Higher and Degree Apprenticeships INDUCTION HANDBOOK
Contents Welcome 2 Why the University of Suffolk?
2
Opportunities for apprentices
3
What is an apprenticeship?
4
The ‘learner journey’
5
Meet the ‘Hub’ team
6
Key policies and procedures
7
Student Charter
7
General Regulations
7
Safeguarding and Prevent
7
“Safeguarding is everyone’s responsibility”
7
Activity
7
British Values
7
How to access Additional Learning Support (ALS) - if required
8
Elements of apprenticeship training
9
Off-the-job training
9
On-the-job training
10
Study Support
10
The Gateway
10
End Point Assessment (EPA)
10
Feedback about your experience as an apprentice
11
Compliance Procedures
12
Aptem 13 Expectations – apprentice, University and employer roles
14
Key apprentice roles and responsibilities
14
Key university roles and responsibilities
15
Key employer roles and responsibilities
16
Useful Statutory Rights
17
Impartial careers advice
17
Key words, phrases and acronyms
18
Contact us
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WELCOME Welcome to the University of Suffolk! We are delighted that you have chosen to progress through our higher or degree level apprenticeship pathway, which will give you the professional, hands-on experience that you will need to develop your skills in your chosen occupation.
This induction handbook has been created to introduce you to the University of Suffolk policies and procedures as well as understanding other key areas which are specific to apprenticeships. This document will be in addition to the University specific induction resources offered by the course team.
WHY THE UNIVERSITY OF SUFFOLK? At the University of Suffolk, we are committed to ensuring that our Higher and Degree apprentices complete their apprenticeship standard confidently equipped with the required knowledge, skills and behaviours to help them thrive in their area of expertise, whilst also meeting the needs of employers across Suffolk and beyond. We recognise that the journey of an apprentice is not the same as a full-time student. But that doesn’t mean that you shouldn’t benefit from the same facilities and services.
Services As an apprentice studying with the University of Suffolk, you automatically have the same access to all our support services including Learning Support, Student Services and advice and our Health and Wellbeing services.
Campus The Waterfront Building is the heart of our main campus in Ipswich, featuring a large auditorium, lecture and seminar rooms, study spaces, a café and the Student Centre. We are just a 10-minute walk to the historic town centre and 15 minutes’ walk to the mainline station, with direct trains to London (around one hour) and the Midlands. Ipswich, located on the A12 and A14, means that Neptune Marina is within easy reach of London and the rest of the country, and of course the stunning Suffolk countryside and coastline. The University also has access to numerous other sites, all of which were purpose built to support learners to achieve their qualifications using the appropriate tools and technologies to maximise success. Take a virtual tour of the University of Suffolk.
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OPPORTUNITIES FOR APPRENTICES Below is a small list of opportunities which are available to apprentices and employers. We encourage you look at it to maximise your apprenticeship experience. You may like to apply to as many as possible!
Awards National Apprenticeship Awards Rate My Apprenticeship Awards BAME Apprenticeship Awards As well as national awards, there are a number of industry or sector specific awards. Your employer or training provider will know more about these.
Apprentice Unions UNISON Union Learn GMB You can also join your industry trade union as well, and your employer should be able to help point you in the right direction.
Apprentice network groups/extra activities Building networks whether you are a sole apprentice or part of a bigger cohort is important in reducing isolation and making friends for life. Institute for Apprenticeships and Technical Education apprentice panel Young Apprentice Ambassador Network Association of Apprentices National Society of Apprentices Student-Staff Liaison Committees There may also be employer or training provider specific apprentice networks. Speak to your line manager or training provider to find out. You can also search on the internet to find out more.
Extra perks NUS Apprentice Extra discount card TOTUM is the new name for the NUS Extra card. The card has been saving UK students cash for over 10 years, helping your money stretch as far as possible. It costs £14.99 for one year or £24.99 for three years. From saving money on your weekly grocery shop to treating yourself to some new trainers, TOTUM is here to get you a great deal with over 350 high street and online brands available via the app or website.
