# data[].attributes.headline
Fundamental British Values at Access Training

# data[].attributes.subject
Fundamental British Values at Access Training

# data[].attributes.body
Click above to access the learner guide to Fundamental British Values at Access Training.

# data[].attributes.body
Link to the apprenticeships.gov.uk website. Information provided about how to best support apprentices, including induction and mentoring.

# data[].attributes.body
Click above to access the learner guide to Safeguarding at Access Training.

# data[].attributes.body
If you have any concerns about you or someone else relating to Radicalisation or Extremism please contact Access Training as soon as possible.
You can contact;
Your Trainer Assessor or Becky Dutton on 01159587257

# data[].attributes.body
The UK Home Office defines radicalisation as;
“The process by which people come to support terrorism and violent extremism and, in some cases, then join terrorist groups.”
No single measure will reduce radicalisation in the UK and that the only way to combat it is by targeting the at risk vulnerable groups and trying to assimilate them into society.

# data[].attributes.body
Access Training recognises the accepted governmental definition of extremism as:
‘Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs; and/or calls for the death of members of our armed forces, whether in this country or overseas’.
One definition of an extremist is;
“A person who advocates or resorts to measures beyond the normal, especially in politics”.

# data[].attributes.body
Prevent is short for ‘Preventing Violent Extremism’.
The overall aim of Prevent is to stop people supporting violent extremism by raising awareness of the issues and supporting people who may be vulnerable.
The Government launched the new Prevent strategy in June 2011.
“…at the root of this Prevent strategy is the basic assertion that extremism breeds terrorism; and that extremism is the vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs”.

# data[].attributes.body
Access Training does not tolerate extremist views of any kind.
Any prejudice, discrimination or extremist views, including derogatory language, displayed by learners, staff or partner organisations will always be challenged and where appropriate dealt with in line with this policy.
As part of wider safeguarding responsibilities Access Training staff will be alert to:
• Disclosures by learners of their exposure to the extremist actions, views or materials of others. Learners voicing opinions drawn from extremist ideologies and narratives
• Attempts to impose extremist views or practices on others
• Learners accessing extremist material online, including through social networking sites
• Disclosures from partner agencies and employers of a learner’s exposure to the extremist actions, views or materials of others.
Access Training will closely follow any locally agreed procedure as set out by the Local Authority and/or agreed processes and criteria for safeguarding learners who are vulnerable to extremism and radicalisation.

# data[].attributes.body
A curriculum is a plan which contains everything the apprentice is expected to learn about whilst on their apprenticeship with Access Training.
Not everything in the curriculum will apply to each learner, as they may already have had prior learning or experience in some of the topics.
Examples for some vocational areas are included below.

# data[].attributes.body
All apprenticeships are arranged through the apprenticeship service. To use the apprenticeship service you will need to create an account if you haven't already done so.

# data[].attributes.attachment_link.readable_text
All apprenticeships are arranged through the apprenticeship service. To use the apprenticeship service employers need to create an account.

Before setting up your apprenticeship service account

You'll need:

a GOV.UK One Login account linked to an email address you use for work - you can create this at the same time as creating your apprenticeship service account

the Government Gateway login for your organisation (or you can use the accounts office reference number and employer PAYE scheme reference number if your annual pay bill is less than £3 million)

authority to add PAYE schemes to the account

authority to accept the employer agreement on behalf of your organisation

We'll ask you to:

create an account

add a PAYE scheme on behalf of your organisation

accept the employer agreement with the Department for Education (DfE)

How to get a PAYE scheme reference number

If you are a small employer who does not pay the apprenticeship levy, you will need your PAYE scheme reference number, also known as an employer reference number ( ERN), and your account office reference number ( AORN).

If your business has no employees, then you may not have a PAYE scheme reference number. You will need to register as an employer with HMRC to receive your PAYE scheme reference number.

Setting up your PAYE scheme reference number

If you have recently received a PAYE scheme reference number, you need to complete some steps before setting up your apprenticeship service account:

submit at least one payroll return to HMRC using their basic PAYE tool - this can be a blank employer payment summary (EPS) if you are not yet employing someone

notify HMRC that you will be taking on an apprentice under your business's PAYE and submit the data

Registering on the apprenticeship service

Once you are ready to register, you can create an account to manage apprenticeships.

