APPRENTICE POLICY. Date: Effective Date: 16 June 2016 Review Date: 15 June 2019 Approval at: Trust Executive Committee Date Approved: 16 June 2016

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1 APPRENTICE POLICY Document Author Written By: Assistant Director for Organisational Development Authorised Authorised By: Chief Executive Date: February 2016 Lead Director: Executive Director for Finance and Human Resources Date: Effective Date: 16 June 2016 Review Date: 15 June 2019 Approval at: Trust Executive Committee Date Approved: 16 June 2016 Version No.1.0 Page 1 of 16

2 DOCUMENT HISTORY (Procedural document version numbering convention will follow the following format. Whole numbers for approved versions, e.g. 1.0, 2.0, 3.0 etc. With decimals being used to represent the current working draft version, e.g. 1.1, 1.2, 1.3, 1.4 etc. For example, when writing a procedural document for the first time the initial draft will be version 0.1) Date of Issue Versi on No. Date Approved Director Responsible for Change Feb Feb Executive Director for Transformation & Integration Mar Executive Director for Transformation & Integration Apr Executive Director for Transformation & Integration 10 May Executive Director for Finance and Human Resources 02 Jun Executive Director for Finance and Human Resources 16 Jun Jun 16 Executive Director for Finance and Human Resources Nature of Change Ratification / Approval No comments received Minor amendments to reflect new Government Policy No comments received Policy ratified subject to amendments To add statement to reflect if apprentice does not meet the required standard employment will be terminated. Approval as a new policy. Consultation on Intranet Consultation within E, T & D Partnership Forum Policy Management Group Consultation totec Trust Executive Committee NB This policy relates to the Isle of Wight NHS Trust hereafter referred to as the Trust Version No.1.0 Page 2 of 16

3 Contents Page 1. Executive Summary 4 2. Introduction 4 3. Definitions 5 4. Scope 6 5. Purpose 6 6. Roles and Responsibilities 6 7. Policy detail / course of action 9 8. Consultation 9 9. Training Monitoring Compliance and Effectiveness Links to Other Organisation Policies / Documents References Disclaimer 10 Appendices: A. The Apprentice Journey A Guide for Managers & Mentors 11 B. Financial and Resourcing Impact Assessment on Policy Implementation 12 C. Equality Impact Assessment (EIA) Screening Tool 14 Version No.1.0 Page 3 of 16

4 1 Executive Summary The Government has continued to prioritise the national apprenticeship programme as a way of raising the skills of the workforce. Demographic factors present a real challenge for health education and local authorities in the coming decade. The Trust currently has approximately 25% of its workforce eligible for retirement within the next five years with 3% of its staff less than 25 years old. Apprenticeships contribute to increased productivity, greater staff retention and a more highly skilled and motivated workforce for the future. Department for Business, Innovation and Skills (BIS) has announced that it will set targets for public bodies to take on more apprentices. This is part of its pledge to create three million apprenticeships by In a statement, the Department for Business, Innovation and Skills (BIS) said: This will strengthen their reputation, help working people and ensure apprenticeships are recognised as a career path equal to higher education. The Government is keen to raise the profile and reputation of apprenticeships and put them on a par with university as a career route for school leavers. In April 2017 the way the government funds apprenticeships in England is changing. The Trust will be required to contribute to a new apprenticeship levy. The apprenticeship levy requires all employers operating in the UK, with a pay bill over 3 million each year, to make an investment in apprenticeships. The Trust will benefit from this investment by committing to train apprentices. This policy sets out the strategic direction for development and implementation of Apprenticeships within The Isle of Wight NHS Trust. The policy supports Health Education England s Talent for Care strategy for bands 1-4 and aims to provide direction to the Trust in the promotion, provision and most cost effective and efficient ways to sustain the services we deliver for our future workforce. 2 Introduction This policy will improve access to and promote the uptake of a wider range of Apprenticeship training programmes to enable the Trust to meet its target for Apprenticeships and meet both the current and future workforce needs. This will be done by: Developing a strategy for the equitable distribution of apprenticeships throughout the Business Units to ensure the organisation meets its overall targets. Increasing access to the range of Apprenticeship Frameworks that are available. Using the recruitment scrutiny process to identify apprentice posts. Version No.1.0 Page 4 of 16

