning and access to online resources? How does one compliment the other? How does an apprentice learn, practise, then learn?

Bringing together the financial, human and training resources for delivery

Within a plan for the delivery of an apprenticeship standard, it is important to establish performance and progress measures, indicators, funding measures, quality measures and reporting milestones. At an organisational level, these will aggregate to business plan targets within a performance management system.

Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 105 OF 172

10 Foreword Introduction About the toolkit 1

Overview (continued)

2 Business planning 3 Finances & funding

From topic: 1 (Vision, strategy & leadership) •

5 Partnership & collaboration 6 The transition project 7 Business development & sales

10 Curriculum design > Overview Actions Perspectives/case studies Links Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures

Your vision and strategy for your future apprenticeship offer strategic objectives and high-level performance and financial targets for your future apprenticeship offer From topic: 2 (Business planning)

8 Marketing & communications 9 Apprentice recruitment

Inputs from other sections to support these actions:

Vision, strategy & leadership

4 Organisation planning

Curriculum design

•

Segmented business and customer objectives and targets, including sectors and occupations

•

Target standards (those switching from frameworks and new)

•

Standards identified to pilot

•

Top level timings for piloting, dual running and switchover

From topic: 4 (Organisational planning) •

Delivery structure for apprenticeship standards From topic: 5 (Partnership & collaboration)

•

New / adjusted model of sub-contracting delivery (as lead or sub-contractor) From topic: 6 (The transition project)

•

Consolidated transition plan with milestones and timeline

•

Risk and issues management processes

From topic: 3 (Finances & funding) •

Financial plan, targets and budgets, I&E / Cash Flow forecasts

•

Pricing structure and pricing examples for employers

•

Costing model

•

Viability assessment, targets and parameters for individual apprenticeship standards

15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 106 OF 172

10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Overview (continued) The outputs of your work in this area will be: 1

Curriculum leads, familiar with standards, the key terminology and how to create training plans

A training plan for each standard that you can adapt for individual apprentices and employers

Resources in place for your trainers to use with your apprentices and employers

Performance indicators, funding measures, quality measures and reporting milestones within a performance management system

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design

Curriculum design

> Overview Actions Perspectives/case studies Links Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Looking for more detail on curriculum design?

The Future Apprenticeships programme has produced more detailed guidance on curriculum design which can be found on the Foundation Online Learning platform (you will need to log in and enrol).

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 107 OF 172

10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Actions L

Actions for Leaders Communicate the following to the managers responsible for developing curriculum / overseeing delivery: •

priorities for delivery

•

timeline for transition from the delivery of frameworks to standards

6 The transition project

•

costing models

7 Business development & sales

•

objectives and targets

4 Organisation planning 5 Partnership & collaboration

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design Overview > Actions Perspectives/case studies Links Tools

Curriculum design

Actions for Managers Work with Marketing / Business Development colleagues to understand the employer market and how it segments Make sure that you and the relevant design and delivery staff are fully up to date with the reforms, the funding and the organisational response to the changes Create a costed apprenticeships design and implementation plan that meets the strategic priorities and the transition timeline Assess the viability of the apprenticeships design and implementation plan from your perspective and from the perspective of different employer segments Create an implementation timetable for putting the necessary training resources in place for your chosen delivery model(s) Mitigate against other risks to successful training, e.g. rural environments, changing technologies, changing legislation

11 Delivery & preparing for end-point assessment

Identify ways in which employers can be engaged in the design of training

12 Higher & degree apprenticeships

What are the organisations proposals for delivery of maths and English, ensure these meet general requirements of standards

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 108 OF 172

10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Actions (continued) P

Actions for Practitioners Preparation Understand the apprenticeships design and implementation plan and accompanying timeline, how this fits with current commitments for apprenticeship delivery Identify what you will need to do to prepare for delivery of a new standard

8 Marketing & communications

Understand the costing model proposed by your organisation

9 Apprentice recruitment

Designing new training

10 Curriculum design

Read the standard and end-point assessment plan carefully. The standard defines what skills the apprentice must be able to demonstrate, what knowledge will be required to support the role and how they should behave. All three elements must be factored in, with allowance for at least 20% off the job training, and any maths and English delivery

Overview > Actions Perspectives/case studies Links Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Curriculum design

Consider if there are mandatory qualifications in the standard or any suggested options in the end-point assessment plan. Factor in the awarding arrangements to be met before the learner passes the gateway Understand the role of the End-point Assessment Organisation - what are the range of assessment methods to be used to end point assess the standard and how will you need to prepare learners to meet the gateway? Create milestones for assessing acquired competence. How will the delivery staff be able to gauge when the learner is ready to move to end-point assessment? Use the opportunity to ensure that equality, diversity and awareness related to extremism and British Values for example, are embedded in the curriculum

Consider how this could be delivered and how this fits with current attendance patterns for training (e.g. day release, sandwich, evening / weekend, virtual etc.) Identify opportunities for flexibility / innovation Can you see the potential for employers to want to deliver some elements of this? How would you factor that into your design? Is there more than one model of delivery?

Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 109 OF 172

10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design Overview Actions > Perspectives/case studies Links Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Curriculum design

Perspectives/case studies Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

Recording (click PLAY twice to start) STOP

(Rob Stonehouse details the college’s approach to curriculum design and the process they worked through.) “You need to be flexible as you go along. During our pilot cohort, the employer decided they wanted to rebalance the time the apprentices was on-the-job and off-the-job. At the end of the first year, we also made changes to the way we deliver some of the units, to improve our delivery. Flexibility is important.” Bedford College Rob Stonehouse, Assistant Director The College has 1,200 annual apprenticeship starts and has spent several months planning to deliver some of the new standards. It has just started delivering one of the new standards to a small cohort of learners as a pilot, with another cohort about to start.

PLAY

PAUSE

RESUME

STOP

(Andrea talks about the need to understand the new standards in light of occupational roles rather than a set duration, and how she communicated this to staff.) Profile Development and Training Ltd Andrea Webb, Managing Director Profile Development and Training Ltd is a small independent training provider based in Kent who is in the process of adopting some of the new standards.

“Make sure your trainers and assessors go through the standards in detail – they are the specialists. Go through the standards and end-point assessment plans, look at what the employers want, and plan out your delivery (your product). Ask the questions – can we deliver this? What can we offer to the employer as ‘added value’? Does this give our business development team the information needed to build an offer and have conversations with employers? Then look at the costings and pricing structures.” Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 110 OF 172

10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Curriculum design

Perspectives/case studies (continued) “Where a standard is quite structured (e.g. an engineering standards that includes licences to practice or mandatory qualifications) the standard has given us more control over the timing of what is taught. For example, we are now able to make sure our apprentices achieve their safety certificate early on in their apprenticeship, so they can operate and train in customers’ homes quickly. Where a standard is less structured (e.g. customer service), we are able to make sure the training meets the needs of apprentices right across the business.” British Gas Centrica Erica Farmer, L&D Consultant – Apprenticeships British Gas Centrica is an employer apprenticeship provider. It currently has over 90 apprentices on the new customer service and smart metering standards, 1,500 on existing frameworks and is aiming to increase this to thousands of apprentices across various job families over the coming years.

“Start with the end in mind – what are the requirements of the end-point assessment? What needs to be achieved by the apprentice? How will this be assessed? The standard is a high level overview, but the end-point assessment plan and (in some cases) the occupational briefs will help give you detail. We set up working parties to look at particular standards and end-point assessment plans, and appointed a lead and sub-editor who worked with our members of staff with specialist knowledge. Be careful to build in time for qualifications and other requirements specified in the standard and end-point assessment plan (e.g. 3 month reflections in some the social care standards). This may mean moving away from the twelvemonth delivery model.” Hospitality Industry Training Hilary Mosedale HIT delivers 8,470 apprenticeships in the hospitality, social care and retail sectors. It has started to deliver two of the new apprenticeship standards and currently has around 200 apprentices on programme, with detailed planning in place to start delivering other apprenticeships standards too.

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 111 OF 172

10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design Overview Actions Perspectives/case studies > Links Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Curriculum design

Links NAS 2020 Vision NAS video outlining the governmentâ€™s 2020 Vision for Apprenticeships Apprenticeship standards - list of all occupations available â€“ published standards and those in development These will tell you what is potentially available to read in context with your organisational business plan. This will help you to plan delivery in the coming months and to undertake some outline risk assessment mapping for your curriculum areas Apprenticeship standards approved for delivery â€“ the apprenticeship funding bands page lists the apprenticeship standards that have an approved assessment plan and funding band

Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles EDI apprenticeship foundation course This interactive course is designed to support apprenticeship front-line staff to engage and develop a diverse range of apprentices (and their employers) right the way through their apprenticeship journey How employers and training providers should meet the 20% off-the-job training requirement for apprentices, with some best practice examples

This is the list of standards that will now replace or widen the scope of frameworks. Standards showing (approved for delivery) include an approved assessment plan and are ready for employers and training organisations to use. However, in order to check if there is an approved assessment organisation, you will also need to check the RoEPAO

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 112 OF 172

10 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Links (continued) Procuring training for an apprenticeship standard: a guide for employers of apprentices Useful guide to help explain the new system to employers Details of the role and responsibilities and the members of the Apprenticeship Delivery Board (ADB) The Apprenticeship Delivery Board (ADB) will advise on expanding apprenticeships nationally, and will aim to increase the number of apprenticeship places that employers offer in both the public and private sector

10 Curriculum design Overview Actions Perspectives/case studies > Links Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures

Curriculum design

Institute for Apprenticeships In the Autumn Statement The Chancellor announced the Governments’ intention to establish a new independent body to support employer-led reforms and regulate the quality of apprenticeships. This was subsequently renamed with an expanded remit but details are still to be clarified Apprenticeships that work CIPD 2014 CIPD guide aimed at employers but with useful employer perspectives

Employer Engagement Summary - QAA Engagement with employers, as part of the design and delivery of the curriculum, is considered central to enhancing and supporting student employability Teach Too ‘employer-provider’ collaboration resources The Foundation’s Teach Too programme produced a number of case studies focused on ‘employer-provider’ collaboration in the design of vocational programmes, including Apprenticeships and embedding maths in delivery Maths and English Pipeline – resources to embed maths and English effectively The Foundation’s Maths and English Pipeline programme produced a range of resources to help staff to effectively embed maths and English into apprenticeship delivery. These include examples for particular industries (health and social care, hospitality, construction and hair and beauty) EDI apprenticeship foundation course This interactive course is designed to support apprenticeship front-line staff to engage and develop a diverse range of apprentices (and their employers) right the way through their apprenticeship journey

15 Quality arrangements Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 113 OF 172

10 Foreword Introduction About the toolkit 1

Tools 10.i

Vision, strategy & leadership

4 Organisation planning

Unpicking the standard â€“ curriculum exercise Use when working through new standards to assess the viability and potential for delivery

2 Business planning 3 Finances & funding

10.ii

5 Partnership & collaboration

Glossary of terms for standards and assessment plans An explanation of the terms most commonly used in standards, end-point assessment plans and guidance documents

6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment

10.iii

10 Curriculum design Overview Actions Perspectives/case studies Links > Tools 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Curriculum design

10.iv

Possible future developments

Decision tree for curriculum planning

(how will this topic page develop over the next 6-12 months)

To support outline thinking when considering curriculum planning for new standards

The methodology of designing a curriculum from the standard and end-point assessment plan is likely to develop significantly in the next two years.

Delivery model and associated costs

We expect a larger number of standards and end-point assessment plans to be ready for delivery over the next year (with frameworks being switched off) and so, where required, the content in this section will be adjusted accordingly. The guidance for end-point assessment plans will also evolve especially in the areas of quality assurance and governance â€“ for example the role of the Institute for Apprenticeships.

A template to help curriculum and business development teams map delivery models and associates costs for each standard

(Double click the paperclip icon to download the tool)

We also expect that in the next 6-12 months a larger number of providers will start developing and delivering the new standards. We hope to be able to share more in-depth case studies, perspectives and practice.

