Level l 6 (D (Degree) Public lic Healt lth Apprenticeship ip • Richard Phillips , Workforce Development Manager, PHE NW • Gemma Hall , Talent for Care Relationship Manager, HEE NW • Simon Dennis , Talent for Care, HEE, Strategic Commercial Manager, Salisbury NHS Foundation Trust • Margaret Coffey , Reader in Public Health, University of Salford
Key Points
What Can We Learn From Other Apprenticeships? Gemma Hall Apprenticeship Relationship Manager – North West
NHS Apprenticeships Largest employer in England 1.2m employees 251 NHS Trusts 10 Ambulance Trusts 7,454 GP practices 243 NHS trusts are in the top 1000 account managed employers Estimated to contribute over £220m of levy Currently more than 70 healthcare specific apprenticeships Dozens of more non-healthcare specific apprenticeships that are applicable to a Health setting With a target to deliver 28,000 apprenticeship starts annually
NHS Context Challenges • Increased demand on services • Aging population • Demand for more innovation in service delivery and skills • Maturing workforce presenting short/medium/long term skill shortages • Reducing funding for education and training for new and existing staff The Opportunity • Opportunity with apprenticeships to upskill and develop staff : • Staff equipped with the right skills • Staff have the knowledge and skills to deliver new services • Create transformational change – new models of care • Enhance patient experience - Patients experience high quality care from skilled staff
Apprenticeships: the opportunity Priority How apprenticeships could help Retention of existing staff Recruit existing appropriate staff to apprenticeships to and attracting new talent develop skills and competence to meet service needs and create career pathways Support engagement with local communities, schools, colleges to market apprenticeships and future employment opportunities Supporting new roles and Standardise and promote new roles through skills development of appropriate apprenticeship. Apprenticeships development could support new roles and provide opportunities for rotation and flexible workers Whole system organisation Shared understanding of apprenticeships, training development education and career progression
Public Health Practitioner Standard
Career Pathway? Can this apprenticeship increase social mobility and support inclusive growth if we lowered entry and experience requirements?
Collaborative Working Can we create systematic apprenticeship solutions? Working together with professional groups to understand apprenticeship numbers and capacity. Procurement Examples: and Workforce Planning • ACP National Procurement • Pan London Nurse Procurement • ODP Yorkshire Procurement Regional? National? ICS? • STP / ICS workforce planning Considerations: • Do numbers warrant a central approach? • Does demand need to be regionally led? • What does the next 12 months look like? • What about 5 years?
Collaborative Working Rotational placements? Considerations: • What are the skills the learners can only gain from external placements? • Greater partnership working? • Health and Social Care integration? • What is the end goal? • Where will these learners work when they complete? • Who will manage rotations? • Will it add value?
Collaborative Working Employment Models Examples: • Central employment by one body or Trust • Individual employment Considerations: • Salary and pay scales – standardisation? • Training wage with annul increases? • Annual leave • Terms and conditions • How would this work with rotations?
Collaborative Working Other considerations: • Who are the potential providers? Can you engage with them now? • 20% off the job? • Who is your target audience? • Existing workforce? • New entrants? • Or a mix?
Apprenticeship Procurement Procurement is : • Required to ensure that public funding is appropriately spent • Can be used to specify what the apprenticeship looks like, how the learning is contextualized, and where the training should take place. Aims: • To gather planned provider capability apprenticeship delivery • To provide realistic indicative employer forecasts of learner numbers • HEIs are encouraged to offer innovation and employer partnerships for course delivery, rather than a pure “traditional” university attendance model. • HEE toolkit - https://haso.skillsforhealth.org.uk/procurement/
Let’s not reinvent the wheel…. …… Utilise existing models and partnerships But at the same time can you create something innovative?
‘HASO’ Healthcare Apprenticeship Standards Online NHS Apprenticeship Implementation Toolkits @NHS_HealthEdEng #TalentForCare
Thank You! Getting in touch Gemma.Hall@hee.nhs.uk Talent for Care talentforcare@hee.nhs.uk Healthcare Apprenticeships Standards Online https://haso.skillsforhealth.org.uk
Public Health Practitioner Apprenticeships National and Regional Support Approach and Update Simon Dennis
• HEE are leading on national procurements for NHS (and other) employers, in support of the development of Apprenticeship and other routes into study. • The principle objectives are to streamline provider selection for employers, to ensure consistent quality across courses, and to assist education providers in understanding, and planning for, the size of the marketplace. We also aim to increase innovation in support of HEE National the new learning methods discussed in the NHS Long Term Plan. Procurements • This is not HEE selecting your provider – this will provide a menu of providers to enable local discussions to continue • This follows on from the success of HEE led collaborative projects such as Capital Nurse, and Thames Valley Nursing Associate.
• Collaborations across sectors require a different approach to provider selection Local • Apprenticeships put employers in the driving seat to co-design, and co-deliver if wished, the training for their future workforce Authority, NHS and Third • National approaches to smaller learner number professions help drive innovation and ensure employer needs are at the forefront Sector working together • Employer involvement from the start is key to a successful programme
• London Councils supported all 33 boroughs and their professional bodies in the creation of a new pan-London Social Work Degree Apprenticeship programme • Key requirements were innovation in delivery, co-production of content, minimal learner travel, and a high quality programme capable of being delivered in any location Example – The • Also included support for employers and learner mentors • Openly procured opportunity resulted in a new programme to start London Social September 2020 with a cohort from all boroughs totaling around 40 learners Work programme
• Small learner numbers nationally have led to cancelled programmes and training difficulties for a small but vital profession • Good cooperation existed between both NHS, private sector and charitable employers Example – A • Supportive professional body (BAPO) happy to be involved in national supporting the procurement • Overcoming the geographical challenge of national delivery was key approach for a • Resulted in a new national provider (University of Derby) being small appointed with nationwide delivery, maximizing innovations in course content and delivery methods to address the challenge of small learner profession numbers but wide
• Employers need to be ambitious in their requirements - ask for the programme you want, not the one you think you can get • Ensure employers from all sectors are represented • Be realistic about numbers – HEIs need to be able to deliver their Key Learnings business case • Work together – we will support wherever possible
For further information : simon.dennis@nhs.net
PUBLIC HEALTH PRACTITIONER DEGREE APPRENTICESHIP - “WHERE ARE WE NOW?”
OVERVIEW • An alternative to traditional university study • Combined packages of work and study • Available at Levels 4-7 • Aligned to academic programmes • Part of a government initiative • Funded by the employer and the government (levy) • Designed to address skills gaps
ALIGNED TO INDUSTRY • We are committed to addressing the ever-changing higher education landscape • Delivering tailored programmes of study to address key industry skills gaps • Apprentice numbers have increased exponentially from 16 in 2016 to over 750 on programme in January 2020, demonstrating the significant shift in the apprenticeship landscape over the past 4 years and the increased level of buy-in from industry
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