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WHAT IS AN APPRENTICESHIP? Apprenticeships offer an alternative to a full‑time mainstream university programme. If you choose a Higher or Degree Apprenticeship, you still get to graduate at a university graduation ceremony with your foundation, bachelor’s or master’s degree as part of your apprenticeship, along with several years of work experience under your belt. First and foremost though, an apprenticeship is a job with substantial training and the development of transferable skills. It’s a way to earn and learn, offers a long-term career path and the possibility for higher earnings. And, best of all, no university debts: you’ll have been earning for the length of your apprenticeship and there are no tuition fees. An apprenticeship is a combined package of the following: 1.
Employment — this is where the practical learning and ‘on-the-job training’ takes place.
2. Studies/lectures — this is where the theoretical learning takes place. The degree modules map to the knowledge, skills and behaviours (also known as ‘KSBs’) required to show competency in the relevant industry sector (as outlined in the chosen apprenticeship standard). 3. Progress reviews (also known as ‘tripartite reviews’) — these are regular meetings held with an Apprenticeship Practice Educator/Skills Coach or lecturer, where the apprentice and employer are present to discuss progress. 4. Functional Skills studies — Apprentices must bring ACE acceptable evidence of level 2 (or equivalent) English and Maths qualifications with them prior to commencing their programme. During curriculum delivery, apprentices will be required to demonstrate how they are developing their English and mathematical skills in the workplace beyond level 2. 5. Holistic and personal developmental skills — This includes raising awareness of topics such as safeguarding, PREVENT, County Lines, citizenship, sustainability, British values and equality and diversity. 6. Off-the-job-training — this is learning which is undertaken outside of day-to-day work
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duties and leads towards the achievement of the apprenticeship standard. 7. End Point Assessment – this is the final assessment that is used to confirm that the apprentice is occupationally competent.
How does it work? You’ll spend most of the week at work, watching, learning, and developing your skills, knowledge, and behaviours in your chosen career pathway. You will be learning from colleagues across all levels of the business, typically working closely with someone more senior who will review your progress and coach and mentor you. You’ll also spend time attending university, training at work or online to support off-the-job training. In addition to this you will have regular reviews with your employer and an Apprenticeship Practice Educator/Skills Coach or lecturer, as a supportive tripartite progress checking mechanism. A system called APTEM will be used to record this. Learners and their employers will be provided with training on how to use this apprenticeship platform. Further information is available on page 14.
What is a ‘standard’? Apprenticeship standards show what an apprentice will be doing, and the skills required of them, by job role. The Institute for Apprenticeships and Technical Education is an independent public body which works to ensure apprenticeships are the best they can be. It develops apprenticeship standards with employers that meet the needs of the companies and learners alike. You can view the details of the standard for your chosen Apprenticeship Programme on their website.
What are the benefits of an apprenticeship? Earn while you learn Gain independence and respect Enjoy your holidays Benefit from ongoing and personalised support Discover your earning potential Gain real work experience Improve your employability skills Receive high street discounts
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THE ‘LEARNER JOURNEY’ Below is a summary of the journey of an apprentice. Each section of the learner journey is detailed in more depth throughout this guide.
ONBOARDING Completion of key documents such as the Training Plans, skills analysis and apprenticeship agreement
REGISTER AS A LEARNER Online enrolment with the University of Suffolk to gain access to campus facilities and online learning systems. This is when candidates can declare any Additional Learning Support needs and will be referred to Student Life for assessment
CERTIFICATION AND GRADUATION The apprenticeship has been achieved, certification has been claimed and the apprentice is ready to graduate
INDUCTIONS
END POINT ASSESSMENT
A welcome from your employer, University course teams and the Apprenticeship Hub
The final assessment demonstrating occupational competency
LEARNING AND TEACHING
GATEWAY The point whereby the apprentice has met the minimum requirements of the apprenticeship and is ready to commence their end point assessment
A package of training at work, attending lectures, undertaking and recording of off-the-job training, developing English/Maths skills and study support with Learning Services
REVIEWS Regular progress reviews with the apprentice, employer and an Apprentice Practice Educator/Skills Coach or member of the course team in attendance
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MEET THE ‘HUB’ TEAM The Apprenticeship Hub comprises of a team of business support staff who are on-hand to assist employers, apprentices and the general public with apprenticeship enquiries. We work alongside course teams and other professional service colleagues to ensure that the learner journey takes place as smoothly as possible. We are based in the Ipswich Waterfront Innovation Centre (also known as IWIC), across the way from the main waterfront campus. As the apprenticeship provision continues to grow, so does our team so please check out our ‘Meet the Team’ section on the website to put a face to the name!