Case studies

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 114 OF 172

Initial assessment

ompletion ccupational Delivery & preparing for &end-point assessment certification competence

n-theob & off-theob training & or echnical ertificate

• Mandatory qualifications • Maths & English

• Personal Learning & Thinking Skills

Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3

esign & contracting Finances & funding with employers

4 Organisation planning

Overview

• Employment Rights & Responsibilities

This section considers the processes of interpreting a standard and reviewing an end-point assessment plan to create employer and apprentice versions of each training plan, so that an apprentice can follow a training programme to meet the criteria (the gateway) for end-point assessment. Initial assessment

n-programme training

Gateway

• Qualifications are not mandatory in all standards, although some standards do include them

End assessment

ompletion & certification

ccupational competence

• Individual plans and progress checking to prepare for the gateway to end-point-asssessment • Maths & English

5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design

Providers will need to develop specific skills in the interpretation of apprenticeship standards and end-point assessment plans to feed the design of their curriculum menu and of specific programmes with employers.

11 Delivery & preparing for end-point assessment

Before assessment

> Overview Actions Perspectives/case studies Links 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Prior to the final end-point assessment, each apprentice is recommended to follow a structured programme of training and development lasting a minimum of twelve months. This needs to include significant learning within that time and an evidenced minimum amount of off-the-job training which can include time spent with the training provider, employer and any structured learning. Each standard includes a recommended or typical duration. The actual training period is unspecified in the published end-point assessment plan. This is the opportunity for a training provider and / or the employer to create a programme tailored to a particular business as long as it achieves competence in the prescribed knowledge, skills and behaviour statements, creatively using training resources (see Section 10 Curriculum Design).

The published end-point assessment plan typically specifies the competences or qualifications required prior to being permitted to attempt the end-point assessment, referred to as the gateway. This can include the completion of a portfolio, a self-assessment exercise or the achievement of certain certificated activities such as the Care Certificate or a Health and Safety qualification. Maths and English requirements need to be met before the endpoint assessment can be attempted and therefore form part of the assessment gateway. This is a requirement of the programme and funding rules.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 115 OF 172

11 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment > Overview Actions Perspectives/case studies Links 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Delivery & preparing for end-point assessment

Overview (continued) Qualifications

Engagement with an End-point Assessment Organisation (EPAO)

Some standards specify mandated qualifications that must be achieved during the on-programme phase. These qualifications are clearly indicated in the end-point assessment plan and standard. If a qualification is not specifically referenced in the standard, then any study towards this is deemed to be on-programme and therefore optional. A relevant qualification can offer a structure to build the training period around, but is not formally part of the apprenticeship standard requirements. Some standards are being updated as technology and qualifications change and the requirement for qualifications may change within a standard, so regular professional updating is highly recommended.

Every apprentice will undertake an end-point assessment administered by an assessment organisation in line with the requirements of the end-point assessment plan. Providers will need to develop relationships with a range of sector EPAOs, potentially for each individual standard. The EPAO may need to be involved in the training plan as some elements may be carried over to the end-point assessment (such as a portfolio or unspecified but mandatory training components). Steps in developing a relationship with an EPAO may include:

End-point assessment The published end-point assessment plan describes the assessment components to be undertaken. Some standards contain an employer brief, or amplification document. The plan can be used by training organisations to help plan the learning programme to prepare a candidate for end-point assessment with an End-point Assessment Organisation (EPAO). The training provider delivering the on-programme training cannot undertake the end-point assessment for their apprentices and can only deliver end-point assessments for candidates from other organisations if they are an approved EPAO on the Register of End-point Assessment Organisations held by the Education and Skills Funding Agency (ESFA). The training provider should provide assessment opportunities that align closely with the end-point assessment as part of apprentice preparation. These formative assessments may (or may not) be made available by the network of EPAOs.

•

scanning the ESFA Register of approved EPAO for standards you want to deliver

•

responding to the employer’s choice of EPAO. The employer chooses but may request advice

•

developing a direct relationship with EPAO who will contract directly with lead providers

•

looking at EPAO assessment support resources and success data

Degree Apprenticeships may sometimes contain an integrated degree which combines achievement of the degree with the final assessment. Where the degree apprenticeship standard does not specify a separate end-point assessment, the HEI can deliver the end-point through the degree apprenticeship.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 116 OF 172

11 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment > Overview Actions Perspectives/case studies Links 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Delivery & preparing for end-point assessment

Overview (continued) Training providers and end-point assessment You will deliver the on-programme training with the employer and prepare the apprentice for the end-point assessment. Together you will judge their readiness for the assessment. To do this effectively you will need to know the standard thoroughly and understand the structure and format of the end-point assessment. It is important that you fully understand the grading of apprenticeships and how higher levels of achievement are judged (such as the criteria required for the award of a Distinction). There could be a number of dimensions to this role that you could consider during the transition phase (see transition planning). Facilitating the engagement of an EPAO. Employers have the responsibility to select an EPAO, but it is likely that they will ask for your help in the selection. The EPAO may need to understand the on-programme plans as some end-point components require outputs from the training phase (such as portfolios, work products and self-assessment checklists). Procuring the EPAO service. The EPAO fees are paid from the overall funding package for an apprenticeship through the training provider and so you have a role in the procurement of the EPAO. Most EPAOs will publish their fees for the end-point assessment, but you may have choices to make around the method of assessment and the actual price paid. For example, some EPAOs may offer facilities off-site for an off the job assessment day, others may wish to use the employerâ€™s facilities or a providerâ€™s premises for the same assessment. There may be only one EPAO identified as being able to offer the assessment, but in time there may be others from which to make a selection.

Your facilities and staff. Assessment organisations may look for assessors from within the provider network to act on their behalf. If your staff act as assessors, this will depend their understanding of the end-point assessment plan and offer an additional opportunity within apprenticeships. Additionally, EPAOs may wish to use your facilities to administer assessments. This may be a low-risk mechanism to gain assessment experience in your organisation. Becoming an EPAO Your organisation may have the resources to become an End-point Assessment Organisation independently from delivering the training. This is a separate application process administered by the ESFA. This will entitle you to undertake end-point assessments for other training organisations and will require the establishment of productive relationships to develop the network of contacts for this purpose. There are a range of mechanisms to participate as an EPAO, that include working as a consortium or as a contractor. A separate programme of support is in place through Future Apprenticeships, to support organisations and assessors considering the delivery of end-point assessment (see links in this section). Progress and milestones Employers are central to the development of apprenticeships and the progress achieved by trainees will depend significantly on the resources provided by the employer. Meeting the gateway (which could include practice end-point assessments) may depend on effective training planning to ensure the requirements are met.

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 117 OF 172

11 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Overview (continued)

9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment > Overview Actions Perspectives/case studies Links 12 Higher & degree apprenticeships 13 Your people & their skills

•

an apprentice is judged as meeting the gateway, but in reality is not assessment ready

•

the end-point assessment is poorly delivered and not in line with provided resources and preparatory materials

•

the conduct of the end-point assessment differs from the assessment organisation stated procedures and the provider has prepared for the assessment using inappropriate resources

Some end-point assessment plans specify procedures in case of assessment failure. For example, some stipulate that any component can be repeated but a maximum of a pass grade is available. It should be noted that the funding available is at programme level and any costs associated with unsuccessful assessment must come from within the agreed amount of funding (although an employer may be prepared to pay additional fees). You could set up a series of milestones to manage progress within the training plan. Some standards offer prescriptive milestones for achievement during the on-programme phase. This is part of the overall quality management process, but could include: a

Formally recording the registration activities. This could include the employer’s declaration and commitment to supporting the apprentice and driving the training programme

An initial assessment to plan in outline the likely expected training period. For all apprentices this will be from one year up to at least the expected duration specified on the standard. For some more

14 Your systems & procedures 15 Quality arrangements Case studies

job-experienced workers an assessment of existing competencies should be included and mapped to the standard. This will balance the expected training period with the current job-readiness of the apprentice. This method supports older, new entrants to a role who are able to access the job because it comes with a programme of structured training

Some apprentices will not pass the end-point assessment and the reasons for this will have implications for the quality assurance cycle. For example:

7 Business development & sales 8 Marketing & communications

Delivery & preparing for end-point assessment

Progress and achievement targets. This is a highly customisable element of the plan that allows programmes to fit employer’s expectations. There are some considerations such as incentive payment points for young people early in the programme and an inspection of the provider requiring evidence of progression and achievement in apprenticeships (usually for audit or inspection, such as an Ofsted inspection)

Quality assurance milestones for internal and external quality assurance. Your organisation may wish to capture quality checkpoints as part of continuous improvement. These might be end of section checkpoints, completion of the skills elements, portfolio review, achievement of mandated training, certification (such as a Health and Safety training certificate). These can be agreed with the employer at the outset and will support apprentices towards timely achievement

Completion requirements for the gateway. This might include portfolio submission dates, achievement of qualifications and dates for practice assessments (knowledge tests, interviews and self-assessment checklists)

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 118 OF 172

11 Foreword Introduction About the toolkit 1

Delivery & preparing for end-point assessment

Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

2 Business planning From topic: 10 (Curriculum design)

3 Finances & funding 4 Organisation planning

•

5 Partnership & collaboration 6 The transition project

From topic: 2 (Business planning)

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

A training plan for each standard that you can adapt for individual apprentices and employers

•

Business and customer objectives and targets, including sectors and occupations

•

Selected apprenticeship standards

•

Mapping of your current frameworks to standards

•

Standards identified for piloting and outline timetable

The outputs of your work in this area will include: 1

Development of practice assessments (buy or create materials for use internally or commercially)

Processes for defining how each apprentice will meet gateway criteria, and be ready for end-point-assessment

Relationships with End-point Assessment Organisations (EPAO)

> Overview Actions Perspectives/case studies Links 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Looking for more detail on preparing apprentices for end-point assessment?

The Future Apprenticeships programme has produced more detailed guidance on preparing apprentices for end-point assessment which can be found on the Foundation Online Learning platform (you will need to log in and enrol).

Commissioned and funded by ETF.

FUTURE APPRENTICESHIPS TOOLKIT / PAGE 119 OF 172

11 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Actions L

Delivery & preparing for end-point assessment

Actions for Leaders

For each of the standards to be delivered, prepare an analysis of the requirements for teaching, training, learning and assessment including maths, English and any mandated training or qualifications

Refine the workforce development plan in the light of the review, including incorporating new resource to deliver the range of standards available

Assess the resources required for each standard in order for apprentices to meet the gateway. This should include such preparations as necessary to allow them to undertake the end-point assessment with confidence

Actions for Managers

Quantify the resources to meet any qualifications and activities that support the gateway including components such as portfolios and work products

11 Delivery & preparing for end-point assessment Overview > Actions Perspectives/case studies Links

Agree a set of quality criteria for training plans to show progress, achievement and the sources of evidence required for internal quality management and evidence for any external inspections and audits

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures

Actions for Practitioners

Undertake a review of the capacity and skills base of the training team. This could be focused on the ability to undertake individual training plan development using the standards and end-point assessment plans

Provide the required resource for practitioners that allows them to undertake the pre-assessment of apprentices, delivers the requirements of the gateway and to incorporate the role of the employer effectively into the training plan

10 Curriculum design

Prepare a delivery plan for each standard based on the likely employer volumes and delivery mechanisms selected. This can then be tailored for each apprentice in each employer location Contact EPAOs approved to assess the standard and make sure that you have a working understanding of the resources produced by them and the expectations of the gateway Embed systems to capture employer feedback, informal assessment opportunities and a wide range of evidence to support the completion of the gateway

15 Quality arrangements Case studies

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2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment Overview Actions > Perspectives/case studies Links 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Delivery & preparing for end-point assessment

Perspectives/case studies Recording (click PLAY twice to start) PLAY

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(Rob Stonehouse details the process the college have set up for putting an apprentice through the gateway and helping them preparing for it.) “As an FE College, we had to move away from the academic term structure and deliver training during holidays and half terms to fit it all in and to fit in with the employer.” “Also, given the number of different standards, it’s not possible to deliver each standard separately in silos. We will have to look at which apprentices have shared units and we can teach then in groups. One of the questions we are grappling with at the minute, is as we get more and more standards, we need consistency in the service we offer to employers and our delivery. We are looking at what we can standardise in terms of our administration teams and staff e.g. progress reports, monitoring reporting, attendance reporting and meetings throughout the year. This is what our internal apprenticeship board is looking at. This is a growth area for government and it’s important we can respond to that – so that’s why we’re looking at these questions around teaching and processes now.”

