Employer Handbook 2023-2024 by Best-Practice-Network

Employer Handbook 2023-2024 Best Practice Network Newminster House, 27-29 Baldwin St, Bristol, BS1 1LT 0117 9209200 apprenticeships@bestpracticenet.co.uk

Introduction A very warm welcome to Best Practice Network apprenticeships. We look forward to working with you throughout your staff members’ apprenticeship and ensuring they enjoy their learning experience with us. The apprenticeships team are here to help and support you and your apprentice to maximise this opportunity, so please contact us if you have any questions. THE INFORMATION IN THIS BOOKLET IS IMPORTANT, SO PLEASE KEEP IT SAFE SO YOU CAN REFER BACK TO IT. Best Practice Network is one of the UK’s largest providers of training, development and support for education professionals. We share the desire of every practitioner that every child, regardless of their background, should benefit from an excellent education.

Our values Our core values define what we stand for and how we do things, helping us to work together in the most fulfilling way to provide the best service to our clients.

Contents What is an Apprenticeship? �� 1 Apprenticeship Standards ��2 What are the apprenticeship rules for employers? ��3 Key Points for the Employer �� 4 BPN Boost �� 6 Functional Skills ��7 Apprenticeship Tutors (ATs) ��7 Apprenticeship Levels �� 8 The roles within apprenticeship delivery ��10 Responsibilities �� 12 Gateway and End Point Assessment ��14 Off-the-job training �� 15 BPN Policies ��18 Resources ��19 Safeguarding and Prevent �� 20 Glossary of Terms �� 23

What is an Apprenticeship? An apprenticeship is a genuine job with an accompanying assessment and skills development programme. It is a way for individuals to earn while they learn gaining valuable skills and knowledge in a specific job role. The apprentice gains this through a wide mix of learning in the workplace, formal off-the-job training and the opportunity to practise new skills in a real work environment. Apprenticeships benefit employers and individuals, and by boosting the skills of the workforce they help to improve economic productivity. Apprenticeship Standards are bespoke learning journeys based on an individual learning plan comprised of learning new knowledge, skills and behaviours, demonstrating these and keeping a record of doing so. These new Standards lead to final externally marked End Point Assessments. The Apprenticeship Tutor will explain the programme in full detail to both you and your apprentice during the induction. Apprenticeships are much more than just work experience and a qualification, there is a wider aspect of life learning. A quality apprenticeship means apprentices have the confidence that the skills they are learning will help them succeed, progress and thrive. For employers, it means they will see a good return of investment with a workforce with the right knowledge, skills and behaviours.

Apprenticeships are no longer defined by qualifications

There is no mandatory requirement for qualifications within new apprenticeships unless needed for a license to practice or used widely as a sift by employers. Employers can build qualifications into the standards, either mandatory (in the standard) or recommended (in the assessment plan). Where qualifications are not mandatory, employers and training providers have much more flexibility to choose which qualification to offer (which would be at a cost if not required by the apprenticeships standard).

The skills builder universal framework It has been developed over five years by a wide group of organisations including the CIPD, CBI, Gatsby Foundation, Careers and Enterprise Company, Business in the Community and the Skills Builder Partnership. It is widely used already across education settings in England and has also been widely adopted by employers and by other providers. It has been designed to support a common language and ways of understanding how apprenticeship skills are built at different levels. It is also used as a tool to think through the skills and behaviours and what level they are needed at in different standards. These include teamwork; leadership; problem-solving; creativity; speaking; listening; aiming high; staying positive.

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Apprenticeship Standards An apprenticeship standard sets out the skills, knowledge and behaviours required of apprentices. They are made up of several elements:

Knowledge Skills and Behaviours Knowledge - the information, technical detail, and ‘know-how’ that someone needs to have and understand to successfully carry out the duties. Some knowledge will be occupation-specific, whereas some may be more generic. Skills - the practical application of knowledge needed to successfully undertake the duties. They are learnt through on- and/or off-the-job training or experience. Behaviours - mindsets, attitudes or approaches needed for competence. Whilst these can be innate or instinctive, they can also be learnt. Behaviours tend to be very transferable. They may be more similar across occupations than knowledge and skills. For example, team worker, adaptable and professional.

Occupational Duties Occupational duties within an apprenticeship standard reflect those main tasks and duties that have a high degree of similarity across a relevant sector. Apprenticeship Assessment Plan The assessment plan outlines how apprentices will be assessed against the apprenticeship standard. This includes what they need to achieve for their apprenticeship completion certificate.