5 Improving awareness of the value of Apprenticeship training programmes. Improving availability of materials to support information, advice and guidance about Apprenticeships in the health sector. Strengthening partnerships between Health Education England, health employers, unions and the professions in the development of frameworks which are appropriate to the needs of all and linked to patient, service and staff needs. Supporting the Government Skills Pledge, ensuring appropriate development for all staff by increasing take up of Apprenticeship programmes. There are already some models of Apprenticeships or Apprentice-type training within the Trust which can be built upon and expanded. To date these are ad-hoc with no clear co-ordinated approach to ensure there is consistency in recruitment, progression or pay. We have successful links with training providers who are able to support Apprenticeships in both clinical and non-clinical roles. Access to external funding is available to support course fees. The Apprenticeship model allows for staff to earn and learn with access to workbased learning and experience. Many apprenticeship pathways allow access to Higher Education programmes. This policy will enable us to implement a formal apprenticeship framework which will be equitable and enable us to employ apprentices into the workplace. 3 Definitions Apprenticeships: Apprenticeships can support the health sector by offering a route for employers to develop new talent An apprenticeship framework: covers all the statutory requirements for an apprenticeship programme in England is used by colleges, employers and training providers to make sure that all apprenticeship programmes are delivered consistently and to national standards Version No.1.0 Page 5 of 16

6 4 Scope This policy applies to all individuals who apply for and are recruited into apprenticeship posts with the IOW NHS Trust (hereafter referred to as the Trust). This policy does not apply to existing Trust staff undertaking an apprenticeship framework (qualification) prior to the date of this policy. 5 Purpose The purpose of this policy is: To provide guidance on the processes to be followed by line managers and apprentices. To provide a transparent framework ensuring that apprenticeship opportunities are equitable, fair and effective in meeting the organisation s values, goals and objectives. To promote personal and professional development of apprentices. To ensure that apprenticeships are consistent with the Trust s recruitment and selection process. 6 Roles and Responsibilities Education, Training and Development Department The Education, Training and Development Department will lead and manage the Apprenticeship Programme. Lifelong Learning Manager (LLM) Is responsible for: Informing the Trust of any developments to national and existing frameworks. Promoting the value of apprenticeships as development opportunities within the Trust, particularly for staff in pay bands 1-3. Monitoring recruitment against targets and reporting to Health Education Wessex as per the Learning and Development Agreement (LDA). Assisting managers with advice and guidance on what Apprenticeship Framework is suitable for the post. Assisting managers in the identification of suitable posts for an apprenticeship programme. Identifying and commissioning training providers to deliver Trust apprenticeship programmes. Version No.1.0 Page 6 of 16

7 Liaison with the training provider on behalf of the manager, confirming course funding and arranging to provide the trainer with the apprentice contact details to enable them to commence enrolment. Supporting the line manager to provide recommendations of what should be included in a local induction. Acting as a resource to the manager and apprentice and monitoring the apprentice s progress throughout the duration of their apprenticeship. Ensuring a level of quality control with training providers and following up any issues with delivery or assessment. Human Resources Is responsible for:. Providing support to the line manager for the recruitment process and general Human Resources management Working with managers to develop relevant job descriptions. Line Manager Is responsible for: Contacting the Lifelong Learning Manager (LLM) as soon as the opportunity for an apprenticeship post is identified to discuss suitability of post and funding (e.g. if the apprentice is over the age of 24 training fees may apply). Ensuring the workplace environment is suitable to support an apprentice. Approving release time for the apprentice to attend assessments, set training sessions or examinations with the Training Provider. Linking with HR resourcing team to following normal recruitment and selection processes. Informing the LLM of advertising, shortlisting and interview dates. Delegating tasks and monitoring the workload of the apprentice. Providing local training, support and guidance to apprentice. Monitoring training progress and links with the assessor on apprentice visits. Agreeing in collaboration with the apprentice and assessor optional modules to be completed within the apprenticeship framework which are relevant to the JD and fulfil service requirements. Monitoring the performance of the apprentice and managing them in line with Trust Policies. Seeking advice from HR in the rare situation where an apprenticeship may need to be extended. Monitoring attendance and managing in line with the Trust s Attendance Management Policy. Informing the LLM of any issues which may affect the completion of the apprenticeship qualification. Completing termination of employment documentation at the end of the apprenticeship if applicable. Inducting the apprentice as per the Trust s Induction Policy. Version No.1.0 Page 7 of 16