“Also, be prepared for nuances within standards. Our first pilot (Automotive Mechatronics) a four-year apprenticeship. The apprentice is required to move through a ‘gateway’ after their first year to evidence competence at Level 2, before moving onto Level 3 in the second year. It required us to work carefully with the employer and awarding organisation (mandatory qualifications) to choose three of the thirteen units to develop assessment for. These were approved by the employer and awarding organisation and later approved by internal and external verifiers. We had to be careful to ensure the ‘on-programme’ test was robust but realistic. This gateway requirement after the first year is unique to the standard and differs to the main gateway the apprentice has to move through to reach the end-point assessment.” Bedford College Rob Stonehouse, Assistant Director The College has 1,200 annual apprenticeship starts and has spent several months planning to deliver some of the new standards. It has just started delivering one of the new standards to a small cohort of learners as a pilot, with another cohort about to start.

“Consider how you will provide the employer with a consistent approach and service. In some cases, you will be offering a service to an employer who has several apprentices on very different standards (e.g. engineering apprentices and business admin apprentices). You will need to work across your organisation to make sure you can provide a consistent service to the employer for all their apprentices. This is what the employer will expect.”

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Perspectives/case studies (continued) “As a university, end-point assessment will be a very different way of working. Teaching students to pass the end-point assessment which is independently assessed, will be very different to our usual practice. Degree apprenticeships will be a little more straightforward, as we will be able to carry out the assessment ourselves.” Leeds Trinity University Ian Rowe, Director of Business Development The University is currently putting plans in place to start delivering the new apprenticeships standards in September 2016.

“In our experience, the new system, and the input from employers with the funding and curriculum, has encouraged employers to be more engaged and interested in their apprentice’s progress, training and commitment to the standard.” “The funding rules for standards state that the apprentice should be ‘in learning’ for a minimum duration of 12 months. This doesn’t include completing the end-point assessment. You will need to build this into your timescales and make sure the employer is aware. The employer also has to be satisfied that the apprentice is competent enough to move through to the end-point assessment – so for some, the employer may want the training period to be longer than 12 months too.” Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

Overview Actions > Perspectives/case studies Links 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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Perspectives/case studies (continued) “We have been working with our End-point Assessment Organisation to develop briefs for end-point assessment. We have shared these with our teams who have then fed back to the EPAO to make sure the supporting materials are fit for purpose. This includes an ‘apprentice toolkit’ which details what the gateway and end-point assessment looks like, the different assessment methods, and what the apprentice should be working through with their manager and trainer to prepare for it. This is built into the training so apprentices are comfortable with the assessment and know what to expect e.g. have the confidence to be observed or take part in a professional discussion.” British Gas Centrica Erica Farmer, L&D Consultant – Apprenticeships British Gas Centrica is an employer apprenticeship provider. It currently has over 90 apprentices on the new customer service and smart metering standards, 1,500 on existing frameworks and is aiming to increase this to thousands of apprentices across various job families over the coming years.

“We developed our curriculum for each standard to reflect the end-point assessment methods specified in the end-point assessment plan. For example, if the end-point assessment includes a professional discussion and multiple choice test, then we build these in several times throughout the on-programme training so the apprentice is confident to be assessed in this way.” Hospitality Industry Training Hilary Mosedale HIT delivers 8,470 apprenticeships in the hospitality, social care and retail sectors. It has started to deliver two of the new apprenticeship standards and currently has around 250 apprentices on programme, with detailed planning in place to start delivering other apprenticeships standards too.

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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Perspectives/case studies (continued) “It’s important that providers work closely with the chosen End-point Assessment Organisation to develop an effective working relationship and process. Large employers in particular are likely to be more involved, and will want a process that is collaborative, simple and scalable. Think about how you might develop this with End-point Assessment Organisations.” Barclays Mike Thomson, Head of Early Careers As an employer, Barclays work with a range of providers and have a lot of input into the training themselves. They have around 600 apprentices on-programme (likely to increase with the levy) in a wide range of roles from financial advising, IT and digital, corporate, investment banking and all operational areas. They were one of the first banks to take advantage of Degree Apprenticeships – they also chair a number of trailblazer groups.

“Larger employers who are in-tune with the standards have more of an idea about the EPAOs in place and which they would prefer to go with, although they have also looked to us for advice. SMEs rely on us more heavily to help come to a decision. We’ve spoken with different EPAOs to talk about our interpretation of the standard and make sure that our approach to the training and end-point assessment aligns with EPAO expectations. We’ve developed a summary sheet for each EPAO and our conversations with them, so we can set up an internal preferred supplier list. This will help us guide employers through the decision process and the costs involved.” Newcastle College Lynsey Whitehead, Director of Apprenticeships & Business Partnerships Newcastle College are a large apprenticeship provider in the North East. The college deliver 90 apprenticeship frameworks across a wide variety of industries and are currently making the transition to standards. They have started to deliver a number of standards in the digital industries.

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Delivery & preparing for end-point assessment

Links Register of Register of End-point Assessment Organisations Education and Skills Funding Agency (ESFA) Register of End-point Assessment Organisations Published standards and those in development These will tell you what is potentially available to read in context with your organisational business plan This will allow you to assess which apprenticeship standards are currently in development, for planning purposes

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment Overview Actions Perspectives/case studies > Links 12 Higher & degree apprenticeships

Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles. The relationship between partners in independence of assessment is explored here ESFA funding rules The ESFA: common funding rules and relevant programme rules also have implications for expectations on sub-contracting

13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

How employers and training providers should meet the 20% off-the-job training requirement for apprentices, with some best practice examples.

Maths and English Pipeline – resources to embed maths and English effectively The Excellence Gateway (maintained by the ETF) contains a range of resources to help staff to effectively embed maths and English into apprenticeship delivery

Learning Futures – examples of utilising learning technology The Foundation’s Learning Futures programme produced examples of how learning technology can be used to support the delivery of vocational learning, including apprenticeships (e.g. creation of contextualised videos to support L2 and L3 engineering apprenticeships) EDI apprenticeship foundation course This interactive course is designed to support apprenticeship front-line staff to engage and develop a diverse range of apprentices (and their employers) right the way through their apprenticeship journey What should we ask an End-point Assessment Organisation (EPAO)? 15 questions training providers should ask EPAOs

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Links (continued) Resources on embedding maths in delivery â€“ four guides: Health and social care

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Hospitality & catering Construction & the build environment Hair & beauty

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment Overview Actions Perspectives/case studies > Links 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Possible future developments (how will this topic page develop over the next 6-12 months) There will be a large number of standards and end-point assessment plans published over the coming 12 months. The complexity and quality will increase since the previous rounds of approval will refine the requirements, elements of best practice and quality assurance and curriculum planning processes.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships > Overview Actions Perspectives/case studies Links 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Higher & degree apprenticeships

Overview This section focuses on higher level apprenticeships within your curriculum offer. You will need to be able to identify, plan for and deliver programmes that may integrate formal higher level and extensive qualifications and provide opportunities for occupational progression. Understanding higher and degree apprenticeships Developing new progression routes in apprenticeships extends choice and opportunities to both apprentices and employers. For the learner it creates the chance to study up to and including degree level and presents real potential for a career which offers the continuous building of skills while learning in the workplace. The significant growth in higher level standards widens the offer beyond the traditional craft and service occupations allowing learners to access quality work-based training at a professional, associate professional level in new occupational areas and in those areas with skills shortages. Your staff will need to understand how a higher and degree apprenticeship can support an employer meet increasing skills needs through an employment route. Mapping skills within an organisational development plan could form part of the longer term working relationship with employers.

combined with vocational and academic learning using a fully-integrated degree (inclusive of the end-point assessment) or using a degree plus separate end-point assessment of professional competence. ‘Integrated’ degree apprenticeships involve employers, universities and professional bodies designing an integrated bachelors or master’s degree to test both the academic learning and training required by the apprenticeship. Through organisational needs analysis, as part of your employer engagement process, you can consider how higher-level apprenticeship standards could map to current and future occupations within employer organisations. For employers taking a broader and long-term view of their skills needs, higher or degree apprenticeship standards offer enhanced progression and productivity at all levels. For young people coming to the end of their statutory education, higher or degree apprenticeship standards, up to and including Masters level, offer a route that is equally attractive to university study, both financially and for career development, often as a bridge to professional status.

Developing a higher-level offer Higher apprenticeships and degree apprenticeships include the achievement of academic and vocational qualifications and learning from Level 4 and upwards. Degree apprenticeships are the latest model to be developed as part of higher apprenticeship standards, with apprentices achieving a full Bachelor’s or Master’s degree as a core component of the apprenticeship. On the job training is

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Overview (continued) The scope and reach of the new apprenticeship standards represent an excellent vehicle to widen access to the professions and work with professional bodies. Where previously graduate recruitment has been the long established route into the professions such as accountancy and law and into senior technical skilled occupations such as Incorporated and Chartered Engineer, employers are increasingly looking to offer a wider range of entry routes that enable them to attract and recruit from a broader, more diverse talent pool. The impact of the levy may increase an employer’s interest in higher level apprenticeship programmes as part of a graduate recruitment programme.

Developing partnerships A key elements of a progression offer, is the opportunity for a longer engagement cycle with employers. Typical higher-level apprenticeships are 3 to 5 years in length offering longer-term partnership opportunities that could be built around the following themes:

•

mutual understanding leading to a deep understanding of the employer’s business objectives

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long term career and succession planning

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matching vacancies and turnover to apprenticeship programmes

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mixing curriculum and training options to offer the best training solution

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create an overall training programme around the apprenticeship architecture

12 Higher & degree apprenticeships > Overview Actions Perspectives/case studies Links 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning

•

Your vision and strategy for your future apprenticeship offer

5 Partnership & collaboration From topic: 2 (Business planning)

6 The transition project 7 Business development & sales

•

Business and customer objectives and targets, including sectors and occupations

9 Apprentice recruitment

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Selected apprenticeship standards

10 Curriculum design

•

Mapping of your current frameworks to standards

11 Delivery & preparing for end-point assessment

•

Standards identified for piloting and outline timetable

•

Labour Market Information and forecasts

8 Marketing & communications

12 Higher & degree apprenticeships > Overview Actions Perspectives/case studies Links

From topic: 6 (The transition project) •

15 Quality arrangements

Timeline for transition

The outputs of your work in this area will include: 1

A clear vision for your higher-level future apprenticeship offer and its fit with your wider vision

Selected higher or degree apprenticeship standards that you could pilot or deliver

Career maps which illustrate the relationship of standards to career pathways for the standards you might deliver

Organisational needs analysis resources for staff to work with employers to identify higher-level development opportunities

Partnership arrangements between education and training providers who work with higher educational institutions (HEIs) to widen the higher and degree apprenticeship offer for young people and staff seeking progression

Established partner relationships with local schools and sixth form colleges and other education and learning providers which allow a shared approach to career planning, identifying a range of options to present to young people which widens choices

From topic: 7 (Business development & sales)

13 Your people & their skills 14 Your systems & procedures

Higher & degree apprenticeships

•

Contacts with employers, schools, career and vacancy services and higher education partners

Case studies

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships Overview > Actions Perspectives/case studies Links 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements

Higher & degree apprenticeships

Actions L

Actions for Leaders All providers Identify the strategic priorities for delivery; • what is the new offer based on the strategic analysis of local and growth priorities • what are the opportunities for higher and degree apprenticeships that create a progression pathway for learners at lower levels? • what are the opportunities for strategic partnerships? Consider how your organisation’s strategic vision champions learner progression in terms of skills needs, employability and social mobility Provide staff development activities that ensure staff understand the progression opportunities provided by the higher and degree apprenticeship programme Create systems to lead teams to develop a higher apprenticeship offer to employers Map partnerships across the organisation and set targets for partnership development Commission a provision map for higher level apprenticeships to enable employers to see the potential for role and occupation mapping within an organisational development plan