Using your account

As an employer, you'll be able to:

As an employer who pays the apprenticeship levy, you'll be able to:

As an employer that does not pay the apprenticeship levy you'll be able to reserve apprenticeship funding.

Apprenticeship account roles and permissions

You need to think about who you want to have access to your apprenticeship service account. You can control what each person can do.

You can give staff members permission to:

approve apprenticeship data

approve costs for training which are agreed with the training provider

reconcile payments to training providers

sign the agreement with DfE

You should give at least one other team member full access. This means that if the account owner is on holiday or leaves the organisation, someone else can sign an agreement or make changes.

How funding works if you pay the apprenticeship levy

If you pay the apprenticeship levy, you will need to work with your:

payroll department to understand how much apprenticeship levy you are due to pay each month and submit to HMRC through the PAYE process

finance department for strategic decisions on how you will spend your levy funds

HR or training department to discuss your apprenticeship strategy

The amount of funding entering your account each month is calculated by:

the levy you declare to HMRC through the PAYE process

multiplied by the proportion of your pay bill paid to your workforce who live in England

plus a 10% government top-up on this amount

How funding works if you do not pay the apprenticeship levy

Smaller employers who do not pay the apprenticeship levy share the cost of training and assessing their apprentices with the government. This is called 'co-investment'.

For new apprenticeships starting on or after 1 April 2019 you pay 5% towards the cost of apprenticeship training. The government will pay the rest (95%) up to the funding band maximum.

All apprenticeships that started before 1 April 2019 will continue at the previous co-investment rate of 10%.

You can pay the difference from your own budget if the price of training is more than the funding band maximum.

As a smaller employer, you will need to reserve funds in the 'finance' section of your apprenticeship service account before starting an apprentice. You can also give your training provider permission to reserve funds on your behalf.

You will need to know:

Before the apprentice starts their training, you can change the apprenticeship start date and training course.

When you can use reserved funds

The reservation period for employers who do not pay the apprenticeship levy is 3 months. This means funds can be reserved for 3 months before the apprenticeship is planned to start.

From 3 April 2023, small employers who do not pay the levy will no longer be limited to a maximum of 10 new apprenticeship starts - they will be able to recruit as many high-quality apprentices as their business needs.

We will continue to monitor the number of reservations to help us manage the Government's overall spend on apprenticeships.

Funds transferred from employers who pay the levy to other employers through the apprenticeship service are not included when counting the number of reservations.

You could be eligible for additional payments for apprenticeships depending on both you and your apprentice's circumstances.

Get help

For further information:

You can also call 08000 150 600 or email helpdesk@manage-apprenticeships.service.gov.uk. Our opening times are 8am to 8pm, Monday to Friday. During our opening times, we will reply to emails within 4 hours.

# data[].attributes.attachment_link.title
How to register and use the apprenticeship service as an employer

# data[].attributes.attachment_link.description
Guidance on how to use the apprenticeship service to access funds to pay for apprenticeship training.

# data[].attributes.headline
Do apprentices need to do Maths and English?

# data[].attributes.subject
Do apprentices need to do Maths and English?

# data[].attributes.body
English and maths form a significant part of an apprenticeship, so yes, it is likely that your apprentice will need to do maths and English as part of their apprenticeship.

The achievement of English and maths is no longer required to be able to complete the Gateway stage of the apprenticeship for apprentices aged 19 years old and older, but as an employer you may prefer your apprentices to complete English and maths. In some cases and vocational areas the achievement of English and maths is required to be considered as fully qualified.

They may however be exempt from Maths and English if they have previously achieved them at a high enough level.

The level of Maths and English required for each apprenticeship standard is set and can differ for each apprenticeship and the level of each apprenticeship.

Your apprentice will have taken a diagnostic test at the recruitment stage which will accurately determine their current level of English and Maths skills.

They may also be required to attend additional classes depending on the level required for the apprenticeship standard.

# data[].attributes.body
English and Maths Functional Skills are practical, literacy and numeracy qualifications, relevant to both young people and adult learners.
They can help you to develop and apply important skills such as communication, analytical and presentational skills. Functional Skills are assessed by completion of an examination.

The attached webpage is produced by BKSB.