On-programme assessment Continuous assessment is still needed to track apprentices’ progress, gather feedback and offer employers and providers a clear perspective of apprentices’ readiness for final assessment.

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What are the apprenticeship rules for employers? If you’re considering offering an apprenticeship scheme in your organisation, there are a number of statutory conditions you must meet. These standards were created by the National Apprenticeship Service to ensure a consistent and standardised quality. An apprenticeship is a job with training. Through an apprenticeship, an apprentice will gain the technical knowledge, practical experience and wider skills and behaviours that they need to be competent in their immediate job and future career. The apprentice will gain this through: •Formal off-the-job training (which is the responsibility of the provider) AND •The opportunity to apply these new skills in a real work environment, in a productive job role (which is the responsibility of the apprentice’s employer) Employers must:

Provide the minimum apprenticeship length Apprenticeships should last at least twelve months minimum. The length of the programme will depend on the apprenticeship level you are offering, as higher-level apprenticeships can take anywhere from one to five years to complete.

Adhere to minimum age-based pay for apprentices We always encourage our partners to pay their apprentices a competitive wage, as a minimum, an employer must offer apprentices the correct wage based on their age and progression status within the programme and complying with national minimum wage regulations.

Support off the job training All employers must support the off-the-job-training element of their apprenticeship programme (this means allowing apprentices to receive formal training within their contracted working hours). Off-the-job training is a statutory requirement for an English apprenticeship.

Provide a genuine job for the learner All employers must provide the apprentice with a real job for the duration of the apprenticeship programme that relates to the standard currently being undertaken by the apprentice.

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Sign an apprenticeship agreement Before the start of the programme, the employer and learner must both sign an apprenticeship agreement (which specifies the conditions of employment).

Sign an apprenticeship training plan Before any programme can commence, the employer must co-sign an apprenticeship training plan with the apprentice and chosen training provider. This is an important step, as it formalises the expectations of all parties involved. By signing this as an employer, you’re confirming that you’ll support the off the job element, agree with the course content and confirm the eligibility of the apprentice.

Key Points for the Employer At Enrolment • Ensure the apprentice have a role that provides the opportunity to develop the Knowledge, Skills & Behaviour • Ensure you adhere to the legal requirement of an apprenticeship agreement with the apprentice • Verify that the apprenticeship agreement is complete and has been signed by both parties • Contribute to the initial assessment and discuss the outcomes with the apprentice and the training provider, review and sign

On Programme • Ensure the apprentice undertakes real, productive work to be able to meet the standard. Providing them with the opportunity and support to embed and consolidate the KSBs • Release the apprentice to attend off-the-job (including English and maths), teaching, training and assessments • Take part in regular reviews, as this must be a three-way discussion to support and feedback with the apprentice and training provider • Agree a proposed Gateway date with the training provider

At Gateway • Attend a Gateway meeting with the apprentice and training provider • Discuss occupational competence and readiness for End Point Assessment • Ensure all the Gateway evidence has been completed, signed

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Provide the individual with the appropriate support and supervision to carry out both their job role and their apprenticeship (including the End Point Assessment).

Release the apprentice for Off-the-Job training (and English and maths training if required), as documented in the training plan, and take part or provide input into the progress reviews.

Provide the apprentice with the opportunity and support to embed and consolidate the knowledge, skills and behavious, gained through Off-the-Job training, into the workplace.

Active Learning Your apprentice must engage and show active learning (off-the-job training or English/maths training) has taken place in every calendar month of the practical period. A break in learning will be used where there is no plan for any active learning to take place within a calendar month.

Employer co-investment Where apprenticeship training is not funded through the apprenticeship levy (non-levy paying employers and levy paying employers with insufficient funds), an employer must co-invest the relevant co-investment rate of the total negotiated price, up to the funding band maximum. The rate at which co investment will need to be paid will depend on the date the apprenticeship started.

Financial contributions by an apprentice Neither the employer and the training provider must not ask the apprentice to contribute financially to the eligible costs of training, on-programme or end-point assessment. This includes both where the individual has completed the apprenticeship successfully or has left the programme early.

Communicate a Change of Circumstances If any circumstances change this may affect the apprenticeship agreement and affect both your apprentices programme and any funding. You will need to let Best Practice Network know if there is a change in the apprentice’s circumstances, (including changes in employment contracts such as hours worked or changes in job role) resignation, dismissal, sickness (over four weeks), maternity, paternity or adoption leave, or any other personal reason that means the apprentice needs to take a break from learning which will last more than four weeks. This is so that we can make any required adjustments to apprenticeship agreements, training plan, agreed training price and inform the Education, Skills and Funding Agency and Apprenticeship Service. Please ensure you communicate any changes which may affect your apprentices as soon as possible.