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KEY POLICIES AND PROCEDURES There are a number of policies and procedures that have been put into place by the University to support apprentices on their learner journey. Below is an overview of a few of the key University policies and procedures which are available to apprentices, all of which we would encourage you to have sight of via the embedded links:
Student Charter The University of Suffolk and the University of Suffolk Students’ Union have worked together to develop a Student Charter, which outlines what students can expect from staff, as well as what can be reasonably expected in return.
General Regulations The General Regulations are updated annually and bring together the key elements of a number of University policies and procedures. They provide an overview of the expectations the University has of all students, including apprentices, as well as outlining student rights and responsibilities.
Safeguarding and Prevent
Safeguarding Officers can be contacted if you have concerns, such as: You are a child or at-risk adult and need to talk to someone A child or adult at risk has disclosed abuse, or you suspect abuse, and it is not an emergency You are concerned that someone is vulnerable to radicalisation or exploitation You witness or experience harassment or sexual misconduct You have concerns about university staff, students, volunteers, partners or academic visitors For immediate concerns, such as the risk of serious harm to a child, or adult at risk, please contact the emergency services without delay on 999.
Activity Fast Justice is an observational documentary series following the force as they combat crime in the Suffolk area. Following real stories as they happen, the series features issues including drug trafficking, human trafficking, violent, serious, and complex crimes.
The University has a duty of care to all staff, students and partners that access the campus and facilities. Prevention and effective response to neglect, harm and abuse are a concern for the educational environment. Please read the University’s Safeguarding Policy and Code of Conduct.
Watch this video to learn more about the challenges and criminal trends that the police in Suffolk are facing, but you may not be aware of…
“Safeguarding is everyone’s responsibility”
We are committed to an inclusive approach to the delivery of Higher Education. We are working to ensure the University of Suffolk is open and accessible to all those wishing to participate in and are capable of benefiting from Higher Education.
To make a referral or for further information in the event of any concern regarding safeguarding, please contact: safeguarding@uos.ac.uk or call 01473 338400 and select ‘safeguarding’. University Designated Safeguarding Officers (DSO) Fiona Fisk, Academic Registrar Chantalle Hawley, Assistant Director, Student Life Amy Quinton, Head of Safeguarding and DBS
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Equality and Diversity
We value all the different people studying and working at the University of Suffolk and we are committed to developing policies and processes, teaching and learning to tackle inequality and exclusion. We publish an Annual Report each year detailing current priorities and progress of objectives; these can be accessed here.
British Values Watch this video
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HOW TO ACCESS ADDITIONAL LEARNING SUPPORT (ALS) - IF REQUIRED At the University of Suffolk, we recognise the importance of being here if you need us. The Department of Student Life are committed to delivering a range of services and we have made changes to the way we work to ensure that staff will always be available, whatever the circumstance. All services have transitioned to online delivery, and we can provide the same responsive service and a great experience through video, telephone call, email and chat, as well as at our campus.
If you know the service you would like to connect with, you can make an appointment online or email the team directly:
Student Life are committed to providing free and impartial information, advice and guidance as well as specialist events, such as workshops, employer talks, fairs and initiatives.
Please read our Department Privacy Notice.
Information for apprentices with disabilities can be found on our website: Guidance on Disability Support for Apprentices.
Ask a Student Life Adviser Finance Student Life Mentor Study Abroad and International support Disability, Mental Health, Counselling and diagnostic assessments Chaplaincy
Furthermore, the DSC (Disabled Students’ Commission) has published a useful document which outlines ‘considerations for disabled applicants to Higher or Degree Apprenticeships’.