# data[].attributes.attachment_link.readable_text
Functional Skills are the fundamental ENGLISH, MATHS and ICT skills that people need to help them achieve their best in their working and personal lives. People can study for the qualifications in practical ways and apply core skills to real-life situations. Successive governments have championed these flexible courses to equip people with the essential skills with words and numbers they need to succeed.

English and maths are essential subjects that are included in most training and education programmes. They are a required component of Diplomas, Foundation Learning Programmes and Apprenticeships, because proficiency in these subjects is crucial for all of the reading, writing and numerical requirements encountered in the workplace. They have an important role in daily life too, helping them with regular tasks including communication, paying bills and doing their shopping.

Digital skills are increasingly required in the workplace and at home now. Many jobs that were once fully manual now often use tablets and other digital devices for things like recording information, check-ins with managers, and for accessing crucial data during the working day. More and more roles also involve remote working for some or part of the week, requiring competency with skills such as managing and joining online meetings, as well as using email with attachments, and other computer software.

Functional Skills can be studied as stand-alone qualifications or as a stepping stone to GCSEs which may be required by some employers.

bksb's Focus Functional Skills provides learners with effective tools to help them master crucial skills in English, maths and IT for life.
"Functional skills are practical skills in English, mathematics and information and communication technology (ICT) that allow individuals to operate confidently, effectively and independently in life and work." Department for Education and Skills
Functional Skills Levels

Functional Skills qualifications are available at Entry 1, Entry 2, Entry 3, Level 1 and Level 2. As an approximate comparison, Entry Level 1 - 3 is below GCSE level, Level 1 is comparable to GCSE grades 1 - 3, and Level 2 is comparable to GCSE grade 4.

How are Functional Skills assessed?

Functional Skills assessments are graded as either a 'pass' or 'fail'. There are no proxies and no portfolio elements for these qualifications. All Entry Level examinations are paper-based. They are assessed internally and are moderated by the centre.

Both Level 1 and Level 2 can be taken online or as a paper exam. Online exams can be taken on demand, but paper assessments must be taken during weeks set by the awarding body. Level 1 and Level 2 are externally assessed and carried out in exam conditions at the assessment centre.

Functional Skills in Apprenticeships

If an apprentice has not previously achieved grade 9 - 4, (pre-2017: A*-C) in GCSE English and maths, they must work towards either their Level 2 Functional Skills or GCSEs. For some apprenticeships, they may only need to achieve Level 1. Functional Skills form a key part of apprenticeships, providing individuals with the skills in literacy and numeracy they need to complete their qualification.

I am a student. Why do I need Functional Skills?

Some students may wonder why they need to do English, maths and ICT when they are taking a more vocational, practical course or career path. These subjects are, in fact, vitally important in almost any path you have chosen. For example, an employer may require you to read and understand written instructions, or to communicate clearly to others with a clearly-written message. Sometimes misspelling a similar word, or mis-use of punctuation can change the meaning of a sentence completely. There may be a requirement to measure lengths and distances, or to calculate the volume of liquids or space. Even with a calculator built into most phones these days, it is of little use without understanding the required mathematical process.

Focus Functional Skills - your eLearning solution

Focus Functional Skills is your own online resource, built to help learners improve the skills needed for their qualifications and setting them on the road for success in work and daily life. Our package of assessment and development identifies a suitable start point and pathway, then supports the teaching of vital skills. It's designed to help prepare learners for the exams through a series of guided learning support and revision resources.

Our Initial Assessment provides a tool for tutors to identify a learner's working level. The Diagnostic Assessmentthen provides an analysis of a learner's strengths and weaknesses. This data gives tutors the key information needed to begin to track a learner's journey.

Our resources, progress checks and exam practice help learners to improve their English and maths skills. They can be used in a class situation or via distance learning. Tutors can track a learner's progress through their individual programme. All products are accessed from our award-winning bksbLIVE 2 platform.

The products can be used to prepare for qualifications from all awarding organisations.

How can bksb help?

bksb created the original process for the assessment and development of basic and key skills back in the 1990s. As they have evolved into what we now recognise as Functional Skills, we have been at the forefront of understanding exactly what is required to ensure learners are prepared to pass their qualifications. We also invest a great deal of time in helping tutors, managers, and organisations to maximise the provision that they offer to their learners. Please never hesitate to get in touch if we can help in any way.

bksb is a global leader in the creation of EdTech products which improve English, maths and digital skills.