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BPN Boost Supporting apprentices with comprehensive Careers Information, Advice, and Guidance (CIAG), along with robust welfare measures, is a strategic imperative that empowers both apprentices and the apprenticeship provider. By integrating these essential components, a holistic approach to apprenticeship management is fostered, yielding a variety of benefits. CIAG serves as a compass for apprentices, enabling them to make informed career decisions aligned with their aspirations and aptitudes. Tailored guidance equips them with a clear understanding of industry pathways, job prospects and skill development opportunities, enhancing their engagement and commitment. As apprentices gain clarity on their future prospects, their motivation and productivity increase, resulting in a more skilled and proficient workforce. Welfare provisions complement CIAG by ensuring the wellbeing of apprentices. A nurturing environment, coupled with mental health support and mentorship programmes, cultivates a sense of belonging and resilience. Enhanced welfare measures also reduce attrition rates, boosting programme completion rates and maintaining a positive reputation for the apprenticeship provider. The reciprocal relationship between CIAG and welfare enriches the learning journey, fostering apprentices’ personal and professional growth. BPN engages fully with CIAG and provides a series of live webinars and asynchronous learning opportunities to support apprentices via BPN Boost which is in addition to regular discussions apprentices have with their tutors and employers as part of their review meetings.

What does it include?

SharePoint Library for CIAG and Enrichment Resources: A one stop shop serving as a central repository for CIAG and enrichment resources. Teams Classrooms for Information Sharing and Resource: Information sharing updates and announcements related to CIAG and enrichment activities. Monthly Webinars: Interactive webinars aimed at providing additional guidance, information and opportunities for apprentices. CIAG Delivery: A comprehensive CIAG programme tailored to each apprenticeship level. Enrichment Activities: A range of collaborated enrichment activities that align with the apprenticeship levels and industry requirements.

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Functional Skills Maths and English Maths and English progression and development is an intrinsic part of every apprentice’s journey. Maths and English underpin success in all jobs and career paths. All apprenticeships need to include opportunities for learners to develop their knowledge, understanding and use of maths and English. For many apprentices this will involve achieving specific qualifications in these subjects as part of their programme. If they do not have prior achievement (with evidence provided to Best Practice Network) at the appropriate level for their apprenticeship, they will need to undertake a functional skills qualification. If they have prior achievement at the required level, we will continue to support them with development of maths and English in ways that are appropriate to their job role and industry.

The minimum required to complete most Level 2 apprenticeships is a qualification in maths and in English at Level 1 or above (e.g. Functional Skills at Level 1 or 2, or GCSE at grade E or higher). All Level 3 apprenticeships require learners to achieve Level 2 qualifications in maths and English by the time they complete their programme. This will usually mean Functional Skills at Level 2 or GCSE at grade C or higher. Current and prior qualifications accepted as meeting the minimum English and maths requirements for apprenticeships at level 2 and above, can be accessed at GOV.UK Education and Skills: https://www.gov.uk/government/publications/english-and-maths-requirements-in-apprenticeship-standards-at-level-2-and-above

Apprenticeship Tutors (ATs) Every apprentice is assigned a dedicated AT who is be responsible for working with you and the apprentice to develop the specialist knowledge, skills and behaviours needed to successfully achieve the apprenticeship. They will deliver regular training and be available to support the apprentice with all aspects of their programme. They will also be visiting you and your apprentice in your workplace and/or remotely. The date and time will be arranged to suit you and your apprentice. The frequency will depending on a particular Standard and be arranged to suit you and your employer but will typically be at either 4 week, 6 week or 12 week intervals. During these visits they will plan, with the apprentice and yourself, how we will work towards their End Point Assessment (EPA).

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Workplace observations Workplace Observations will be part of the assessment process for their programme. They will involve the AT visiting the workplace to observe the apprentice carrying out day to day tasks, in order to validate their competency towards the apprenticeship. Line Managers/Mentors will also be asked to witness observations of work they have seen. Workplace Observations with the Tutor will take place a minimum of every three months. Observations should be of naturally occurring opportunities at regular intervals whenever possible.