What should a university do? Planning to deliver higher and degree apprenticeships could represent a way for HEIs to recruit new cohorts of learners, those who may want in future to choose an alternative to a traditional fee paid degrees but must start with employers and employer demand Identify apprenticeship trailblazer occupations with which you have synergy and where employer interest is apparent Plan a strategic HEI response – brief staff Keep up to date on new policies / initiatives emerging from the Government Liaise with Local Enterprise Partnerships regarding apprenticeship frameworks and standards Monitor the development of ‘integrated’ degree apprenticeships and how they are delivered Monitor the approaches of other HEIs, awarding organisations, professional bodies, FE and private providers and consider collaboration and partnership for delivery Consider applying to the HEFCE degree apprenticeship development fund www.hefce.ac.uk/kess/apprentice/dadf/

Case studies

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2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships Overview > Actions Perspectives/case studies Links 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Higher & degree apprenticeships

Actions (continued) M

Actions for Managers Make sure that you and your staff are fully up to date with the reforms, the funding and the organisational response to the changes Consider how the vision, strategy and business planning is coherent with progression opportunities that might be apparent to staff working face to face with employers and other stakeholders such as schools Assess the rate of progression from your vocational and applied programmes with a view to recognising the potential for opening up vocational / work-based progression routes to senior, managerial, technical and professional job roles Consider your sales and marketing approaches to both employers and prospective learners do you promote progression opportunities and market technical and associate professional apprenticeships as a successful occupational destination? Link with the marketing department to ensure that recruitment material has been updated to reflect messages about progression to managerial and professional roles Managers in FE need to ensure that statutory information, advice and guidance (IAG) responsibilities are discharged effectively ensuring that the full range of options (both internal and external) are promoted to your existing cohort of learners. Ensure that there is adequate support for learner progression from one level of apprenticeship to a next level of learning / job role

Develop clear progression routes for apprentices completing programmes at level 2 to Level 3 and onwards

Actions for Practitioners Make sure you fully understand the opportunities inherent in new standards in a way that you can communicate positive messages to employers, schools, parents and young people Maintain awareness of the new apprenticeship standards as they are being created and published so that new progression opportunities can be explored Research career pathways identified through professional bodies and sector skills councils. Where do new standards fit? Develop curriculum and learning programmes which reflect the progression in from lower level apprenticeships and other routes, including experience and skills acquired in the workplace Engage with marketing colleagues to select the appropriate messages and media to use for getting the progression message across? Challenge negative connotations and associations with traditional male, lower level and blue collar occupations in apprenticeships

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(Sarah talks about how the university has approached employers about the opportunities available through degree apprenticeships.) Staffordshire University Sarah Tudor, Head of Skills and Work Based Learning The university delivers apprenticeship frameworks in IT and health and social care, engineering and management. It is currently developing detailed plans to start delivering the new higher and degree apprenticeship standards shortly.

â€œAs part of an initial trailblazer meeting, Quality, Business Development and Operational Managers drafted a potential career development pathway for Licensed Hospitality roles, from Level 1 Pre-employment to Level 5 Multi-site Management. The delivery model incorporated hospitality trailblazer standards along with opportunities for bespoke training, specific to each Pub Company or SME.â€? Charnwood Training Group Alison Robson, Programme Quality Lead Charnwood Training delivers hospitality training across the United Kingdom to licensed hospitality businesses.

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships Overview Actions > Perspectives/case studies Links 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Links NAS 2020 Vision NAS video outlining the governmentâ€™s 2020 Vision for apprenticeships Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles

6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships Overview Actions Perspectives/case studies > Links 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Higher & degree apprenticeships

Published standards and those in development These will tell you what is potentially available to read in context with your organisational business plan This will allow you to assess which apprenticeship standards are currently in development, for planning purposes Higher and degree apprenticeship fact sheet Provides information for young people on the opportunities, progression and benefits of doing a higher or degree apprenticeship

Apprenticeship funding in England from May 2017 HEIs starting new standards and frameworks from May 2017 will be covered by the aligned funding model. This should be read in conjunction with the funding rules. Apprenticeship funding and performance management rules 2017 to 2018 Future of apprenticeships in England: guidance for trailblazers Guidance for groups of employers (trailblazers) on proposing and developing a new apprenticeship standard University Vocational Awards Council UVAC has a wealth of information on higher and degree apprenticeships, including a set of FAQs for HEIs UVAC have now developed a Commitment Statement template for HEI to use with employers QAA quality expectations QAA expectations relating to the quality assurance of Higher Education in Apprenticeships

Apprenticeship funding rules for higher education institutions This document sets out the funding rules for Higher Education Institutions (HEIs) delivering apprenticeship frameworks and standards that start between 1 August 2016 and May 2017

Who monitors? The roles and responsibilities of all organisations involved in regulating apprenticeships.

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Higher & degree apprenticeships

Links (continued) Employer guide to apprenticeships Provides information for employers on the benefits of using apprenticeships for their business and information on what the apprentice will qualify as after working for them Research and analysis: Progression of apprentices to higher education: second cohort Findings of research into the progression to higher education of advanced level apprenticeships in England

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships Overview Actions Perspectives/case studies > Links 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Case studies

Possible future developments (how will this topic page develop over the next 6-12 months) The core content of this section is unlikely to change significantly in the next 6-12 months. Where further policy details are announced (e.g. publication of a Degree Apprenticeships Quality Characteristics Statement), we will consider their impact on this topic and adjust the content accordingly. We do however expect a larger number of providers and employers to start making the transition from frameworks to standards. As more providers get on board this toolkit will share more in-depth case studies, perspectives and practice.

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills > Overview Actions Perspectives/case studies Links Tools 14 Your systems & procedures 15 Quality arrangements

Your people & their skills

Overview The apprenticeship reforms bring with them many challenges for the workforce not only in understanding the changes from apprenticeship frameworks to apprenticeship standards but also how they will need to realign their skills so that they can be effective in delivering the new standards. The skills required to deliver future apprenticeship programmes could be quite different to existing skills. For example, there are critical workforce skills issues relating to:

New demands on your workforce There are many aspects to the reforms that your staff may need to understand which could drive content in your own development activities:

•

how the apprenticeship standard and the approach to assessment have been designed

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how and when the switchover from frameworks is taking place

•

new entry criteria to standards

•

interpreting standards and end-point assessment plans to draft apprentice training plans

•

working with employers in new and innovative ways

•

developing customised training plans and on-programme elements for apprentices

how your teams will understand the environment employers are working, how they operate and their future ambitions

•

developing delivery teams and this teaching skills

what the behaviours statements in each standard mean in terms of the provider supporting the development of emotional wellbeing, and social development of the apprentice

•

developing financial and funding structures and implementing them with customers and contractors

•

This section focuses on the internal skills base in your organisation and how this may need to evolve to deliver the transition plan and the implementation of future apprenticeships in your organisation.

accountability for assessing the competence of the apprentice in the workplace with employers at the heart of the assessment strategy

•

end-point assessment being led by an End-point Assessment Organisation

•

any formalised continuous professional development or widening of skills to include assessment

•

the range of End-point Assessment Organisations and their role in ensuring consistency, transparency and independence

•

the change and project skills your organisation will need for the transition itself

Case studies

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Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills > Overview Actions Perspectives/case studies Links Tools 14 Your systems & procedures

Your people & their skills

Overview (continued) Delivery staff skills needs

External influences

All staff involved in the new apprenticeship learner journey will need to understand how the reforms affect them including those who manage and deliver marketing, employer engagement, applications, enrolment, induction, tutorials, teaching, learning and assessment, progress reviews, internal assessment and verification (where a qualification is involved), learner support and progression.

There may also be external pressures relating to developing staff that should be understood and accommodated in a future apprenticeships programme. Changes to employer delivery could impact on staff working patterns and contracting. This may include working with unions and staff consultation groups.

Delivery staff will also need to identify equality, diversity and inclusion barriers that the new system may have for some groups and put measures in place for these to be overcome (an online course has been developed to support this - see links in this chapter) With an eye to the new learner journey, providers can deploy staff development activities which:

•

compares the skills and knowledge of your current team with those needed for standards, for the wind-down of frameworks and for any interim dual-running

•

meets the needs of all staff in all leadership, design and delivery roles for standards

•

presents a measured programme, aligned to your overall transition plan and geared towards implementation and beyond

•

links to your overall workforce plan

•

develop new skills for trainers that move beyond traditional assessor qualifications

15 Quality arrangements Case studies

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Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning

•

From topic: 2 (Business planning)

6 The transition project •

Targets for sectors, occupations, employers, apprentice recruitment and finance

•

Top level timings for each standard for piloting, dual running and switchover

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

14 Your systems & procedures 15 Quality arrangements Case studies

Workforce development plans and actions that aligns to your plans for the transition to standards and supports any changes in your organisation structure

Enhanced understanding of the reforms and a skills base for transition

From topic: 4 (Organisational planning) •

13 Your people & their skills > Overview Actions Perspectives/case studies Links Tools

The outputs of your work in this area will include:

Your vision and strategy for your future apprenticeship offer

5 Partnership & collaboration

7 Business development & sales

Your people & their skills

Proposals and plans for how organisation structures and key roles will change for apprenticeship standards From topic: 6 (The transition project)

•

Consolidated transition plan with milestones and timeline

•

Risk and issues management processes

Looking for more detail on people and skills?

The Future Apprenticeships programme has produced more detailed guidance on people and skills which can be found on the Foundation Online Learning platform (you will need to log in and enrol).

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Actions L

Actions for Leaders

•

interpreting standards and end-point assessment plans to draft apprentice training plans

•

working with employers in new and innovative ways

•

managing the effects of financial planning and costs of delivery models stemming from the training plans

•

create a workforce development plan that considers the needs for training and communication for at least:

12 Higher & degree apprenticeships

creating curriculum plans for standards

13 Your people & their skills

devising and tailoring individual apprentice training plans to include financial, milestone and progress / achievement checkpoints

15 Quality arrangements Case studies

Create the strategic objectives for workforce development and communicate these internally and to some extent externally Assess the implications for moving to standards in terms of workforce impact. This could include job descriptions and roles, contract structures and hours or patterns of work as well as internal organisation and accountabilities

Undertake an analysis of the skills and staffing requirements needed to move to standards:

interpreting the new standards and end-point assessment plans

14 Your systems & procedures

Capture the range of skills within the apprenticeship and business development team to include the ability to cost programmes, manage tailored delivery milestones and to widen the offer to employers within the existing network and new business development

Provide the resource to allow staff to develop an internal strategy to develop the three main workforce skills issues within future apprenticeships:

Overview > Actions Perspectives/case studies Links Tools

Your people & their skills

Put in place a timeline for development ready for the main impact of new standards late in 2017 Put in place the activities to develop practitioners experience of creating training plans and curriculum plans

Actions for Managers Deliver the measures outlined in the support plan with particular emphasis on: •

staff capacity, capability and skills to implement apprenticeship standards

•

managing risk in apprenticeship delivery in the areas of success, finance and planning

•

the impact of external influences such as employers and business networks, the effect of the levy and the financial requirements for employers to pay in advance of training delivery

Research the Future Apprenticeship offer for support and staff development

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13 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Actions P

Actions for Practitioners Achieve a deeper understanding of the new apprenticeship methodology including: •

systems and processes for delivery, including curriculum planning and employer training requirements

•

marketing and employer development – new employers and modifying arrangements with existing employers with the new requirements

•

customer service and communication – ensuring that the reforms are positively presented without anxiety or reluctance from the employer base

•

11 Delivery & preparing for end-point assessment

sales performance and management – targeting employer success measures and identifying best practice

•

12 Higher & degree apprenticeships

trainee, apprentices and learner support – ensuring success in particular that of 16-18 learners

•

improvements in teaching, learning, training, mentoring and coaching

4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design

Your people & their skills

13 Your people & their skills Overview > Actions Perspectives/case studies Links Tools 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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Vision, strategy & leadership

Perspectives/case studies Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

STOP

(Clare talks about the need to identify the new skills required by assessor / delivery staff, in order to deliver the new standards successfully.) Loughborough College Clare Barker, Head of Apprenticeships & Commercial Development The College currently delivers around 100 apprenticeships annually in the engineering, early years and adult social care industries. It has developed detailed plans to deliver the new standards and is soon to launch its first pilot.

