Level l 6 (D (Degree) Public lic Healt lth Apprenticeship ip - - PowerPoint PPT Presentation

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

Priority How apprenticeships could help

Retention of existing staff and attracting new talent Recruit existing appropriate staff to apprenticeships to 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 skills Standardise and promote new roles through development of appropriate apprenticeship. Apprenticeships development could support new roles and provide opportunities for rotation and flexible workers Whole system organisation development Shared understanding of apprenticeships, training education and career progression

Apprenticeships: the opportunity

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. Examples:

• ACP National Procurement
• Pan London Nurse Procurement
• ODP Yorkshire Procurement
• 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?

Procurement and Workforce Planning Regional? National? ICS?

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?

@NHS_HealthEdEng #TalentForCare

‘HASO’ Healthcare Apprenticeship Standards Online NHS Apprenticeship Implementation Toolkits

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 National Procurements

• HEE are leading on national procurements for NHS (and other)

employers, in support of the development of Apprenticeship and

• ther 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 the new learning methods discussed in the NHS Long Term Plan.

• 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.

Local Authority, NHS and Third Sector working together

• Collaborations across sectors require a different approach to

provider selection

• Apprenticeships put employers in the driving seat to co-design, and

co-deliver if wished, the training for their future workforce

• National approaches to smaller learner number professions help

drive innovation and ensure employer needs are at the forefront

• Employer involvement from the start is key to a successful

programme

Example – The London Social Work 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

• f being delivered in any location
• Also included support for employers and learner mentors
• Openly procured opportunity resulted in a new programme to start

September 2020 with a cohort from all boroughs totaling around 40 learners

Example – A national approach for a small profession

• 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

• Supportive professional body (BAPO) happy to be involved in

supporting the procurement

• Overcoming the geographical challenge of national delivery was key
• Resulted in a new national provider (University of Derby) being

appointed with nationwide delivery, maximizing innovations in course content and delivery methods to address the challenge of small learner numbers but wide

Key Learnings

• 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

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

BENEFITS

• Develop and up-skill your workforce in a cost-

effective manner

• Recruit and develop ambitious, motivated

students

• Increase retention by offering your workforce

the chance to develop and progress

• Retain your talent and gain access to a broader

talent pool

• Tailor apprentices' learning to your business

requirements

• Work around your commitments with a flexible

range of study options for students including block delivery at university and online learning

• Enable your organisation to work towards the

'Public Sector Apprenticeship Target' i.e. to employ an average of at least 2.3% of your staff as new apprentice starts over the period of 1 April 2017 to 31 March 2021 – see https://assets.publishing.service.gov.uk/govern ment/uploads/system/uploads/attachment_data /file/680544/Meeting_the_Public_Sector_Appre nticeship_Target.pdf .

CURRENT APPRENTICESHIP PROGRAMMES

• BSc (Hons) Quantity Surveying (Chartered

Surveying)*

• BSc (Hons) Building Surveying (Chartered

Surveying)*

• BSc (Hons) Property and Real Estate

(Chartered Surveying)*

• BSc (Hons) Business and Management

(Chartered Manager)*

• CertHE Project Management Consultant

(Associate Project Manager)*

• BSc (Hons) Biomedical Science (Health Care

Science Practitioner)

• BSc (Hons) Chemistry (Laboratory Scientist)
• BEng (Hons) Civil Engineering (Civil

Engineer)

• FdSc Nursing Associate (Nursing Associate-

NMC 2018)*

• BSc (Hons) Social Work (Social Worker)

*multiple entry points

• MBA (Senior Leader)*
• MSc Leadership and Management (Senior Leader)*
• MSc Advanced Clinical Practice (Advanced Clinical

Practitioner)

• MSc Leadership and Management for Healthcare

Practice (Senior Leader)

IN DEVELOPMENT APPRENTICESHIP PROGRAMMES

• BSc (Hons) Construction Project Management (Construction Site

Management)*

• BSc (Hons) Occupational Therapy (Occupational Therapist)
• BSc (Hons) Nursing (Registered Nurse)
• BSc (Hons) Public Health (Public Health Practitioner)

Delivery from September 2020

• PgDip Specialist Practice Qualification – District Nursing

(District Nurse)*

• PgDip Specialist Community Public Health Nurse in - Health

Visiting / School Nursing (Specialist Community Public Health Nurse)*

• BSc (Hons) Physiotherapy (Physiotherapist)
• BSc Real Estate Surveying – Asset Management

(Chartered Surveying)

• BSc Real Estate Surveying – Valuation and Finance

(Chartered Surveying)

• BSc Real Estate Surveying – Planning and Development

(Chartered Surveying) *subject to an EPAO being approved

Click to add text The PHP Degree Apprenticeship has gone through 1st stage (School Approval)t 2nd stage approval is at University level (end of February) If successful at 2nd stage, modules (content etc), assessment plans etc., are developed in earnest, and the programme needs to go through a 'validation' process (will involve employer engagement/input - ideally with some form of steering group to guide) If successful, the proposed start date for the programme – January 2021

WHERE ARE WE UP TO IN THE DEVELOPMENT PROCESS?