Apprenticeship Levels Apprenticeship levels are set and equivalent to the following: • 2 (Intermediate): 5 GCSEs • 3 (Advanced): 2 A-levels • 4 (Higher): first year of bachelor’s degree • 5 (Higher): foundation degree • 6 (Degree): bachelor’s degree • 7 (Degree): master’s degree Some apprenticeships may also give you an additional professional qualification or credits to Higher Education. At Best Practice Network we deliver apprenticeships at various levels which allow apprentices clear progression and development in their chosen careers, these are listed in the table below.

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Level 2

Level 2 Early Years Practitioner Apprenticeship Level 2 Playworker Apprenticeship

Level 3

Level 3 Early Years Educator Apprenticeship Level 3 Teaching Assistant Apprenticeship

Level 5

Level 5 School Leader Programme with National Professional Qualification for School Leaders (NPQSL) Level 5 Early Years Lead Practitioner Apprenticeship

Level 6 Level 7

Teacher Apprenticeship with Initial Teacher Training leading to QTS (Primary) Level 7 Headteacher Apprenticeship with National Professional Qualification for Headship (NPQH) Level 7 Executive Leader Apprenticeship with National Professional Qualification for Executive Leader (NPQEL)

Routes for apprentices

Continuing occupational competency and development Apprenticeships and IfATE have approved technical qualifications which are based on occupations recognised by employers. They help individuals to understand routes for progression and provide a useful guide to show how different levels link together career options. https://occupational-maps.instituteforapprenticeships.org/maps/route/childcare-education

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The roles within apprenticeship delivery Apprenticeship Tutor (AT) The AT’s role is to build an Individual Learning Plan (ILP) to cover all your training needs. They will agree and plan teaching, observations and reviews and prepare you for End Point Assessment along with your employer. They will guide, support and encourage you throughout your apprenticeship training programme.

Internal Quality Assurance Apprentice progress and achievement is underpinned by the delivery of consistent and high-quality assessment and internal quality assurance. Quality lead and implement Internal Quality Assurance (IQA) strategies and activities for all Apprenticeships Standards delivery. This ensures all aspects of the programme delivery are of the highest standard meeting and exceed internal and external expectations.

End Point Assessment Organisation (EPAO) All Apprenticeship Standards must contain an End Point Assessment (EPA). An independent organisation delivers the End Point Assessment (EPA) so that all apprentices following the same standard are assessed consistently. Only organisations on the register of the apprenticeship providers and assessment register (APAR) are eligible to conduct independent EPAs of apprentices. As Ofqual regulated standards, EPAOs must also add themselves to the Ofqual register of regulated qualifications.

Ofsted Ofsted is the Office for Standards in Education, Children’s Services and Skills. They inspect organisations providing education and skills for learners of all ages. Ofsted is responsible for inspecting and reporting on the quality of training provision for apprenticeships from Levels 2 to 5. They are funded by the Government. Best Practice Network, as a training provider, is inspected based on the Ofsted Inspection Framework. Email enquiries@ofsted.gov.uk, online via their website or call 0300 123 1231.

Department for Education (DfE) The Department for Education is a department of His Majesty’s government, responsible for children’s services and education, including early years, schools, higher and further education policy, apprenticeships and wider skills in England. The DfE is a ministerial department, supported by 18 agencies and public bodies.

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Education & Skills Funding Agency (ESFA) The ESFA has now been established by DfE as an Executive Agency. This brings together the former responsibilities of the Education Funding Agency (EFA) and Skills Funding Agency (SFA) to create a single agency accountable for funding education and skills for children, young people and adults. Address: Department for Education, Piccadilly Gate, Store Street, Manchester M1 2WD. Contact: helpdesk@manageapprenticeships.service.gov.uk Telephone: 08000 150 600

Institute for Apprenticeships & Technical Education (IfATE) IfATE is an employer-led organisation that supports technical education and apprenticeships in the United Kingdom. They oversee the development, approval and publication of Apprenticeship Standards and Assessment Plans as well as the occupational maps for T Levels and Apprenticeships. They work with employer groups called trailblazers to develop apprenticeship Standards and Assessment Plans, as well as making recommendations on funding bands to the Department for Education for each apprenticeship Standard. The Institute has a role overseeing External Quality Assurance (EQA) across all EQA providers to ensure quality, consistency and credibility. They are accountable for the quality of apprenticeships and technical education. Contact via their website.

NQual

NQual provide high quality qualifications and assessments designed to meet the needs of learners and help them to achieve their potential, both professionally and personally.

National End Point Assessment NEPA is a department within NQUAL delivering End-Point Assessments in a range of standards.

NCFE NCFE is an educational charity and leader in vocational and technical learning and the third biggest technical and vocational awarding organisation in the UK.