Support for wellbeing To support your wellbeing, you can access a 24/7 counselling helpline from Health Assured to support you through any of life’s issues or problems with the Health Assured platform and apps. Stress and anxiety Debt Education pressures Lifestyle addictions Relationship advice
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Legal Sexual and gender identity Exam worries Each programme is interactive and you can tailor it to your specific needs. You can access wellbeing content on the Health Assured website. To log in, the access code is MHA208122, your initial username will be ‘Wellbeing’ and the password is PageLongPast1 Watch this video
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ELEMENTS OF APPRENTICESHIP TRAINING Off-the-job training Off-the-job training is a statutory requirement for an English apprenticeship. It is training which is received by the apprentice within their practical period, during the apprentice’s normal working hours, for the purpose of achieving the knowledge, skills and behaviours of the approved apprenticeship referenced in the apprenticeship agreement. By normal working hours we mean the hours for which the apprentice would normally be paid, excluding overtime. Off-the-job training must deliver new skills that are directly relevant to the apprenticeship. It can include the following: The teaching of theory (for example, lectures, role playing, simulation exercises, online learning, and manufacturer training) Practical training, shadowing, mentoring, industry visits, and participation in competitions Learning support and time spent writing assessments/assignments. Training that is delivered at the apprentice’s normal place of work It can be spread evenly over the duration of the apprenticeship (e.g., regular day release) or it can include block release (e.g., front loaded training) and special training day /workshops.
Off-the-job training does not include: Training to acquire knowledge, skills and behaviours that are not required in the apprenticeship standard Progress reviews or on-programme assessment required for an apprenticeship standard Training which takes place outside the apprentice’s normal working hours Time spent on the initial assessment and onboarding activites Exam revision, mock EPA and EPA preparation It is imperative that we have evidence that apprentices are undertaking relevant activities to meet the off-the-job training requirement. Therefore, all apprentices are required to keep an accurate and up-to-date detailed log of all off-the-job training activities. This will need to include the date of the activity, an overview of what was undertaken, the impact it had on learning and how many hours were spent on the activity. For further guidance on where this needs to be stored, you are advised to refer to your Practice Educator/Skills Coach or lecturer. Please also refer to the Aptem section of this guide.
An activity counts towards off-the-job training if: It is directly relevant to the apprenticeship or standard It is teaching new knowledge, skills and behaviours The learning is taking place within the apprentice’s normal working hours (paid hours excluding overtime)
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Off-the-job training
Key facts Off-the-job training should equate to a minimum of 6 hours per week for the lifetime of your apprenticeship, until you reach gateway. You can deliver off-the-job training in the apprentice’s normal workplace or at an external location. Progress reviews and onprogramme assessment do not count towards off-the-job training.
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ELEMENTS OF APPRENTICESHIP TRAINING On-the-job training
End Point Assessment (EPA)
On-the-job training refers to the activities that you undertake during your working role. It is training received by the apprentice for the sole purpose of enabling the apprentice to perform the work for which they have been employed.
End Point Assessment (EPA) is an assessment of the knowledge, skills and behaviours that the apprentice has learned throughout an apprenticeship, which confirms that they are occupationally competent. Assessments have been designed by employers in the sector, and can include:
Study Support The Learning and Library Services team offer a range of workshops to support you in your journey. Each apprenticeship course area has a dedicated Librarian and Academic Skills Adviser to help you in your studies. This can include reading and note taking, planning and structuring writing, proof-reading, referencing, time management and dealing with stress. You can access the support through workshops, booked appointments or a growing range of online tutorials and guides.
The Gateway The Gateway is the point at which the apprentice is ready to commence their End Point Assessment (EPA). The employer and training provider will review their apprentice’s knowledge, skills and behaviours to see if they have met the minimum requirements of the apprenticeship set out in the apprenticeship standard, and are ready to take the assessment. This is usually signed off on a ‘declaration form’. To meet the minimum requirements set out in the apprenticeship standard an apprentice needs to: Display occupational competency
A practical assessment An interview A project Written and/or multiple-choice tests A presentation
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Integrated vs non-integrated EPA For an integrated EPA the End Point Assessment for the apprenticeship coincides with the completion of the degree programme such as passing final examinations and a work‑based project or dissertation, and no further assessment is required. For non-integrated apprenticeships, the education provider cannot be the lead End Point Assessor of the apprenticeship and this role must be filled by a third party from the list of organisations on the register of End Point Assessment organisations. The employer must choose an organisation listed on the register against the apprenticeship standard being taken by their apprentice.