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills Overview Actions > Perspectives/case studies Links Tools 14 Your systems & procedures 15 Quality arrangements Case studies

Your people & their skills

PAUSE

RESUME

Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

Recording (click PLAY twice to start)

Recording (click PLAY twice to start) PLAY

“All your staff need to understand what the reforms are all about. You may have your teaching / delivery staff who understand about the curriculum and end-point assessment, you might have the business development team who understand an overview of the changes, but they all need to have a new mind-set – the standards are about what the employer wants.”

PLAY

PAUSE

RESUME

STOP

(Mark discusses the different approach assessor / delivery staff need to take when delivering the new standards, and the staff changes JTL have made at senior level in response to the reforms.)

(Craig Hargreaves gives an employer perspective on the need for training provider staff to be up to date with industry trends and practices, as well as the role of the employer in supporting continual professional development (CPD).)

JTL Mark Syrett, Southern Business Manager

SABIC UK Petrochemicals Ltd (employer) Craig Hargreaves, Senior Trainer and former Trailblazer Chair

SABIC UK is an employer in the North East. The organisation employs 30 apprentices and has been heavily involved in the design of new standards as a Trailblazer Chair.

Commissioned and funded by ETF.

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13 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills Overview Actions > Perspectives/case studies Links Tools 14 Your systems & procedures 15 Quality arrangements Case studies

Your people & their skills

Perspectives/case studies (continued) “We set up working groups with our learning and development managers (who conduct the apprenticeship training) to help design the curriculum. This has meant they are involved from the start and find it an easy journey to see the difference between the framework and the standard, and how it should be delivered.” British Gas Centrica Erica Farmer, L&D Consultant – Apprenticeships British Gas Centrica is an employer apprenticeship provider. It currently has over 90 apprentices on the new customer service and smart metering standards, 1,500 on existing frameworks and is aiming to increase this to thousands of apprentices across various job families over the coming years.

“Seek first to understand, then to be understood’. It’s important you sell the standard to your operational and delivery staff – if they are comfortable with the standard, it becomes easier to sell to employers. Our delivery staff created their own resources to sit alongside the learner resource packs, this helped them to understand the detail of the new standard and feel comfortable with the new curriculum and way of working. We have also kept out staff up to date with developments to the reforms through dedicated staff pages and internal newsletters.”

“We introduced a new role into the organisation (Programme Design Specialist), who talks to employers, conducts the programme mapping against existing training the employer might offer, and develops the curriculum offer / product (using a variety of delivery methods and flexibility) so that the price negotiation is fairer. We recruited from within the organisation and chose someone who had a good understanding of quality delivery and employer needs. It’s important they can communicate with various teams as there is lots of interlocking actions. We anticipate recruiting more into this role.” Qube Learning David Lockhart-Hawkins, Quality Director Qube Learning is a national provider currently delivering to over 3,600 apprentices across a range of occupations. Qube has been conducting detailed planning for the reforms for some months now, and plans to start piloting the Adult Care Worker standard in January 2017.

Hospitality Industry Training Hilary Mosedale HIT delivers 8,470 apprenticeships in the hospitality, social care and retail sectors. It has started to deliver two of the new apprenticeship standards and currently has around 250 apprentices on programme, with detailed planning in place to start delivering other apprenticeships standards too.

Commissioned and funded by ETF.

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Vision, strategy & leadership

Your people & their skills

Perspectives/case studies (continued) “We reviewed our apprenticeship staff and expertise in the team. This led to a new ‘Curriculum Developer’ role being appointed, and more are likely to be recruited into similar roles as we start to prepare and deliver other apprenticeship standards. The Curriculum Developer role looks at what standards are in development, which are ready to deliver, how this maps to current frameworks we deliver and start to measure the logistics of moving from one to the other (including whether an EPAO is in place and whether they are suitable). The Curriculum Developer has been pivotal in pulling all this together. It has also been important to work closely with front-line staff to make sure they were fully aware of potential changes to their practice.”

“Employers will be looking for providers with a track record in the industry – have they worked in the sector? Do staff have industry experience? Do they understand the business and context in which employers are operating? Providers will need to consider their capability and expertise, be honest with themselves, and design their offer based on their strengths. Employers will also be looking at the quality of the training and added value? How will the provider innovate? Do they have the resources and are they able to scale up to cater for a higher volume of apprentices in future?”

Newcastle College Lynsey Whitehead, Director of Apprenticeships & Business Partnerships

Newcastle College are a large apprenticeship provider in the North East. The college deliver 90 apprenticeship frameworks across a wide variety of industries and are currently making the transition to standards. They have started to deliver a number of standards in the digital industries.

Barclays Mike Thomson, Head of Early Careers

Overview Actions > Perspectives/case studies Links Tools 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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13 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Your people & their skills

Apprenticeship funding and performance management rules 2017 to 2018 The rules that will apply to all apprenticeship provision funded by the ESFA following the introduction of the apprenticeship levy Apprenticeships: developing skills for future prosperity Ofsted survey report into how well apprenticeships meet the needs of young people, their employers and the economy

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment

Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles

Useful guide to help explain the new system to employers Caution references to funding are the trial mechanism and will need explanation

12 Higher & degree apprenticeships 13 Your people & their skills Overview Actions Perspectives/case studies > Links Tools 14 Your systems & procedures 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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13 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding

Your people & their skills

Links (continued) Education and Training Foundation â€“ Future Apprenticeships Programme The Future Apprenticeships programme offers a range of support through resources, workshops, webinars and tailored packages of support

4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

Teach Too Case studies on employer provider collaboration in curriculum design and delivery

8 Marketing & communications 9 Apprentice recruitment 10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Equality, Diversity and Inclusion in Apprenticeships - online learning course This is a 2-hr online course for front-line staff - helping them to identify EDI barriers and solutions right the way through the new apprenticeship standards journey

13 Your people & their skills Overview Actions Perspectives/case studies > Links Tools 14 Your systems & procedures 15 Quality arrangements Case studies

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13 Foreword Introduction About the toolkit 1

Tools 13.i

Vision, strategy & leadership

3 Finances & funding

5 Partnership & collaboration

13.ii

7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment

13 Your people & their skills Overview Actions Perspectives/case studies Links > Tools 14 Your systems & procedures 15 Quality arrangements

Decoding the standards To support outline thinking when considering curriculum planning for new standards

13.iv

Decoding the standards – business development exercise A useful checklist which can be used as part of a staff training workshop to identify what might be implications for communicating with employers in working with new standards

13.vi

Trainer confidence scale A confidence scale to help identify knowledge and skills gaps in your delivery teams

13.vii 13.iii

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

13.v

Decoding the standards – agenda What you might offer as workshop exercise for staff from curriculum / delivery areas and business development. This will help them become familiar with new standards and the implications for their future practice

6 The transition project

10 Curriculum design

Transition event for staff Slides on the reforms and what we know about the current funding picture and proposals from 2017 (March 2016)

2 Business planning

4 Organisation planning

Your people & their skills

Business Development confidence scale A confidence scale to help identify knowledge and skills gaps in your delivery teams

Unpicking the standard – curriculum exercise Use when working through new standards to assess the viability and potential for delivery

Possible future developments (Double click the paperclip icon to download the tool)

(how will this topic page develop over the next 6-12 months) We anticipate that many providers will start to identify development needs over the coming months. We will identify and share practice and tools in this area.

Case studies

Commissioned and funded by ETF.

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14 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project

Overview This section focuses on the policies, processes, systems and procedures implemented to manage effective apprenticeship programmes. The guidance and policy surrounding apprenticeship standards is dynamic and open. As numbers of starts begin to grow it will become clear how your systems, policies and procedures will need to adapt Some of the significant change that may impact on your apprenticeship systems and procedures include:

7 Business development & sales

•

training planning and contracting with employers

8 Marketing & communications

•

Individual Learning Plan (ILP) / Individual Learning Record (ILR) recording and audit

9 Apprentice recruitment

Your systems & procedures

You may also need to plan a careful transition with new systems and processes running in parallel with new systems until standards are fully implemented, frameworks are all switched off and the new guidance and policy is fully embedded. Reviewing your policies and procedures Providers will need to review the current suite of internal policies in the light of the reforms. The list is highly specific to individual circumstances but policies that may be affected by the reforms could include:

•

quality assurance and improvement

•

employer engagement

10 Curriculum design

•

curriculum planning and reporting

11 Delivery & preparing for end-point assessment

customer Relationship Management (CRM) systems and record keeping with respect to pricing and costing negotiations

•

recruitment and enrolment

•

staff development

12 Higher & degree apprenticeships

software developers developing updated products to work with future apprenticeships

•

internal quality assurance (there are no specified on-programme milestones, but providers are still subject to inspection by external agencies)

•

leadership and governance

•

equality and diversity

•

meeting gateway criteria (this does not require a formal certification or verification)

•

certification and completion

•

progression driven by role, not by level. An apprentice can only move to another standard if their job role changes accordingly. Standards are built around occupations and not necessarily levels

13 Your people & their skills 14 Your systems & procedures > Overview Actions Perspectives/case studies Links Tools 15 Quality arrangements Case studies

Commissioned and funded by ETF.

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14 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Overview (continued) Impact on your systems

New Providers – Setting up and accessing ESFA systems

Any new goals and targets relating to standards (see topic 2 Business Planning) will need data to be captured to evidence progress, especially in relation to the progress apprentices are making with their standards. At some point in the future apprenticeship qualification success rates (QAR) calculated from current data exports will be replaced by measures more suited to measuring more flexible standards-based programmes. Apprenticeship standards will however be included in the QAR calculations for the 2016/17 academic year.

New providers who ware successful with their application for the Register of Apprenticeship Training Providers (RoATP) on either the main provider or employer provider route and who have not previously held a contract or funding agreement with the Education and Skills Funding Agency (ESFA) will need to register with a number of different systems before they can deliver in the apprenticeship system.

Your IT systems that support apprenticeships may need to be updated and amended in the light of the reforms. Key areas for re-development could include:

•

learner management systems

•

12 Higher & degree apprenticeships

management of customised programmes content, and recording training plans

•

employer-led payment profiles

13 Your people & their skills

•

capturing evidence to optimise employer engagement

14 Your systems & procedures

•

linking to the new Apprenticeship Service

> Overview Actions Perspectives/case studies Links Tools

•

monitoring achievement milestones

•

capturing evidence relating to self-assessment and inspection

11 Delivery & preparing for end-point assessment

15 Quality arrangements

Your systems & procedures

The ESFA will provide you with a Unique Provider Identification Number (UPIN), this will be needed when registering with some of the systems below. You will also be given details of your named ESFA contact. Your first action is to identify a super user within your organisation who will need to register on IDAMs. The super-user can invite and set up roles for your staff on the apprenticeship service, the Skills Funding Service (SFS) for your provider agreement, and for the data collection services. The super-user will receive an email confirming the account has been set up.

In the next three years it is certain that a number of technological products and services will be available to simplify the audit, recording and date management of future apprenticeships.

Case studies

Commissioned and funded by ETF.

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14 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning

Overview (continued) IDAMS shows the service or application in alphabetical order, and the corresponding roles below each one. 1

4 Organisation planning 5 Partnership & collaboration 2

8 Marketing & communications 9 Apprentice recruitment

Data Exchange Service – Provider Information Officer. This role allows the user to view the funding/financial reports.

10 Curriculum design

12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures > Overview Actions Perspectives/case studies Links Tools

DCFT (Hub – Data Returns) Data Exchange Service – Provider Submissions User. This role allows the user to submit the (Individual Learner Record) ILR return and view the validation reports.

7 Business development & sales

11 Delivery & preparing for end-point assessment

Apprenticeships Service for providers Apprenticeships Editor. This role allows the user to respond to employer apprenticeship training requests and update apprentice details.

3 Finances & funding

6 The transition project

Your systems & procedures

SFS (Skills Funding Service) SFS – Contract authoriser. This role allows a user the authority to sign ESFA apprenticeship agreements or contracts and receive email alerts in the Skills Funding Service (SFS). SFS – Contract manager. This role allows a user to view ESFA apprenticeship agreements or contracts and receive the email alerts. This role doesn’t have the authority to sign any documents in SFS.