Highfield Qualifications Highfield Group are a global leader in compliance and work-based learning and apprenticeship qualifications and one of the UK’s most recognisable awarding organisations.

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Responsibilities Line Manager/Mentor responsibilities An apprentice is your employee and therefore all employment law, health and safety regulations and your normal workplace operating policies and procedures apply. All aspects of employment law apply to apprentices as well as current staff, including: • Data protection • Contracts of employment • Minimum wage • Risk assessments • Holiday entitlement • Sick pay • Equality and diversity • Health and safety • Working hours Apprentices should be employed for a minimum of 30 hours a week. Part-time staff working a minimum of 16 hours per week may also be eligible, but the length of their apprenticeship programme will increase. Younger apprentices (aged 16-18) have restricted working hours: • A limit of eight hours a day and 40 hours a week. • Unable to work between 10pm and 6am or between 11pm and 7am (except in certain circumstances) • 12 hours rest between each working day with two days off in each seven-day rota • A 30 minute in-work rest break when working for longer than four and a half hour

Employer responsibilities Provide Induction for new employees Introduce your apprentice to their colleagues, provide a tour of the premises or site, explain all of the relevant policies and procedures, and the appropriate dress code including PPE (provided by the employer) and brief all other staff who will be involved with your apprentice’s learning.

Create Opportunities Provide opportunities for your apprentice to practice and develop knowledge, skill and behaviours appropriate to the apprenticeship standard. Encourage apprentices to step out of their comfort zone, for example by introducing new tasks that stretch and challenge them.

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Provide time for Off-The-Job Training All apprentices must be given the opportunity to carry out off-the job-training for 20% of their time. This can be through attending formal training sessions delivered by Best Practice Network and completion of assignments, but also includes practicing and further developing new skills and behaviours in the workplace, that relate to the apprenticeship standard. Further information and tips for how this can be provided and evidenced is given below.

Give Feedback Feedback is an essential part of effective learning and ensures that your business needs are being met. We expect employers to give regular feedback to their apprentice to let them know when they are/are not meeting expectations and to set targets for further professional development.

Mentoring The value of mentoring in supporting a high-quality Apprenticeship programme, plays an extremely important part in the success of the apprenticeship, providing day-to-day support to the learner and helping them to understand and develop their role and the expectations of the organisation.

Provide Evidence Providing witness testimonies is a useful way to authenticate you apprentices work, providing an honest appraisal of their skills and behaviours.

Progress Review Meetings We will ask you to attend progress review meetings together with your apprentice and their Apprenticeship Tutor, at a minimum of every 12 weeks. We will also carry out remote reviews and/or training sessions every four to six weeks which you are welcome to be involved in. We will try to be flexible when arranging times convenient to you and your business, and would ask that you give us as much notice as possible if the date/time needs to change. Progress review are an opportunity to look at your Apprentice’s progress in the workplace and in their training, to highlight achievements as well as areas for improvement, and to set targets which will support them in moving forward. The AT will ensure that things are working well for both you and your apprentice. They will address any concerns you may have regarding progress, as well as identify any additional developmental opportunities in the workplace. New targets will be set and we will ensure that your apprentice’s workload and tasks are pitched at the right level. This is also an opportunity to speak with the Tutor in private if you wish.

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What should you expect from your apprentice? • Your apprentice will use their skills and perspective to add value in their role and to your organisation • Your apprentice should complete all the work and targets set by their Tutor on time as agreed with you in the review process • Your apprentice should meet all the requirements set by your organisation; the same as any other employee • Best Practice Network’s Engagement Policy outlines the steps that we will take and the support that we will offer if your apprentice is struggling to engage with their apprenticeship

Gateway and End Point Assessment BPN works in partnership with employers to ensure that apprentices gain the necessary knowledge, skills and behaviours to be able to pass through the gateway, in order to achieve their End Point Assessment (EPA). Apprentices will receive support, guidance and learning throughout the entire in-training period so they are well prepared to undertake the EPA. This includes mock tests and assessments with feedback, particularly in the last few months of their training period. This ensures that Best Practice Network and the employer are able to decide whether the apprentice is gateway ready (including achieving any maths and English requirement and mandatory qualifications, and having evidenced time spend on off the job training) and likely to be successful in their EPA. The EPA is undertaken by an independent End Point Assessment Organisation (EPAO). The types of assessment methods undertaken in the EPA varies with each apprenticeship standard, but may include knowledge tests, professional discussions, presentations and observations. Your Tutor will explain the EPA elements that the apprentices will need to undertake for their particular apprenticeship standard. NEPA is our recommended EPAO for Leaders apprenticeships with NCFE for Early Years and Skills First for Teaching Assistants. Employers may choose their preferred EPAO so this may vary.