Have evidence of or pass Functional Skills Level 2 (or equivalent) in English and Maths Complete any qualifications set out in the associated standard Meet the minimum duration for their apprenticeship training Complete and evidence required number of off-the-job hours Only apprentices who complete gateway successfully can start the EPA.
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FEEDBACK ABOUT YOUR EXPERIENCE AS AN APPRENTICE As an apprentice it is important that you provide feedback on your experiences to your employer and the University so that we can make improvements.
specific session or workshop.) You can give feedback as an individual, or apprentices can become ‘Course Reps’ who collect and provide feedback on behalf of their peers.
Over the course of your studies, you will be asked to provide feedback on modules, your learning experience and on occasion, specific support arrangements (for example, on a
More information on how you can ensure your voice is heard can be found in the Student Representation and Student Voice Policy.
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COMPLIANCE PROCEDURES As part of the funding rules of apprenticeships, there are a number of processes in place which we must collectively demonstrate adherence to, including, but not limited to: The minimum duration of each apprenticeship is based on the apprentice working at least 30 hours a week, including any off-the-job training they undertake. If, at the beginning of the programme, the apprentice works fewer than 30 hours a week, the expected duration of the apprenticeship will be extended to take account of this. Apprentices having achieved and evidenced their level 2 (or equivalent) qualifications in English and Maths prior to commencing the apprenticeship programme. Apprentices and employers attending progress reviews with their Apprenticeship Practice Educator/Skills Coach (where in post) or academic team member up to every 10 weeks. Apprentices undertaking and documenting off-the-job training equating to a minimum of 6 hours per week for the duration of their Apprenticeship Programme. Apprentices and/or employers reporting any absences for a period of 4 weeks or more may result in a ‘break in learning’. The following documentation needs to be completed with your Apprenticeship Practice Educator/Skills Coach:
Eligibility Checklist This summary checklist is guide to the steps you must take to ensure you are meeting the apprenticeship funding rules. It must be completed and returned with evidence of identification prior to applying for the chosen apprenticeship standard. All checklists will be viewed by the Compliance Officer and must be deemed as eligible before proceeding to the next steps in the learner journey.
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Apprenticeship Agreement Your employer will provide you with an apprenticeship agreement, which both of you must sign. It is the equivalent of a standard employment contract and will provide details about the terms of your apprenticeship, working conditions and training plan.
Training Plan (A) Employers, their apprentice(s) and the University must sign the Training Plan (A) before training can start and the Statement must include: the planned content and schedule for training what is expected and offered by the employer, the training organisation and the apprentice how to resolve queries or complaints
Training Plan (B) Training Plan (B) is a working document which is updated throughout the lifetime of the apprenticeship. Training Plan (B) goes in to more detail linking the off-the-job academia to on-thejob training in the workplace.
Skills Analysis As part of the apprenticeship application process, every apprentice completes a selfassessment document. This ensures that the knowledge, skills & behaviours of the chosen apprenticeship standard will be beneficial to the apprentice’s development and meet the business needs. Each apprentice brings with them prior learning, qualifications and workplace experience. The Skills Analysis outlines the bespoke learning programme relevant to the apprentices’ individual learner journey. By completing and signing these documents, you are confirming that you agree to the conditions of the apprenticeship.
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APTEM Aptem Apprentice is an online system that has been developed to support you in completing your apprenticeship programme. Aptem allows you to: Track your progress against your Apprenticeship Standard Upload evidence of learning and achievement Complete your tripartite progress reviews with your Practice Educator and Employer Keep a track of your Off-the-job Training Keep track of your learning tasks, meetings and to do lists.
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EXPECTATIONS – APPRENTICE, UNIVERSITY AND EMPLOYER ROLES As you will have noted from previous sections of this handbook, an apprenticeship is a multilateral process with input from the apprentice, employer and University. We all play a part at each step in the learner journey, to support an enjoyable experience, and a successful outcome. Some key ‘apprenticeship specific’ roles and responsibilities are outlined below.