# data[].attributes.attachment_link.description
bksb answers one of the most-commonly asked questions in skills training - what are functional skills?

# data[].attributes.body
Throughout the apprenticeship programme it will be required for documentation and evidence to be validated. This validation is usually in the form of a signature from the apprentice and employer.

Access Training uses Signable as the main tool to gather learner and employer signatures. This is because most documentation is electronic and sent via email.

You will be sent links through Signable to gather your signature at multiple points throughout and apprenticeship.

It is essential that you respond to these requests and sign any documentation required in a timely manner.

Thank you in advance for your cooperation with this.

# data[].attributes.body
Gateway is the period of time between an apprentice completing their training (called the Practical Period) and starting their End Point Assessment (EPA).

To enter Gateway, the apprentice must have completed and achieved the minimum requirements necessary to undertake the EPA. These requirements are set out in the apprenticeship assessment plan. They need to have acquired all of the necessary competencies for their job role.

Most importantly, it needs to be agreed by the employer, apprentice and Access Training that the apprentice is ready.
If all parties are in agreement, then the apprentice can be entered for their End Point Assessment.

Only if the apprentice is ready for their EPA, will they have the best possible chance of achieving their apprenticeship and getting the best possible grade.

This is also important to keep the apprenticeship cost effective, as any resits for any component of the EPA will need to be charged separately and are not included in the funding claimed.

# data[].attributes.attachment_link.provider_name
Institute for Apprenticeships and Technical Education

# data[].attributes.attachment_link.readable_text
Overview

An apprenticeship induction is much more than a conventional induction into a new role. For many apprentices, it is the start of their career, and it can be very daunting.

There are lots of different elements to starting an apprenticeship. This guide will help everyone involved understand their part in creating a quality induction experience.

Commitment statement

The commitment statement reinforces the relationship between the training provider, employer and apprentice.

This includes details of:

the occupation in which the apprentice is being trained

the name of the apprenticeship

the start and planned end date for the apprenticeship

The planned content and schedule for training

what is expected and offered by the employer, training provider and apprentice

how to resolve queries or complaints

Everyone involved must sign the commitment statement. This statement ensures the apprentice receives appropriate support and quality training.

After the induction, it is important to revisit the commitment statement and continually review the training plan to check whether the commitments are being met and to track the apprentice's progress.

More guidance on this is provided in the three-way partnership section.

1. For employers

As the employer, it is important to make the apprentice feel as comfortable as possible.

A few ways to improve the induction experience are:

early communication with the apprentice, ideally before they start

introducing them to people they are going to work with

assigning them a buddy or a mentor

showing them what the apprenticeship from start to finish will look like

talking them through how the organisation works (for example, mission statements, ethos and company behaviours)

Co-workers

Introduce the apprentice to people they will be interacting with on a day-to-day basis, so they can get to know them and feel at ease around them quickly. It is good to explain to the apprentice what it is they are there to do and when they will be doing their off-the-job training.

Setting expectations for the apprentice and the people around them can avoid any potential awkwardness or misunderstanding and may create a more inclusive working environment.

Buddy

Buddy systems are not exclusive to large organisations and more can be done to promote cross business buddying.

Larger employers who rotate apprentices through different business functions, often provide a role buddy or mentor to act as an ally who can smooth the transition between placements. This should be decided early on in the apprenticeship so the buddy and apprentice can build a working relationship and feel more supported.

Mentors

The role of a mentor is essential and a positive in many apprentices' experience. The mentor does not have to be the apprentice's line manager or the same person for all the apprenticeship. It is important that trust is established early to encourage the apprentice to ask for help when they need it. Also, the mentor needs to recognise the apprentice's achievements and ensure they have someone encouraging them to succeed.

Mentors should be communicating with the apprentices' training provider and can help the apprentice with any preparation that they need to do for their exams, coursework, and end-point assessments. Participating in any review meetings is also important in understanding the apprentice's progress.

Networks

Signposting to communities and peers within an organisation, area or training provider is important in establishing support systems for the apprentice.

Introducing apprentices to each other in the organisation is recommended. This gives the apprentice a chance to ask questions to current apprentices or people who have completed an apprenticeship. This also provides an opportunity for them to network. This is essential in building an apprentice's support system, network forming and creating meaningful friendships.