What happens after the programme? Throughout the Apprenticeship and especially towards the end of the programme, we support Apprentices in taking positive next steps, whether this is staying on in their current workplace, taking another job, or undertaking further study on an advanced apprenticeship or at university. What if we would like to keep our apprentice on after the end of the programme? Keeping an Apprentice on after the end of the programme is what we all hope for, but is of course entirely at your discretion. We will be happy to discuss this with you if you would like any guidance or support. You may be interested in taking on another apprentice for the following year, and if so we will be delighted to discuss that with you.

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Off-the-job training Supporting our employers and apprentices through the off the job training (OTJT) conundrum!

What is it? Off the job training is time during the apprenticeship that is allocated to enable apprentices to achieve their apprenticeship outside of their normal day to day working duties. It must be paid time within the apprentice’s working hours and involve acquiring new knowledge, skills or behaviours relevant to their apprenticeship standard. New rules introduced from 1st August 2022, recognised that the 20 per cent rule meant that an apprentice who works longer hours is potentially unfairly impacted, because higher working hours means a higher threshold for eligibility. A new six-hour per week baseline, has been introduced for all apprentices from 1st August 2022 who work 30 hours per week or above. Apprentices who work 29 hours and below the off-the-job will still be calculated at 20 per cent of their working hours over the period of the apprenticeship. The amount of off-the-job training is based on the number of contracted hours that the apprentice works, for example if they work 37.5 hours across 5 days, then 6 hours per week must be used for off the job training excluding annual leave. The amount of off-the-job training is based on the number of contracted hours that the apprentice works, for example if they work 25 hours across 5 days, then 20 per cent of the hours per week must be used for off the job training excluding annual leave. New for 2022, those apprentices contracted to work over 30 hours per week on a term time only basis will follow the same number of OTJT hours as a full-time employee but will be required to match this number within their working time so it will be slightly more than 6 hours per week.

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How can it be covered? Any activity that is not part of the apprentice’s normal job and that relates to the apprenticeship they are working towards can count. Below are some examples of the more common types of activities: • Teaching of theory. For example: lectures, training day attendance • Shadowing or being mentored • Practical training • Training to use a piece of equipment that you need to master to do your job • Simulated exercises and role play activity • Attendance at competitions • Webinars and online learning • Learning support provided by the employer • Visiting the employer’s other sites and properties • Industry visits or visiting other companies or suppliers • Writing assessments and assignments • In-house training programmes and CPD – where it links directly to the apprenticeship Standard Professional and informal discussions anytime anywhere • Revision sessions for End Point Assessment

How will it be recorded? We will work with you and your apprentice to capture the OTJT activities throughout the apprenticeship programme. For the majority of our programmes, we will use Bud (our electronic Portfolio) to record the OTJT.

What can’t be counted? • Employer or BPN generic induction • Progress reviews • On programme assessment • English and maths • Training that takes place outside of the apprentices’ working hours

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Myth busting Induction doesn’t count - whilst induction in its generic sense cannot be used, an induction period where the apprentice is learning their job and the induction activity links to the apprenticeship Standard, can be mapped into the OTJT. Progress Reviews don’t count - progress reviews used simply for compliance cannot be counted. However, where elements of learning take place during reviews, this time can be counted towards the 20% OTJT. It can only take place in working hours - training outside of work can be counted if the apprentice is given time off to compensate for this activity. For example: If they attended a training seminar in the evening but were given the time back in lieu, this could count. Alternatively, they could be paid for the hours. Off the job training must take place away from work - this is not the case and as long as the apprentice is away from their normal duties when completing the OTJT, this could take place in a variety of places, including the employer’s premises. OTJT must be delivered by the training provider - again, this is not correct and much of the employer-led training can be included.

Benefits Effective planning and management of off the job training will improve the employee’s productivity in the remaining of their time on the job, off the job is valued and appreciated by employees/apprentices – a real benefit and rewards employees who are undertaking an apprenticeship. See it as an investment in your school or business and make it work for you!

How will we support you? Each apprentice has an individual learning plan for at the start of the apprenticeship. Regular progress reviews take place to support employers with identifying how you can provide further opportunities for OTJ training.

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BPN Policies General information General information for apprenticeships and full details of all of our polices can be found on the BPN website.

