Web & Social Media Analytics Previous Year Question Paper.pdf
AELP national conference June 2021 - good apprenticeships
1. What do good apprenticeships look
like?
Richard Pemble, Her Majesty’s Inspector
Specialist Adviser, inspection policy and quality
AELP National Conference June 2021 - Good Apprenticeships Workshop Slide 1
2. Introduction
Characteristics of high-quality
apprenticeships
The key features that inspectors
found in providers
Education inspection framework –
September 2019 to March 2020
Curriculum at its heart – what does
this mean for apprenticeships?
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3. The apprenticeship curriculum
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Framework
or Standard
Provider
Employer
Statutory duties:
- HASAWA
- Equalities Act
- Prevent
Employer specific:
- Contextual learning
- Machine training
- Quality circle
Statutory duties:
- Safeguarding inc. H&S
- Prevent
- Equalities Act
Extra-curricular:
- Charity work
- Competitions
5. Developing your offer
Why do you offer the apprenticeships you do?
Links to local/regional/national skills needs?
Links to local/regional employer demand?
The best providers have a strong rationale for why
they do what they do and are supported by employers
to do so.
AELP National Conference June 2021 - Good Apprenticeships Workshop
Slide 5
7. Developing your curriculum
Ambitious, challenging and well-considered.
Meets the needs of employers very closely.
Coherence that links theory to the workplace.
Involvement of employers is integral.
Linked to career goals.
Unrelenting focus on substantial new knowledge, skills and
behaviours.
Those responsible for governance support and challenge
leaders and managers to improve.
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8. Implementing your curriculum
Takes apprentices’ starting points into account.
On- and off-the job training are linked and support each other.
English, mathematics and IT skills are not just about
qualifications.
Training has a logic to it and flows – building skills over time.
Preparation for end-point assessment.
Understanding of the performance needed to achieve pass,
merit and distinction grades – where available.
Wider curriculum opportunities – not just the standard.
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9. Feedback
Must help apprentices improve their knowledge, skills and
behaviours.
Not just on written work – what about practical work and work
done as part of the apprentice’s job role?
Supports progress over time and challenges the apprentice to
improve.
Reviewed by the assessor and employer/supervisor – making
sure the workplace supervisor has the skills and time to support
the apprentice.
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10. Evaluate what you do
Not just self-
assessment.
Know your strengths.
Know your areas for
improvement.
Involve your teams.
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11. Improving what you do
Leaders and managers identify weaknesses very quickly and
improve them promptly.
Maintaining assessors' vocational/subject knowledge and skills.
Improving assessors' training and assessment skills.
Relentless focus on quality and improvement.
High-quality resources that reflect industry.
Supporting apprentices who do not make at least expected
progress.
Be bold – stop doing it if it is not working or improving.
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12. Getting back to training
As apprentices are able to return fully to work and training and
we resume inspections, what do you need to think about?
Doing the right thing for your apprentices is key.
That is what inspectors will be looking for.
Revisiting and revising training plans.
Talking to apprentices’ employers about what is possible and
when it is possible.
Checking what learning has been missed or needs revising.
Preparing for end-point assessments.
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14. Ofsted on the web and on social media
www.gov.uk/ofsted
http://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
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Editor's Notes
A high-quality curriculum is the result of many parts all working well together – like a well oiled machine.
Reviews – more than the qualification. How are apprentices applying their new knowledge and skills?