You can then sign into SFS to review and sign your apprenticeship agreement after you receive notification it is ready to sign. All agreements are issued through SFS. You will need to provide the bank details for the account which you want the apprenticeship funding to be paid into. Please follow the guidance in the EFA and ESFA suppliers’ bank details workbook. You will need to register on the Learning Records Service (LRS) to generate and collect the unique learner number (ULN) for each new apprentice you will help manage for your employers. LRS service has a separate service desk for queries. Levy paying employers can use the find apprenticeship training tool to find RoATP training providers that can deliver the apprenticeship provision they want. Please make sure the apprenticeship offer information entered on the apprenticeship tab of the Course Directory Provider Portal is complete and up to date. Further information on how to complete that data is available on GOV.UK. You will need to register on the Employer Data Service (EDRS) using your unique provider identification number (UPIN). This will allow you to post adverts on the find an apprenticeship service through recruit an apprentice. It will also allow you to return information in the individualised learner record (ILR). Please follow the FAQs to register with this service.

SFS – Contract User. This role allows the user to view all areas of the SFS. This role doesn’t have the authority to sign any documents or get email alerts in SFS.

15 Quality arrangements Case studies

Commissioned and funded by ETF.

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Your systems & procedures

Overview (continued) Inputs from other sections to support these actions:

Vision, strategy & leadership

Inputs from other sections to support these actions:

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning

•

Your vision and strategy for your future apprenticeship offer

From topics: 7 to 15 •

5 Partnership & collaboration From topic: 2 (Business planning)

6 The transition project 7 Business development & sales

•

8 Marketing & communications 9 Apprentice recruitment •

12 Higher & degree apprenticeships 13 Your people & their skills

Proposals and plans for how organisation structures and key roles will change for apprenticeship standards

The outputs of your work in this area will include: 1

Systems redevelopment plan and implementation

Review of policies and procedures

From topic: 5 (Partnership & collaboration) •

14 Your systems & procedures > Overview Actions Perspectives/case studies Links Tools

Targets for sectors, occupations, employers, apprentice recruitment and finance From topic: 4 (Organisational planning)

10 Curriculum design 11 Delivery & preparing for end-point assessment

Outputs from all operational areas affected by the introduction of standards

New / adjusted model of sub-contracting delivery (as lead or sub-contractor) From topic: 6 (The transition project)

•

Consolidated transition plan with milestones and timeline

•

Risk and issues management processes

15 Quality arrangements Case studies

Commissioned and funded by ETF.

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14 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Your systems & procedures

Actions L

Actions for Leaders

Actions for Managers

Undertake a review of systems and policies using the reforms as a guide to the needs (finance, budget and costs, employer management and curriculum planning)

Develop systems to set and monitor KPIs for future apprenticeship delivery. This should include reference to provider information management and performance data

Prepare a suite of appropriate policies to support and structure the future apprenticeship programme

Devise systems to allow accurate data entry and reporting for the Apprenticeship Service

Ensure that sufficient resource is identified to allow a full systems review to be undertaken and the outcomes inform the future apprenticeship development process. This could include mechanisms to record training plans and monitor performance

Communicate the processes for updating the equivalent of the ILR and the training plan budget elements (matching employer incentives with performance milestones) Update and review learner management systems, achievement and success recording strategies and performance processes that include learner management files and employer records. This should focus on implementing the flexibilities of the on-programme phase of delivery

Consider new technologies in the delivery of apprenticeships. This could include the recording evidence, setting and assessing components of the mandated training or onprogramme activities

Actions for Practitioners Become familiar and contribute to the updated systems with reference to: •

quality improvement policies

•

employer development

•

staff development

•

teaching and learning / training

•

leadership and governance

•

curriculum planning and reporting

Commissioned and funded by ETF.

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Vision, strategy & leadership

Your systems & procedures

Perspectives/case studies Recording (click PLAY twice to start) PLAY

PAUSE

RESUME

STOP

(Mark outlines some of the compliance issues providers need to consider and prepare for, in particular setting up systems to collect evidence and double checking paperwork.) JTL Mark Syrett, Southern Business Manager JTL is a large national apprenticeship provider, delivering over 2,300 starts annually in the building and service industries each year. JTL has been working on the new apprenticeships for a while and currently, 60% of its apprentices are on new standards.

“The process for keeping track of incentive payments, employer contributions, refunds and funding has become increasingly important as volumes increase. It’s important you design a system with your delivery, finance and data teams that is clear and easy, otherwise it can become very difficult to manage as volumes increase.” The College has found the funding enquiries help desk at the Education and Skills Funding Agency (ESFA) to be very useful. The enquiries line helps providers to interpret the funding rules correctly. Huntingdonshire Regional College Trish Wright, Head of Partnerships and Projects Huntingdonshire Regional College, along with partner organisations, has been delivering standards in the digital industries since March 2015. Over 50% of its apprentices are currently on standards.

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures Overview Actions > Perspectives/case studies Links Tools 15 Quality arrangements Case studies

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Vision, strategy & leadership

Your systems & procedures

Perspectives/case studies (continued) “Not a one size fits all – it is important that you create systems, resources and learning materials that are flexible enough to meet the individual needs of each apprentice and their employer.” Hospitality Industry Training Hilary Mosedale HIT delivers 8,470 apprenticeships in the hospitality, social care and retail sectors. It has started to deliver two of the new apprenticeship standards and currently has around 250 apprentices on programme, with detailed planning in place to start delivering other apprenticeships standards too.

“Getting the contracts and processes right with the employer before training starts is really important and can take a while to establish. It’s important to avoid asking employers for the same details several times. If you set up a seamless process for the employer upfront, the more likely you are to secure employer commitment and establish a good relationship from the start.” Newcastle College Lynsey Whitehead, Director of Apprenticeships & Business Partnerships Newcastle College are a large apprenticeship provider in the North East. The college deliver 90 apprenticeship frameworks across a wide variety of industries and are currently making the transition to standards. They have started to deliver a number of standards in the digital industries.

Commissioned and funded by ETF.

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14 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures Overview Actions Perspectives/case studies > Links Tools

Measuring success and ILR requirements New guidance emerged in November 2016 Apprenticeship technical funding guide

Apprenticeships: developing skills for future prosperity Ofsted survey report into how well apprenticeships meet the needs of young people, their employers and the economy Procuring training for an apprenticeship standard

8 Marketing & communications 9 Apprentice recruitment

Your systems & procedures

Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles ESFA funding rules The ESFA: common funding rules and relevant programme rules also have implications for expectations on quality

A guide for employers of apprentices

The QAR business rules for 2016/17 When it is produced in Autumn 2017, the 2016/17 QAR data will include apprenticeship standards ESFA financial assurance: monitoring the funding rules The ESFA publish its guide on monitoring the rules and audit. Whilst this refers to funding for 16/17, it contains useful principles to consider

15 Quality arrangements Case studies

Commissioned and funded by ETF.

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14 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

Your systems & procedures

Links (continued) Apprenticeship levy â€“ how it will work (DFE guidance) Guidance, published by the Department for Education (DFE) on how the levy will work. Further guidance will be published in October and December 2016

Proposed funding model from May 2017 Information for all employers on the proposed apprenticeships funding support package that will operate in England from May 2017

ESFA financial assurance: monitoring the funding rules Lists the current areas that the ESFA monitor and work with the sector on during the course of the funding year. It gives the ESFA assurance that provision meets the published funding rules.

Commissioned and funded by ETF.

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14 Foreword Introduction About the toolkit 1

Vision, strategy & leadership

2 Business planning 3 Finances & funding 4 Organisation planning

Your systems & procedures

Tools A number of sector membership bodies have developed contract templates, accessible to members. As providers develop and implement contract agreements and related documents from April 2017 (aligned to the new funding system and levy), we will look to gather examples and share these in future iterations of the toolkit.

Possible future developments (how will this topic page develop over the next 6-12 months) Where further policy details and guidance are announced, and as new funding and other systems are developed, (e.g. more detail on the operation of the Apprenticeship Service and funding mechanisms post 2017), we will consider their impact on this topic and adjust the content accordingly. We anticipate many providers focusing on this area in the next year as they start to put in place systems and procedures for managing standards.

Case studies

Commissioned and funded by ETF.

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Vision, strategy & leadership

Quality arrangements

Overview Apprenticeship standards create a more flexible structure for apprenticeship delivery. Those flexibilities create a more complex quality assurance landscape with fewer mandatory or specified milestones but with an ongoing requirement for effective progress mapping and meeting the requirements of the inspection process. Quality Assurance On-Programme The end-point assessment plan identifies the internal quality assurance of apprenticeships throughout the end-point assessment, but not the training phase. During training, you will remain accountable for the delivery of training through your normal quality assurance procedures. You will remain subject to the same levels of external scrutiny, such as Ofsted, ESFA and any qualification awarding body. Over time, the Institute for Apprenticeships may develop quality assurance mechanisms for the delivery of apprenticeships. Employers may also take an active role in quality assurance to ensure that the gateway is met. The key success measure of the on-programme phase is to meet the assessment gateway, with all the necessary elements achieved and for the apprentices to be fully prepared to undertake the end-point assessment. This will include an employer statement or signature to recommend that the apprentice is ready to be assessed. HM Government. English Apprenticeship: Our 2020 Vision: “Every apprenticeship will be a high quality opportunity that delivers the skills, knowledge and behaviours that employers are looking for.”

Developing the vision for quality Sound quality assurance arrangements are essential to apprenticeships. High expectations of apprentices, colleagues and employers, internally driven by leaders and managers who focus on delivering high-quality teaching and assessment are some of the key ingredients to success. These expectations should, be underpinned by detailed systems as well as supported by robust quality assurance arrangements. These arrangements form a fundamental foundation to help a provider understand how well they meet the needs of apprentices, funding, regulatory and statutory bodies. Emerging quality-related issues relate to:

•

internal quality assurance (on-programme) and the quality improvement plan (QIP)

•

compliance audit

•

subcontractor quality assurance

•

self-assessment and improvement planning

•

the role of Ofsted

•

the role of HEFCE and QAA

•

the increasing emphasis to employer groups on ensuring rigorous external quality assurance arrangements on EPA

•

the role of the Institute for Apprentices and Technical Education and the offer to undertake external quality assurance of EPA

When delivering apprenticeship standards providers may need to ensure they take account of the Quality Statement issued by the

Commissioned and funded by ETF.

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15 Foreword Introduction About the toolkit

Quality arrangements

Overview (continued) Institute for Apprenticeships. At the time of writing this was in draft format and open to consultation.

•

information and guidance (recruitment)

•

induction

2 Business planning

High level quality issues and risks

initial assessment and diagnostics

3 Finances & funding

Some of the issues and risks relating to the quality of standards include:

• •

teaching and learning

•

assessment

•

review

•

progression

Vision, strategy & leadership

•

is the internal delivery meeting the requirements of the standard and of the gateway?

•

are apprentices achieving and progressing – how are these milestones agreed, captured and monitored?

•

how are quality improvement milestones set, monitored and managed?

•

has the quality assurance process met the requirements of the end-point assessment plan?

•

how are you revising our quality KPI’s to help you evaluate how good you are?

All those involved in the delivery of the standards, have responsibilities to make sure that the actions they take meet the requirements of the quality statement, uphold the reputation of the apprenticeship programme and do not bring the apprenticeship brand into disrepute.

Observation of information and guidance is a practical approach to understanding how well informed apprentices are at the recruitment stage of the programme to enable them to make informed choices about the programme they are about to undertake. It is also useful not to limit these IAG observations to just the prelearning extend this assurance to any IAG activity which takes place throughout the length on programmes; induction, in-learning and post-learning. Observation of on-programme teaching and learning remains a primary quality assurance activity. It is essential to have a clearly outlined sample strategy which takes account of opportunities in different settings, for example:

•

both classroom as well as workplace training (Please note quality assurance of the training delivered by the employer is covered in a separate subtopic)

•

one-to-one and group

•

across practitioners from sectors and regions

Observation of the learning journey Observation remains a fundamental activity to seek assurance that the services being delivered meet the needs of the apprentice. It is useful to observe a variety of aspects including but not exclusive to:

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Overview (continued) •

across courses from variety of training courses; and

•

at different stages across the duration of the programme

Observation of on-programme assessment practices have typically been carried out as part of the Awarding Bodies Internal Quality Assurance (IQA) arrangements. This slightly changes with the new apprenticeship standards, as not all standards require a qualification to be delivered as part of the on-programme element. Where this is the case it remains good practice to quality assure assessment activity as this helps the provider understand how effective their practitioners are at ascertaining how well the apprentices are learning and when they are ready for their end-point assessment. Where a qualification is agreed, it is advisable for the provider to follow the awarding body IQA guidance. Sampling of apprentice work, records and discussions There are times when it is not feasible or appropriate to observe. Therefore, providers should consider how best to make judgement on the impact their programme is having on the apprentice. This can still be achieved through sampling their work, auditing records for example review or individual learning plans or simply having a discussion with the apprentices to identify what they now know and do better as a result of their training.

appropriate process to help them identify improvements and develop provision. Things to consider are:

•

what criteria does the provider want to self assess against?