ENTRY REQUIREMENTS

• The right to work in England (and meets the

funding rules residency eligibility criteria)

• Spend at least 50% of working hours in England
• Must be employed in a relevant field and employer

must be willing to support you

• Working full-time – minimum of 30 hours a week
• Typically GCSE Maths and English Grade C/Level

4 or above

• Must meet academic entry criteria as per the

programme - A-Levels, BTECs (Level 3 study), L3 Apprenticeship

• Generally looking for around BBB for our

apprenticeships

• Must be a skills gap that needs to be filled –

substantial 'new' learning

PUBLIC HEALTH PRACTITIONER (DEGREE) APPRENTICESHIP

'Public Health Practitioners’ focus on health at a community or population level, assessing and managing risk of disease and ill-health, and the prevention of premature deaths. They monitor and promote health and wellbeing to ensure fairer health

• utcomes between different communities and groups

(health inequalities). They put in place protection measures to protect the public from environmental hazards and risks. They evaluate sources of evidence, interpret it and design and plan health interventions. They are suited to working in Local councils, Government bodies, local or international agencies, NHS, business and industry, voluntary and community agencies

The UKPHR has been an active participant during development of the PHP degree apprenticeship standard. They have provided written assurances that apprentices completing the integrated degree standard will meet the occupational competency requirements for professional registration. As professional registration of PHPs is voluntary (i.e. not a statutory requirement), apprentices, on completion of the apprenticeship can:

• submit an application to the UKPHR for access to the register
• maintain their registration by paying the annual fee, and adhering to

the code of conduct and continuing professional development requirements set out by the register to ensure they maintain their competence at a level that is ‘fit to practice’

PROFESSIONAL REGISTRATION

• An apprenticeship is a job.
• There are no age constraints; existing staff can be offered an

apprenticeship as well as new recruits.

• As the employer, you need to create or adapt a position within

your organisation and be able to pay the apprentice salary for the duration of the apprenticeship.

• There is no obligation to continue the employment of the

apprentice on completion of the apprenticeship (unless they already have an employment contract), but you may want to consider the return on investment if the apprentice will not be employed beyond the training.

FAQs ABOUT THE PHP DEGREE APPRENTICESHIP

• The PHP standard should typically take 36 months to

complete, however, apprentices may have accredited prior learning that will shorten the duration (cannot be less than 12 months).

• If a prospective apprentice already holds a degree, this

does not preclude them from accessing a degree apprenticeship.

• The Institute has approved an upper limit of £20,000 levy

funding for this standard (over the 36 months).

• The £20,000 does not cover any

travel/accommodation expenses.

• The 14 duties set out in the PHP standard reflect the

functions described in the UK Public Health Skills and Knowledge Framework and the associated descriptors for professional and ethical practice.

For example ‘Duty 1’ (in the PHP standards) is to measure, monitor and report population health and wellbeing; health needs, risks and inequalities; and the use

• f services - which

equates to ‘Function 1’ within Area A Click to add text

Looking at how this would work in practice...

Duty 1(of 14) needs to be met by 11 of the KSBs

• utlined in

the PHP Standard

The achievement of these skills needs to be split between the HEI and the employer (20% off the job – (HEI) - 80% on the job)

THE UNIVERSITY OF SALFORD IS PROPOSING TO USE TAUGHT MODULES TO DELIVER:

• Knowledge/theory/evidence relating to the key duties
• Assess knowledge, skills and behaviours through a range of

methods, including assignments, presentations and portfolios.

• Examples of the indicative modules proposed include:
• Analysing public health data
• Health improvement and health protection
• Leadership, communication and collaboration for public health
• Public health and politics
• Public health intelligence
• Communicating health and health risks
• Epidemiology of disease
• The science and art of practicing public health

WHAT THE EMPLOYER CAN DO TO PREPARE

Managers and/or the apprenticeship team will need to consider the following:

• understanding of apprenticeships, the apprenticeship levy, and how they

work

• how apprenticeships are already being managed within your organisation

(e.g. systems or agreements may already be in place with local training providers or universities supporting other degree apprenticeships), and who leads on apprenticeships in your organisation

• your team or department capacity and resource to adequately support a

trainee practitioner including both supervision and the provision of a meaningful learning journey for them (up to 80% ‘on-the-job’), for the full duration of the apprenticeship (could be up to 36 months)

• the impact of supporting a trainee practitioner on your team or service,

including the added value that they could bring, how this will be monitored, and how the support given to the trainee by other staff will be recognised and accommodated

• what other employers in your area or region are offering in the

way of PHP apprenticeship opportunities e.g. the range in salaries being offered; which training providers they are using; whether an approach to a training provider through a group

• f employers would make for a stronger training offer
• where you can go for help and advice
• establishing partnerships either with other local organisations

who employ PHPs, or other teams or departments within your

• wn organisation, where the apprentice can gain insight into

aspects of public health work, that are not delivered by your own team or department (similarly to how Registrar trainees rotate).

• What mode of delivery of the programme best suits you:
• Day release
• Block release
• Online learning
• Blend of face-to-face and online

lick to add text

EXAMPLE EMPLOYER TIMELINES

• June – August 2020: Public Health

Employers need to start recruiting/ identifying candidates internally

• August – September 2020: Request

for Services returned by employer and Initial assessment completed

• 30th November 2020: UOS

Application Deadline for January 2021 starts.

• December 2020: Candidates

receive offers and Contracting / Compliance paperwork completed

• End of January 2021: Programme

Starts

OVER TO YOU…

• Take the next 5 minutes

and use the post it notes in front of you, to write any questions you may have still.

• We will then collate them

into an FAQ’s document and share the responses.

CONTACT US

Public Health Programme Specific Queries: Margaret Coffey, Reader in Public Health, University of Salford: m.coffey@salford.ac.uk Apprenticeship General Queries: Apprenticeships@Salford.ac.uk University of Salford Degree Apprenticeships Website: https://beta.salford.ac.uk/degree- apprenticeships Twitter: @UoS_Apprentice

Q&A / Next Steps

Questions to consider:

• Where do you see the opportunities

are to upskill existing staff via the PH Practitioner Apprenticeship?

• Do you believe that there could be

demand from employers and staff who’s role is not core public health?(wider workforce)

• How could rotational placements work

where the Apprentice can gain the breadth of experience necessary?