Child Protection and Safeguarding

Best Practice Network is fully committed to safeguarding the welfare of all children, young people, apprentices and vulnerable adults and demonstrates this by taking all reasonable steps to protect them from physical sexual or emotional abuse or neglect. Please see the Safeguarding page for further information.

Equality and Diversity

Best Practice Network is fully committed to promoting, maintaining and supporting equality and diversity in all aspects of its work. BPN aims to create an environment where all individuals have the opportunity to achieve their full potential and gain a feeling of self-esteem and respect for and from all others. BPN expresses its opposition to all forms of inequality and discrimination. Please read our Equality, Diversity and Inclusion policy here.

Health and safety

Best Practice Network will ensure that our apprentice supporting staff are up to date with health and safety legislation and industry expectations. The Company is committed to ensure that apprentices are entitled to learning that takes place in a safe, healthy and supportive environment. We also consider that safe learning and working are essential to maximise their experience and achievement. Best Practice Network will regularly assess any and all training environments to ensure regular health and safety audits have taken place for each venue and first-aid support points are identified for off-site training venues. Best Practice Network will ensure risks are identified before each training session and we run a health and safety overview at the beginning of each training session including advising on the fire and evacuation procedures. Using experienced, qualified staff Best Practice Network will verify that employers can provide a healthy, safe and supportive work environment. All Apprentice employers will be fully checked by means of a comprehensive rag-rated risk assessment and checklist before sign-up to ensure the health, safety and welfare of apprentices. The BPN health & safety policy is on our website here.

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Resources ePortfolio Best Practice Network use the Bud ePortfolio system to bring together every aspect of our apprentices’ learning journey. Apprentices can train anytime, anywhere, on any device. This means instead of wasting time writing up notes, apprentices can take photos, videos and audio recordings when they are in action on-the-job. • Bud has robust security features so data cannot be lost, stolen or modified • Assignments are stored online, fully encrypted and verified using auditable electronic signatures • Employers/line managers or mentors can collaborate fully with the apprentice and the AT • You can send messages, feedback or support instantly as well as tracking all learning completed by your apprentice and witnessing their work • Your AT will introduce BUD to you and explain how to use it

BKSB BKSB is an online programme that is used to build your fundamental maths skills. You should have already completed your initial assessment and have had this explained to you, if not please speak to your AT who will do so. Following on from this initial assessment you may be required to complete diagnostics which will determine what you are good at and what you need to learn to improve your skills. BKSB access will be explained by your AT, it links to your ePortfolio but you will also be given a username and password.

Canvas Canvas is the Virtual Learning Environment (VLE) used here at BPN. A VLE is a system for delivering learning materials to students via the web. If your programme uses Canvas, you can use it to access your course materials online 24/7. Canvas is easy and intuitive to use. Depending on how your course is set up, you can use it to: • Access your course materials • Submit assignments • View your grades and get feedback on your work • Start discussions and collaborate with other students, lecturers or tutors • Access your reading lists where they have been enabled by your lecturer or tutor Your account will be set up for you to access from your First Day of Learning (FDoL).

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Safeguarding and Prevent Safeguarding Best Practice Network recognises its duty to safeguard and promote the welfare of children, young people and vulnerable adults. We are dedicated to safeguarding the wellbeing of all our staff, associates and learners across the programmes we deliver. On our website you can report a safeguarding concern, view our Child Protection and Safeguarding Policy, our Prevent Policy and the most recent update on safeguarding from the Department for Education (DfE). In the event of a situation, please contact the Best Practice Network designated Child Protection/ Safeguarding Officer. email: safeguarding@bestpracticenet.co.uk

Prevent Best Practice Network has a duty to help employers and apprentices to understand the Prevent Strategy and recognise if someone may be involved or is supporting terrorism and help them to take action and choose a different path. Understanding Prevent The National Prevent Strategy is part of the Government’s counter terrorism strategy – CONTEST. It addresses all forms of terrorism and is designed to tackle the problem at its roots, preventing people from supporting or becoming involved in terrorism. Prevent has three clear objectives: • Challenging the ideology that supports terrorism and those who promote it • Protecting vulnerable individuals to prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support • Supporting sectors and institutions to combat the risks of radicalisation

British values BPN is required to promote British Values to all apprentices. These are defined as: • The rule of law - laws protect everyone, no one is above the law. All are aware of rights and responsibilities • Individual liberty - freedom, for example the right to act, believe and express oneself in a manner of one’s own choosing • Mutual respect - and tolerance for those with different faiths and beliefs, raising understanding and tackling prejudice so all are treated with dignity and respect • Democracy - all are free to express opinions, willing to listen to others with different views, have a role in influencing decision making