Key apprentice roles and responsibilities Accurately complete the appropriate compliance documentation, including the Training Plans and apprenticeship agreement. Provide acceptable evidence of prior English and Maths attainments prior to commencing learning on the apprenticeship programme. Adhere to the University policies and procedures, as outlined above, in addition to those set out by their employer and in their job description/contract. Any contractual changes (i.e., contracted hours) should be relayed to the University in a timely manner, in order to maintain accurate records. Report sickness and annual leave to their employer through the appropriate channels outlined in their employer’s policies or contract of employment. It is also good practice, in line with the University’s General Regulations for students, to inform the University of any absences, particularly if the absence may continue over a period of 4 or more weeks, which could result in a break in learning. Consider the impact of annual leave requests in relation to off-the-job training and assignment submission, where possible.
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Attend all progress reviews, which are to be scheduled up to every 10 weeks, in addition to any tutorials or one-toone study/ functional skills support, if applicable. Apprentices must inform their Apprenticeship Practice Educator/Skills Coach/academic lecturer and employer if any appointments must be rescheduled. Actively seek opportunities to learn new skills and undertake appropriate Continued Professional Development (CPD) which will support off-the-job training. Clearly and accurately record the hours undertaken for off-the-job training, a description of the activity and impact on learning. This must be made accessible to the employer and University. Work collaboratively with the employer and University to ensure that the required knowledge, skills and behaviours outlined in their chosen apprenticeship standard are being met. Successfully complete all components of the apprenticeship that are required in order to pass through gateway and commence their final EPA. Undertake the EPA as outlined in their chosen apprenticeship standard.
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EXPECTATIONS – APPRENTICE, UNIVERSITY AND EMPLOYER ROLES Key university roles and responsibilities Ensure that the appropriate documentation is accessible to employers and apprentices to be populated and checked for compliance. Provide a thorough induction to the apprentice and ensure that the learner is clear on the apprenticeship learner journey and expectations. Signpost and provide support where required, as outlined in the ‘HOW TO ACCESS ADDITIONAL LEARNING SUPPORT (ALS) - if required’ section of this handbook. Provide a clear timetable for lectures and assignment submission dates. The University should continue to adhere to Learning and Teaching policies and procedures and report or escalate any academic concerns through appropriate channels. Monitor compliance and ensure that we are collectively adhering to funding rules and reporting accurate and timely data to the Education and Skills Funding Agency (ESFA). This includes completion of mandatory documentation, off-the-job training records, reviews and regular auditing of changes to apprentice status. Ensure that they are actively encouraging the apprentice to undertake activities which will develop their learning and support the off-the-job training element of the apprenticeship. They must allow a minimum of 6 hours per week to be spent away from day-to-day duties to attend lectures and develop new skills.
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Adhere to funding rules by scheduling regular progress reviews with the apprentice and employer/mentor. An accurate record of the conversation, including SMART targets with clear deadlines must be held. Encourage personal and professional development in addition to meeting the KSB’s outlined in the chosen apprenticeship standard. Regularly update the employer and mentor on apprentice progress to support development. Ensure that the apprentice and employer are clear on expectations in relation to the offthe-job training and that sufficient time and support is given to the learner. Ensure that the apprentice has met the requirements of their chosen standard in order to pass through gateway and commence EPA. Support with preparations for the EPA and report any changes or updates to the appropriate parties. Ensure that successful EPA is accurately recorded and reported for the achievement to be claimed and graduation to take place.
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EXPECTATIONS – APPRENTICE, UNIVERSITY AND EMPLOYER ROLES Key employer roles and responsibilities Accurately complete the appropriate compliance documentation, including the Training Plan (A) and apprenticeship agreement. Provide on-the-job training to support in the development of skills to meet the required KSB’s outlined in the chosen apprenticeship standard. Indicate their chosen End Point Assessment Organisation (EPAO) for non-integrated EPA apprenticeships, if applicable. Ensure that the apprentice/employee is supported in the workplace and during their apprenticeship learner journey, adhering to organisational policies and procedures. Employers are responsible for paying their apprentices wages and issuing their contract of employment which must last the duration of their apprenticeship. All apprentices must receive the same benefits as other employees.