8 Training Provider Advises managers and the Lifelong Learning Manager on suitable and appropriate apprenticeship frameworks. Provides training support and guidance to the apprentice. Adheres to contractual obligations with the Trust as outlined in the Service Level Agreement. Provide an assessor who will set dates for the apprentice s progression meetings according to the apprenticeship framework. These dates are to be mutually agreed and if cancelled by the assessor an alternative date will be offered. Will sign off and agree the assessment and work plan from the apprentice, the manager or their deputy. Monitors progress and informs the Manager of any issues. Mentor The mentor is a work based colleague who: Provides pastoral support to the apprentice during the period of their apprenticeship as and when required. Acts as a confidential support mechanism for the apprentice should they require advice and guidance. If supporting a clinical apprenticeship will also identify learning opportunities to achieve work based learning competencies, assess clinical practice and provide feedback for ongoing development. Apprentice Will adhere to Trust Policies and Procedures. Will complete the Apprenticeship Framework and meet deadlines for work plan submissions meeting regularly with the assessor. Failure to achieve deadlines and meet performance targets will be managed in line with the Trust s Capability Policy. If the apprentice does not meet the required standard their employment will be terminated. Is responsible for contacting the assessor to arrange meetings between assessor and manager for sign off of portfolio progress. Will observe the relevant policies and the Visions, Values and Behaviours Framework. Version No.1.0 Page 8 of 16

9 7 Policy detail / Course of Action The Apprentice Manager s Guide (Appendix A) outlines the course of action for employing apprentices. The apprentice s salary will be dependent upon the level of Apprenticeship being undertaken. This is detailed below. Apprenticeship Level Intermediate Advanced Apprenticeship Higher Apprenticeship Entry Level On completion 75% of Agenda for Change pay band 1 Basic standard of literary and numeracy that is required. If you don t have GCSEs. All students on an apprenticeship will need to take a literacy and numeracy test. To start this programme, the applicant should ideally have five GCSEs at grade A-C or above or have completed an Intermediate Apprenticeship. Progress from Level 3 Apprenticeship qualification Apprentices work towards work-based learning qualifications such as an NVQ/QCF Diploma Level 2 a Technical Certificate and Level 1 Functional Skills in English and Maths Apprentices work towards work-based learning qualifications such as an NVQ/QCF Diploma Level 3 a Technical Certificate and Level 2 Functional Skills in English and Maths Apprentices work towards work-based learning qualifications such as an NVQ/QCF Diploma Level 4 and, in some cases, a knowledge-based qualification such as a Foundation degree. Apprentices can also progress to higher education, including university degrees. Band 1 2 Band 2 4 Band 3 6 Spine point 8 Consultation The following groups and individuals have had an opportunity to contribute towards the development of this policy through consultation: Education, Training and Development Team Education, Training and Development Board Staff Partnership Forum Available to staff via the Trust s Draft Policies Intranet Site. 1 Assumes training will be completed within 12 months. Adjustments of the percentage can be made for apprenticeships longer than 12 months see annex U of Agenda For Change Version No.1.0 Page 9 of 16

10 9 Training The responsibility for the implementation of the Policy is within the Education, Training and Development Department (ETD). ETD will provide training and awareness of this policy as well as advice and guidance to individual and managers who may be considering an apprenticeship. This apprenticeship policy does not have a mandatory training requirement. 10 Monitoring Compliance and Effectiveness This policy will be monitored by: ETD governance structure through reporting from the Electronic Staff Record the number of apprentices. Quality reporting through the LLM as required by the LDA. Achieving Health Education Wessex apprenticeship targets. 11 Links to other Organisational Documents NHS Terms and Conditions Handbook Recruitment and Selection Policy Management of Corporate and local Induction Policy Capability Policy 12 References HEE Workforce Strategy HEE Talent for Care Apprenticeship Levy Isle of Wight NHS Workforce Strategy Department of Business Innovation and Skills 13 Disclaimer It is the responsibility of all staff to check the Trust intranet to ensure that the most recent version/issue of this document is being referenced Version No.1.0 Page 10 of 16