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We believe that by doing this we: • Enable apprentices to develop their self-knowledge, self-esteem and self-confidence enabling them to distinguish right from wrong and to respect the civil and criminal law of England • Encourage apprentices to accept responsibility for their behaviour, show initiative and to understand how they can contribute positively to the lives of those living and working locally and to society more widely • Enable apprentices to acquire a broad general knowledge of, and respect for, public institutions and services in England • Further tolerance and harmony between different cultural traditions by enabling apprentices to acquire an appreciation of and respect for their own and other cultures • Encourage respect for other people • Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England

Student Support Student Support is essential to a successful learning experience, and staff at Best Practice Network work hard to ensure that apprentices have access to the best possible guidance and support systems. Dedicated tutors offer tailored support to all apprentices, ensuring that each student reaches their full potential. The team can help with many aspects of support, from additional learning, enrichment and personal development, to mentoring and welfare.

Additional Learning Support Our aim at Best Practice Network is for all apprentices with additional support needs to have equal access to the curriculum and work towards meeting their full potential with our support. We are able to support apprentices with a range of learning difficulties/disabilities which include specific learning difficulties, autistic spectrum, ADHD/ADD, visual impairment, deaf and hard of hearing, emotional and behavioral difficulties, physical disabilities, severe and complex learning difficulties, and mental health issues. We can offer 1:1 specialist teaching; 1:1 specialist assignment support; in-class support; mentoring, exam access arrangements; and assistive technology support. The team ethos empowers and enables learners to take control of their own learning, manage their learning difficulties and/or disabilities (LDD) and develop the necessary skills and strategies to become independent learners. Apprentices will be offered additional support and or mentoring from their ATs for a range of reasons which may extend the visit times.

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E-safety Best Practice Network recognises the benefits and opportunities that new technologies offer to teaching and learning. We encourage the use of technology in order to enhance skills and promote achievement. However, the accessible and global nature of the internet and the variety of technologies available mean that we are also aware of potential risks and challenges associated with such use. Our approach is to implement safeguards within the Company and to support staff and learners to identify and manage risks independently. We believe this can be achieved through a combination of security measures, training and guidance and the implementation of our associated policies. In furtherance of our duty to safeguard learners and protect them from the risk posed by extremism and radicalisation, we will do all that we can to make our learners and staff stay safe online and to satisfy our wider duty of care.

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Glossary of Terms Apprenticeship – an apprenticeship is employment with training to industry standards in a recognised occupation. It will involve a substantial programme of on and off-the-job training Apprenticeship standard – new-style apprenticeship based on an occupational standard that defines the duties carried out by someone in the occupation and knowledge, skills and behaviours required to achieve that competence in those duties. The apprentice’s occupational competence is tested by an independent, end-point assessment Degree apprenticeship standard – an apprenticeship that mandates a full bachelor’s or master’s degree Department for Education – responsible for children’s services and education, including higher and further education policy, apprenticeships and wider skills in England Duty/duties – the activities/competencies that will be carried out by a competent person in a specific occupation; requires the application of knowledge, skills and behaviours in the workplace. Duties always begin with a verb Education and Skills Funding Agency – agency accountable for funding education and skills for children, young people and adults End-point assessment - rigorous robust and independent assessment undertaken by an apprentice at the end of training to test that the apprentice can perform in the occupation they have been trained in and can demonstrate the duties, and knowledge, skills and behaviours (KSBs) set out in the occupational standard End-point assessment organisation (EPAO) - an organisation approved to deliver end-point assessment for a particular apprenticeship standard. EPAOs must be on the register of end-point assessment organisations Institute for Apprenticeships and Technical Education - (‘the Institute’) – the body responsible for improving the quality of apprenticeships in England Knowledge, skills and behaviours – what is needed to competently undertake the duties required for an occupational standard Occupation – a recognised job role. The basis for apprenticeship standards Occupational standard – document that details what someone competent in the occupation does - duties and the knowledge, skills and behaviours they require to do it; the basis for apprenticeship standards and T-levels Ofsted - is the Office for Standards in Education, Children’s Services and Skills. They inspect services providing education and skills for learners of all ages. Ofsted also inspect and regulate services that care for children and young people. Training provider – any organisation that delivers apprenticeship training. For example, a college, higher education institution, private training organisation. Training providers delivering training for apprenticeships must be on the register of apprenticeship training providers

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