Keep an open channel of communication with the University in relation to any absences which may impact on the apprentice’s learner journey, and health or wellbeing concerns, whilst continuing to adhere to their own occupational health and safety or human resource policies and procedures. Identify a member of staff who can be available to act as a mentor for the apprentice and must be committed to assisting the development of skills/training support. Attend regular on-going review meetings, supporting the Apprenticeship Practice Educator/Skills Coach to ensure the apprentice has a clear picture of their progress and achievements. Support with preparations for the EPA and report any queries or concerns to the appropriate parties.
Ensure that they are actively encouraging the apprentice to undertake activities which will develop their learning and support the off-the-job training element of the apprenticeship. They must allow a minimum of 6 hours per week to be spent away from day-to-day duties to attend lectures and develop new skills.
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USEFUL STATUTORY RIGHTS Apprentices have the same statutory rights as any other employee in the workplace. Please find a couple of useful websites listed below.
Useful websites AELP: Association of Employment and Learning Providers Government website: Pay and conditions for apprentices UCAS: General rights and responsibilities
IMPARTIAL CAREERS ADVICE “Progress is impossible without change, and those who cannot change their minds cannot change anything” — George Bernard Shaw.
Apprenticeship Programme and, alongside our impartial Careers and Employability Advisers, can support with the following:
For many apprentices, the prospect of seeking impartial careers advice may not have crossed their mind. After all, they’re already employed. However, there is no end to the wealth of opportunities available to us if we are open to exploring them. The University Careers and Employability Team is at the forefront of supporting current and future students in embracing this forward-thinking attitude through a vast array of resources. One of the resources that has been developed and tailored to meet the needs of students is the ‘FutureMe’ careers platform.
Support with helping you decide what to do next
Current apprentices can access this resource through Hub. FutureMe has a tailored section to support the differing needs of those on an
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Advice on postgraduate study Career development workshops and events Impartial one-to-one careers guidance Advice on writing effective CVs and applications Mock interviews and interview guidance Tips for networking, using social media and developing your personal brand Careers fairs and opportunities to meet employers throughout the year Volunteering opportunities Job vacancies, projects and paid internships
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KEY WORDS, PHRASES AND ACRONYMS There are a number of key words, phrases and acronyms you may come across during your apprenticeship. We have listed some of these below for reference, but should you ever be unsure what is being referred to in documents and conversations, just ask! AA
Apprenticeship Agreement
ALS
Additional Learning Support
APTEM
The online apprenticeship monitoring system
BKSB
The online system for functional skill assessments
BIL
Break in Learning
Brightspace
The online learning platform for Virtual Classroom and assignment submissions
DBQ
The Designated Quality Body in England provides assessments and advice for the Office for Students on quality and standards in higher education in England.
EIF
Education Inspection Framework — Ofsted guidance
EPA
End Point Assessment
EPAO
End Point Assessment Organisation
ESFA
Education and Skills Funding Agency (apprenticeship funding)
FS
Functional Skills
Gateway
The point whereby it is agreed that the apprentice is ready to commence EPA
IA
Initial Assessment
IAG
Information, Advice, Guidance
IEPA
Independent End Point Assessor
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IfATE
Institute for Apprenticeships and Technical Education
ILP
Individual Learning Plan
ILR
Individualised Learner Record
IQA
Internal Quality Assessor
ITP
Independent Training Provider
KSB’s
Knowledge, Skills and Behaviours
LRS
Learning Record Services - Gov website to check a student’s prior achievements in absence of certificate
MCQ
Multiple Choice Question
NAW
National Apprenticeship Week
Ofsted
The Office for Standards in Education, Children’s Services and Skills. Ofsted inspects services providing education and skills for learners of all ages.
OSACC
Office for Student Appeals, Complaints and Conduct
OTJ
Off The Job
RPL
Recognised Prior Learning
Skills Analysis A self-assessment for the apprentice to assess themselves against the knowledge, skills, and behaviour requirements of the standard TP (A)
Training Plan (A)
TP (B)
Training Plan (B)
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CONTACT US If you have any queries, please do not hesitate to contact the Apprenticeship Hub. We will endeavour to respond to you as soon as possible. For enquiries in relation to your academic studies, you are advised to liaise with the academic course team. Please refer to your course handbook for the appropriate contact details and information specific to your apprenticeship.
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