11 Appendix A The Apprentice Journey A Guide for Managers and Mentors CPD/Apprenticeships Version No.1.0 Page 11 of 16

12 Financial and Resourcing Impact Assessment on Policy Implementation Appendix B NB this form must be completed where the introduction of this policy will have either a positive or negative impact on resources. Therefore this form should not be completed where the resources are already deployed and the introduction of this policy will have no further resourcing impact. Document title Apprentice Policy Totals WTE Recurring Manpower Costs Training Staff Equipment & Provision of resources Non Recurring Summary of Impact: Risk Management Issues: Benefits / Savings to the organisation: Equality Impact Assessment Has this been appropriately carried out? YES Are there any reported equality issues? NO If YES please specify: Use additional sheets if necessary. Please include all associated costs where an impact on implementing this policy has been considered. A checklist is included for guidance but is not comprehensive so please ensure you have thought through the impact on staffing, training and equipment carefully and that ALL aspects are covered. Manpower WTE Recurring Non-Recurring Operational running costs Totals: Staff Training Impact Recurring Non-Recurring Totals: Version No.1.0 Page 12 of 16

13 Equipment and Provision of Resources Recurring * Non-Recurring * Accommodation / facilities needed Building alterations (extensions/new) IT Hardware / software / licences Medical equipment Stationery / publicity Travel costs Utilities e.g. telephones Process change Rolling replacement of equipment Equipment maintenance Marketing booklets/posters/handouts, etc Totals: Capital implications 5,000 with life expectancy of more than one year. Funding /costs checked & agreed by finance: Signature & date of financial accountant: Funding / costs have been agreed and are in place: Signature of appropriate Executive or Associate Director: Version No.1.0 Page 13 of 16

14 Appendix C Equality Impact Assessment (EIA) Screening Tool Document Title: Purpose of document Target Audience Person or Committee undertaken the Equality Impact Assessment Apprenticeship Policy To ensure there is a consistent approach to the recruitment, selection, management and training of apprentices across the Trust. Training organisations, Line Manager, Human Resources, prospective apprentices, Health Education Wessex Elizabeth Nials Senior HR Manager 1. To be completed and attached to all procedural/policy documents created within individual services. 2. Does the document have, or have the potential to deliver differential outcomes or affect in an adverse way any of the groups listed below? If no confirm underneath in relevant section the data and/or research which provides evidence e.g. JSNA, Workforce Profile, Quality Improvement Framework, Commissioning Intentions, etc. If yes please detail underneath in relevant section and provide priority rating and determine if full EIA is required. Positive Impact Negative Impact Reasons Gender Race Men Women Asian or Asian British People Black or Black British People Chinese people People of Mixed Race White people (including Irish people) People with Physical Disabilities, Learning Version No.1.0 Page 14 of 16

15 Disabilities or Mental Health Issues Sexual Orientation Transgender Lesbian, men bisexual Children Gay and Age Older (60+) People Younger People (17 to 25 yrs) Not applicable People of this age are not eligible for apprentice programme Faith Group Pregnancy & Maternity Other equality considerations Job Evaluation Notes: Training programme would be adjusted to meet the needs of apprentice The salary scale reflects the requirements of existing roles/pay bands within the organisation. Faith groups cover a wide range of groupings, the most common of which are Buddhist, Christian, Hindus, Jews, Muslims and Sikhs. Consider faith categories individually and collectively when considering positive and negative impacts. The categories used in the race section refer to those used in the 2001 Census. Consideration should be given to the specific communities within the broad categories such as Bangladeshi people and the needs of other communities that do not appear as separate categories in the Census, for example, Polish. 3. Level of Impact If you have indicated that there is a negative impact, is that impact: Legal (it is not discriminatory under anti-discriminatory law) YES NO Intended If the negative impact is possibly discriminatory and not intended and/or of high impact then please complete a thorough assessment after completing the rest of this form. 3.1 Could you minimise or remove any negative impact that is of low significance? Explain how below: 3.2 Could you improve the strategy, function or policy positive impact? Explain how below: 3.3 If there is no evidence that this strategy, function or policy promotes equality of opportunity or Version No.1.0 Page 15 of 16

16 improves relations could it be adapted so it does? How? If not why not? Scheduled for Full Impact Assessment Name of persons/group completing the full assessment. Date Initial Screening completed Date: Version No.1.0 Page 16 of 16