•

how frequently does the provider want to review the selfassessment? Ongoing, quarterly, annually?

•

who does the provider want involved? It is advisable that this is not left to the quality lead and that assessment is cross departmental and inclusive

•

what sources of evidence does the provider need and are these in place to provide the correct information needed to make a judgement? staff, learner and employer surveys, achievement data, destination data, quality assurance reports, observation findings, etc

•

how does the provider want this collated? Word, excel, online tool etc

•

how does the provider want to moderate the findings?

•

what grade profile, if any, does the provider want to use to expresses how well we do things?

Ofsted will grade apprenticeship provision and still use a broad range of indicators to select providers for inspection. Self-assessment reports are included in this but even without this external requirement, self-assessment remains critical to the quality assurance process. It is therefore essential for providers to identify the most

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Overview (continued) Inputs from other sections to support these actions

Vision, strategy & leadership

2 Business planning From topic: 1 (Vision, strategy & leadership)

3 Finances & funding 4 Organisation planning

•

Your vision and strategy for your future apprenticeship offer

5 Partnership & collaboration

•

8 Marketing & communications 9 Apprentice recruitment

14 Your systems & procedures

An apprenticeship quality plan (perhaps as a sub-plan of the QIP)

An apprenticeship programme risk assessment

Targets for sectors, occupations, employers, apprentice recruitment and finance

•

Consolidated transition plan with milestones and timeline

•

Risk and issues management processes

12 Higher & degree apprenticeships 13 Your people & their skills

From topic: 6 (The transition project)

10 Curriculum design 11 Delivery & preparing for end-point assessment

The outputs of your work in this area will include:

From topic: 2 (Business planning)

6 The transition project 7 Business development & sales

Quality arrangements

From topics: 7 to 15 •

Outputs from all operational areas affected by the introduction of standards

15 Quality arrangements > Overview Actions Perspectives/case studies Links Case studies

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Actions L

Actions for Leaders

Overview > Actions Perspectives/case studies Links Case studies

Actions for Managers

It is recommended that leadership teams set the vision for quality

Set, monitor and drive the targets for quality improvement for the core areas of future apprenticeships

Set a wide range of quality metrics e.g. rates of apprenticeship progress, achievement, employer engagement and partnership development, achievement of the gateway within standards, feedback from employers and apprentices, progression, achievement of any added value qualifications

•

internal capability and capacity

•

employer engagement

•

financial risk and management

•

curriculum development

Consider how best to compare the quality metrics of different groups

Create a system of internal management that uses quality as a development tool to support the analysis of delivery mechanism for future apprenticeships

Create a system to integrate new employer-led apprenticeship measures within the existing quality improvement strategies

Build tracking and achievement processes into the quality assurance plan to support refinements to the delivery processes

Ultimately ask yourself; how do you know that your staff are doing a good job?

Consider variations to contracting arrangements to build in quality measures, targets and improvement dimensions

Self assess your current provision and set metrics to outline what ‘outstanding and good’ looks like

Draft and implement an improvement plan based on current self assessment judgements and new standards delivery aspirations

14 Your systems & procedures 15 Quality arrangements

Quality arrangements

Actions for Practitioners Understand the quality assurance metrics that relate to your job role and set out CPD plans to achieve them Understand your current self assessment and how you contribute to the improvement plan

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Perspectives/case studies â€œTake the opportunity of moving over to the new standards, to look at investing in new technology that can help you drive up quality. Bringing in new systems and investing in technology at a change point makes sense and helps to bring down risk. If you are robust already, then use the change in systems and processes to gold-plate that robustness. If your organisation is struggling financially, then make sure you review your quality arrangements, identify any gaps or areas of weakness, and think carefully about how you will address those.â€? JTL Mark Syrett, Southern Business Manager JTL is a large national apprenticeship provider, delivering over 2,300 starts annually in the building and service industries each year. JTL has been working on the new apprenticeships for a while and currently, 60% of its apprentices are on new standards.

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements Overview Actions > Perspectives/case studies Links Case studies

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2 Business planning 3 Finances & funding 4 Organisation planning

Links Details of the role and responsibilities and the members of the Apprenticeship Delivery Board (ADB) The Apprenticeship Delivery Board (ADB) will advise on expanding apprenticeships nationally, and will aim to increase the number of apprenticeship places that employers offer in both the public and private sector

5 Partnership & collaboration 6 The transition project

Institute for Apprenticeships

9 Apprentice recruitment

The government has introduced a new independent body to support employer-led reforms and regulate the quality of apprenticeships. This was subsequently given an expanded remit to include Technical Education

10 Curriculum design

IfA operational plan

7 Business development & sales 8 Marketing & communications

11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships

Main hub page on apprenticeship reforms updated with all of the latest information

13 Your people & their skills

This gives you the latest government guidance and publications

14 Your systems & procedures 15 Quality arrangements Overview Actions Perspectives/case studies > Links

Quality arrangements

NAS 2020 Vision NAS video outlining the governmentâ€™s 2020 Vision for Apprenticeships Published standards and those in development These will tell you what is potentially available to read in context with your organisational business plan This will allow you to assess which apprenticeship standards are currently in development, for planning purposes Guidance for developers of standards This will help you understand how standards and end-point assessment plans are created and the guiding principles ESFA funding rules The ESFA: common funding rules and relevant programme rules also have implications for expectations on quality Ofsted Further education and skills inspection handbook Guidance for inspecting further education and skills provision under the common inspection framework

Case studies

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2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration

Links (continued) Apprenticeships: developing skills for future prosperity Ofsted survey report into how well apprenticeships meet the needs of young people, their employers and the economy Procuring training for an apprenticeship standard A guide for employers of apprentices

Quality arrangements

Regulation of new apprenticeship end-point assessments Ofqualâ€™s approach to regulating end-point assessments, part of reformed apprenticeships that the government is introducing in England

QAA quality expectations QAA expectations relating to the quality assurance of Higher Education in Apprenticeships The QAR business rules for 2016/17 When it is produced in Autumn 2017, the 2016/17 QAR data will include apprenticeship standards Apprenticeship Accountability Statement This sets out relative roles and functions of bodies with a quality assurance role for apprenticeships

UK Quality Code for higher education The Quality Assurance Agency (QAA) UK Quality Code sets out the expectations that all providers of UK higher education are required to meet

14 Your systems & procedures 15 Quality arrangements Overview Actions Perspectives/case studies > Links Case studies

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Links (continued) Measuring success

2 Business planning

Draft apprenticeship performance management rules 2017 to 2018

3 Finances & funding

Apprenticeship technical funding guide

4 Organisation planning 5 Partnership & collaboration

Quality arrangements

Guidance: ESFA: qualification achievement rates 2016 to 2017

Excellence Gateway The Education and Training Foundationâ€™s resources portal and provides online access to an unrivalled breadth of resources for everyone working in the wider learning and skills sector in England

Possible future developments (how will this topic page develop over the next 6-12 months) The content of this section may change significantly in the next 6-12 months. Where further policy details are announced (e.g. more detail on the operation and remit of the Institute for Apprenticeships), we will consider their impact on this topic and adjust the content accordingly. There is likely to be developments in the areas of external quality assurance and the role of Ofsted in on-programme training. Clarification around the end-point assessment arrangements may be necessary in the future.

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Case studies

University of Staffordshire Staffordshire University currently delivers apprenticeship frameworks in IT software, web and telecoms (which is at level 4 and is built into a foundation degree) and a level 5 health practitioner apprenticeship. It currently has a total of 64 apprentices on programme, with a further 80 joining in June on advanced manufacturing engineering (level 4) and management (level 5). The university started considering higher apprenticeships two years ago. The Government drive in this area meant the University made a strategic decision to pursue Higher Apprenticeships. Initially, the University was approached to deliver a Higher Apprenticeship framework as part of a Foundation Degree as a subcontractor, which gave it a low-risk route into the market. The university has plans to launch the chartered management degree apprenticeship during National Apprenticeship Week. The university has been involved in the Provider Readiness Group for this, which has helped them to prepare. It also have plans to deliver the digital technology degree apprenticeship, and has had early conversations about the new health practitioner standard. This will allow the university to transfer learning on the current health framework to the new standard. The university supports employers who are keen to develop their own standards and an application is currently being developed. The university is therefore looking at the process from both angles – developing and delivering new standards.

Strategy Although the degree apprenticeships had support from the executive team, evidence of impact was required to really drive the approach from the top. The strategy has therefore been more organic and momentum has grown as Sarah Tudor (Head of Skills and Work Based Learning at the University) has pulled together information and figures. Sarah is now putting a strategy down in writing, outlining the progression from frameworks to standards, creating the infrastructure, the resources required, and the different approaches and relationships. A new Vice-Chancellor is starting in a month’s time who Sarah expects to be supportive. Sarah Tudor said: “Collaboration is really important. While there is a competitive element to the new reforms, the sector is won’t move forward with the reforms unless providers work together. It’s also really important that you work with your other teams internally (e.g. student admission, finance) to make sure they are aware of the changes the apprenticeship reforms have introduced. You will need to reiterate things many times – it will take time for staff mind-sets to change and truly understand how it all works.” “Gather a coalition of people, (student support, admission, finance, data, quality, partnerships and industry specialists, legal), so the workload is spread out, but important that one person leads it. If it is left to one person or team, it will be very burdensome. In our experience, to get backing from the Executive Team, you will need to gather evidence and figures that this is a strategy worth pursuing and will generate the level of income needed to deliver the degree apprenticeships well.”

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University of Staffordshire (continued) Business Development The new standards have required a change of mind-set. Conversations are now far more open with employers about what they would like included within the training. Some employers have needed support in understanding the new standards and how they differ to the old frameworks – this has taken some time. Many employers have experience of L2 and L3 apprenticeships. Many, particularly SMEs, haven’t gauged the true extent of the reforms, so it has taken time for employers to realise that they are in the driving seat. It’s no longer about providers saying ‘this is it’, it’s about employers really shaping the learning that goes within the apprenticeship standard. The university plans to take a ‘two pronged’ approach to business development – firstly, speak to all the employers they have existing relationships with through other work-based programmes and research and discuss with them whether a degree apprenticeship would be more suitable to their needs (particularly those who will pay the levy). Secondly, the university will approach new employers with graduate programmes (again, particularly those who will pay the levy) to discuss with them about their current learners / employees, their retention and success rates, and discuss the option of degree apprenticeships where suitable. Curriculum Development For chartered management, the university has looked at both the new standard and end-point assessment plan alongside their existing curriculum and conducted a mapping exercise. It compared the learning outcomes of their existing provision against the knowledge, skills and behaviour articulated in the standard and end-point

assessment plan. This has helped it to identify where there are gaps, and given it a basic structure to work from – particularly as the programme cover CMI accreditation as well. The plan is then to gather a group of employers together (both current and new employers) to discuss what is needed from employers and to help redesign the curriculum so it is fit for purpose. Sarah Tudor said: “Delivery staff need to understand that they are not the only experts to drive the curriculum. In this environment, outside the standard, the employer is the important voice in shaping the content.” Teaching, Learning and Assessment Many of the university’s foundation degrees have a strong ‘workbased’ element to them anyway, and so they don’t envisage a fundamental shift in the way they do teaching and learning. However, the university plans to set up a peer network to encourage teaching staff (for whom this is a new way of working) to see the way these programmes are delivered and how that is different to their standard practice. Systems and processes The relationship with the ESFA and data returns is a very different way of working for HEIs and some universities have looked to subcontract out this role to FE colleges and training providers.

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JTL JTL is a large national apprenticeship provider, with over 2,300 starts. The majority of apprentices are level 3 and operate in the building services and engineering industries. JTL’s delivery model means that they oversee the delivery and quality of the apprenticeship, while the majority of the training is delivered by their supply chain. Currently, JTL is aiming for 40% of their apprentices to be on the new standards and JTL is working to increase this to 60% over coming months. JTL started to consider the implications of the apprenticeship reforms when the Department for Education were first consulting with the sector. The organisation felt, in terms of risk, that the best approach was to be well organised and adopt the new standards earlier on. Providers and colleges JTL has worked with have been fearful and slower in some instances to adopt the new standards. The fundamental change in employer engagement, means leadership teams potentially have less control and a greater emphasis is put on sales and business development staff. There is also the fear of ‘racing to the bottom’, where a provider may be under pressure to slash their cost of training for the employer in order to compete with other providers. JTL felt that, in reality, choosing not to adopt the new standards until the last minute posed a far greater risk and the organisation has done a lot of work with their supply chain and employers to bring them onboard with the reforms to help increase uptake.

Strategy As a large provider, JTL developed a clear strategy and business model first, and then looked to distil down their offer. Work parties were set up and plans were developed, but it was necessary to spend time revising plans and distilling the offer down until it was simple enough for employers to understand and buy into. JTL found that getting to a position where their plans were simple and workable, was the challenging part of the process – but once they got to this point, they were able to set the process and model the training. Transition Project, Staff and Collaboration Mark Syrett, Southern Business Manager at JTL, said: “It’s important that you first have a roadmap. You can think that once you have the curriculum sorted, that you are there. However, in our experience, the more difficult things to get right are the structures, the employer engagement strategies, the pricing structures, financial transactions, evidence collection, marketing and compliance – these need to be looked at early on and take time to develop. These are areas that often sit at senior level (e.g. with the MD / CEO or Vice / Deputy-Principle), so it’s really important you have senior management buy-in and support right from the beginning.”

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2 Business planning

JTL (continued) JTL has moved through the transition from frameworks to standards in three phases: 1.

3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales 8 Marketing & communications 9 Apprentice recruitment

10 Curriculum design 11 Delivery & preparing for end-point assessment 12 Higher & degree apprenticeships 13 Your people & their skills 14 Your systems & procedures 15 Quality arrangements >

Case studies

Informing and training staff: Drip feeding information and keeping staff informed of changes as they evolve. The staff knew what was changing and could have early conversations with employers about the transition. JTL has been doing this for over 12 months and it has meant that staff and employers are more comfortable with the changes, rather than overwhelmed. JTL also ran a 2-day in-depth seminar for staff to take them through the detail of the standards, role play scenarios and discuss freely the implications of the reforms. Back-office processes: Alongside the first phase, JTL looked to develop the paperwork, systems, finance, accounting, compliance and control processes, making sure they were all tested and piloted before implementing across the organisation. Implementation: a.

JTL has been bringing together all the partner organisations and subcontractors to work through new processes and practices, and sharing best practice. The workload has been shared across all partners enabling best practice to be adopted and avoiding everyone reinventing the wheel. JTL also identified the strengths of each partner to lead different aspects of the transition. This has included identifying the technology that is required, how it will be implemented and looking at the new methods of assessment, etc.

JTL has then brought in awarding organisations to go through the qualifications and assessment processes, as well as going through JTLâ€™s curriculum plans in granular detail to make sure it was high quality and fit for purpose.

JTL has then organised meetings with curriculum managers from non-partner organisations to share best practice, and share how the implementation process is going in their industry (including the work of awarding organisations). This has allowed the industry to learn from each other, help drive the reforms forward and bring some uniformity and stability.

Supply chain and quality JTL has sought to build a good relationship with their supply chain and drive the quality. Where a supply chain organisation needs to improve, JTL will provide this support, assess their training and implement new processes / procedure to ensure high quality is maintained. As such, JTL has a good working relationship with their supply chain, one which they would look to continue in the future where improvement is possible. Curriculum development and staff The standards delivered by JTL are quite structured due to the nature of the occupation (e.g. mandated qualifications and industry accreditations).

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JTL (continued) In terms of the changing role of curriculum and teaching staff, Mark said: “This structure means that there is less change to the way the (onprogramme) assessors function. However, from an engagement point of view – the mindset of ‘we go out, assess a learner, and come back’ is changing. We need to explain how the new system works. Assessors are experts in their field and aren’t trained as sales staff, so staff need support with this.” JTL has also looked at the knowledge and experience from director level down and split out a number of roles looking specifically at implementation of the reforms, employer engagement and finance, as the reforms bring a new level of complexity to these areas. The transition has contributed to structural reform within the business. End assessment

14 Your systems & procedures

The end-assessment for the standards are independently regulated by NET and apprenticeships are also EngTech accredited. There is a national structure in place for this and so the industry is already used to the setup. As such, Mark felt that preparing apprentices for the end-assessment is unlikely to cause any significant challenges, although more in-depth than current practice.

15 Quality arrangements

Business development

JTL set up working groups with industry bodies to speak with employers about the apprenticeship reforms and how to adopt these ‘sooner rather than later’. Initially, employers were quite negative about the proposals. Although there are challenges, employer concerns (such as cash flow challenges for SMEs) have been resolved by DfE / ESFA. The working groups were key to getting employers

12 Higher & degree apprenticeships 13 Your people & their skills

Case studies

involved and performing a complete 180 degree turn to start planning and delivering the new standards – showing the advantages for those new to training in the new arena. Systems “In terms of systems and documentation – you are transitioning from a process that was structured around 16-18 and 19+ into a myriad of potential options and pricing points. Providers need to make sure all compliance issues are in order – should any malpractice, missarrangement or miscommunication go on, you need to make sure your documentation is spot on. Have a double check system in place – for example, get confirmation from the employer (e.g. in an email) every time documentation is signed by training staff ‘in the field’. This means you know the employer understands what they are agreeing to, and is particularly important in larger companies where you need to have consistency with all staff being trained.” Quality assurance “Take the opportunity of moving over to the new standards, to look at investing in new technology that can help you drive up quality. Bringing in new systems and investing in technology at a change point makes sense and helps to bring down risk. If you are robust already, then use the change in systems and processes to gold plate that robustness. If your organisation is struggling financially, then make sure you review your quality arrangements, identify any gaps or areas or weakness, and think carefully about how you will address those.”

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2 Business planning 3 Finances & funding 4 Organisation planning 5 Partnership & collaboration 6 The transition project 7 Business development & sales

JTL (continued) Finance “Senior management staff need to know exactly what the pricing structures are and how their marketing and employer engagement teams are selling the offer. If there are negotiations going on and competitiveness with other providers, then staff having those conversations may be tempted (or react defensively) to ‘sell’ apprenticeships cheaply and undermine business finances. So senior management staff who oversee sales and finance need to understand those subtleties and work closely with their teams to develop and negotiate and monitor a realistic offer carefully.”

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Huntingdonshire Regional College Please note, the term ‘college’ used below refers to the college itself as well as the

Strategy

partners they work closely with in delivering apprenticeships.

Trish Wright, Partnerships and Projects Manager at the College, said:

Huntingdonshire Regional College, along with its subcontractors, deliver a broad range of Apprenticeships, from hospitality, hair and beauty, and customer service, to engineering, manufacturing, motor vehicle and security.

The college has adopted the new apprenticeship standards early, and have been delivering Level 4 standards in the digital industries to over 150 apprentices since March 2015. Its success to date is due to an effective working relationship with one of its partners, Firebrand Training. Many of these apprentices are employed by SMEs. The college has an arrangement with their partner organisations, whereby the employer engagement and training is conducted by partners, whilst the college oversees the systems, processes, quality and monitoring. There are also plans in place to start delivering the level 6 degree apprenticeship in the same industry, so there is a clear progression route for apprentices. The college’s decision to start delivering the new standards was driven by local need and LEP priorities. The development of a new high-end engineering and manufacturing enterprise zone in their area acted as a catalyst to review their framework delivery in related industries. After being approached by a partner organisation, the college decided it would be hugely beneficial to pursue the new standard in digital industries that would help to meet local demand. The college senior management team were immediately approached about the new opportunity and fully supported the move.

Transition The college’s approach of starting to pilot the new standards, based on strong local demand from employers, has been a useful route into developing their wider apprenticeship offer using the new standards. In terms of the practical process for planning and implementation, the college has taken a two-pronged approach – developing the product and developing the back-office processes. Trish Wright said: “Make sure your trainers and assessors go through the standards in detail – they are the specialists. Go through the standards and end-point assessment plans, look at what the employers want, and plan out your delivery (your product). Ask the questions – Can we deliver this? What can we offer to the employer as ‘added value? Does this give our business development team the information needed to build an offer and have conversations with employers? Then look at the costings and pricing structures.” “…This is the product that sits ‘above the waterline’ – a product which is set out, costed and informed by local market intelligence and priorities. ‘Below the waterline’ (behind the scenes) is your systems and processes which need to be in place – ILR, invoicing, documentation, etc.”

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Huntingdonshire Regional College (continued) “To jump into the new standards (however a provider is going to do it), it is best to have one or a small team of people managing the new process and everything that it entails. I think this is one reason why it has been successful with us.” Partnerships and Collaboration “If you deliver the standard internally or with a subcontractor, transparency and communication is essential. Everything we have done to prepare for the standard, we have done together with our subcontractor – by conference call, face to face, email - from the process to documentation. Besides the employer engagement, it is also essential that the finance and data staff are involved early on. All changes and processes have been shared with our partner to make sure it works effectively and everyone is happy.”

Curriculum development The end-point assessment plan and, in some cases the employer guides, have been very important in developing the curriculum. At the time, the modules from awarding organisations hadn’t been published, however there was interest from employers to include vendor qualifications instead, which held a lot of credibility within the industry. The college was able to map these against the standard and helped to provide the curriculum structure that was needed. The college approached curriculum development by asking ‘other than the requirements of the standard, what is it that employers want from the apprenticeship training?’. This helped to shape a curriculum that not just met the standards, but was also heavily adapted to what employers wanted in their area.

Staff

Business development

When it came to employer engagement, Trish Wright explained:

The college developed a flow-chart which detailed the roles and responsibilities of various teams and staff in the organisation (and subcontractors). This was important to make sure there was clarity across the college and also allowed for a regular review of the process to check it was working effectively.

“You need to have a unique selling point; you need to think through what added value you will offer the employer to make them want to take up your training. It’s a totally different mind-set. From our experience, employers will want to look at the details of what you are offering and will ask very pertinent questions – they will really want to be involved.” As employers now make the choice as to when the apprentice carries out a qualification or are put through to the end-assessment, the college have recognised the importance of supporting the employer and providing the information required so they can make these decisions.

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Huntingdonshire Regional College (continued) Funding

Data and systems

The college knew that an individual pricing structure for each employer would be too complicated and over burdensome, so it developed four pricing options that could be offered to employers. Occasionally, where an employer has wanted something quite different to these options, the college has sought to accommodate them.

It has taken considerable time for the college to work through the funding guidance and develop all the necessary paperwork and agreements. Trish Wright spent time with the funding and data teams within the college to make sure that ILR returns were correct and aligned with payment schedules.

“The important thing is to develop a system that is streamlined but also adequately meets the needs of employers. You need to have a ‘a la carte’ menu or a basket of choices to offer the employer. Remember, this is a negotiation – you can negotiate a price higher of low than the cap. Just keep in mind that the Agency won’t match-fund anything over the cap.”

The college has found the funding enquiries help desk at the ESFA to be very useful. The enquiries line helps providers to interpret the funding rule correctly (rather than challenge a particular issue with the funding rules).

Quality The college continue to conduct its normal quality and due diligence processes with all staff involved in delivery of the new standards, including monitoring arrangements, staff observations, and working with the IQA’s to check teaching grade profiles, etc. The college has however, spent more time with their partners to make sure that all the necessary evidence is being collected. It has been important to make sure the employer work / training is evidenced as well as the end product and that both the learner and employer understand this from the start of the apprenticeship. Working with the subcontractor on the documentation and process from the beginning, also gave the college the assurance that all partners knew what was required.

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