Overall apprenticeship journey

Providing an outline of the overall apprenticeship journey is essential.

You need to ensure there is:

a clear timeline of the apprenticeship training, specifying in particular where on- and off-the-job training will be joined up, and also where opportunities to prepare for EPA will be made available.

awareness of the apprenticeship standard

an environment where the apprentice feels confident to ask questions and for help

assurance to make sure everyone has done what is required

Providing as much information, as early as possible from the job advert (including a link to the apprenticeship), through to the induction. This gives the apprentice time to familiarise themselves with what they are going to be doing. This can help stop them from feeling too overwhelmed when they start their new job.

Creating case studies from previous apprentices can provide a clearer picture of what being a new apprentice at your workplace involves.

On-the-job training and internal systems

For many apprentices, this will be their first job, or they might be changing careers. Understanding that apprentices are not expected to be experts when they start and that they need to learn is essential. Also, the systems you use might not be familiar outside of your organisation.

Giving the apprentice the appropriate support and resources is likely to reduce the chance of confusion or stress.

2. For training providers

As the training provider, it is important to make sure the apprentice receives high-quality training.

A few ways to improve the induction experience is:

build a relationship with the employer and the apprentice's mentor or supervisor

understand if the apprentice needs any extra help because of a learning difficulty or disability

set out the expectations for training and the end-point assessment

Engagement with the employer

Having early communication with the apprentices' employer ensures a consistent and aligned approach to the apprenticeship training.

Have regular conversations on progress to ensure the off-the-job training is aligned with the on-the-job training.

Off-the-job training

Talking through with the employer and the apprentice how training will be completed helps sets expectations with the employer.

Also, for the apprentice it can help them understand what is needed from them and when they will be doing their training.

You can find out more in our training section.

Workshops for apprentices' line mangers

Training providers could also run workshops for apprentices' managers.

During an apprenticeship, it is not uncommon for an apprentice to experience a change of line manager. Also, for line managers this might be their first time managing an apprentice.

Making sure that line managers are aware of the requirements of an apprenticeship is essential. A training programme to ensure that they understand the level of support required for the apprentice is a beneficial way of supporting an apprentice's development, even when the line manager changes.

3. For apprentices

Starting an apprenticeship can be exciting but also daunting. Don't worry, this guide will help you understand what to expect when you start your apprenticeship.

Your apprenticeship journey

It is important to find out what the apprenticeship will look like from start to finish. Such as the content, when training is and when the course will finish. It is also important for both the training provider and the employer to advise you about progression routes available after completing your apprenticeship.

Finding your apprenticeship and end-point assessment

Your training provider should talk you through your apprenticeship training and what you need to do for your end-point assessment. Yes, it's for a long time but we think it's good to find out early on, so you are prepared. You can find your apprenticeship and end-point assessment on our website.

Your trainers will also talk to you about when your off-the-job training is. This can be organised in lots of ways, for example, one day a week, block release or one week out of five and so on. You can find out about off-the-job training on GOV.UK.

Networking with other apprentices

You are likely to meet other apprentices, either through your training provider or employer. Creating a simple social media group chat can provide access to a larger group of apprentices who can help you help if you need it.

Support

Everyone is here to help you.

At the start of your apprenticeship, you will be introduced to your manager and your tutor. It is very easy to get overwhelmed by all the new information but knowing who to speak to for help is crucial.

You can also find out more in our welfare and wellbeing section.

# data[].attributes.body
You must allow your apprentice sufficient time to complete their Off-the-Job Training (OTJ). This is a mandatory requirement for an apprenticeship and failure to meet the correct number of OTJ hours will lead to the apprentice being ineligible.

These OTJ hours MUST be completed within the normal working hours of the apprentice to be eligible as OTJ hours.
Hours completed in the apprentices own time should be considered ineligible as OTJ hours.

# data[].attributes.attachment_link.title
How to send an electronic document - What is Signable?

# data[].attributes.body
As mentioned at the start of this resource, employer engagement is an essential part of any successful apprenticeship. Where apprentices are the most successful, there is always a supportive employer.

To help with employer engagement, Access Training have put in place a formal employer review process. This is to ensure that you (the employer) have regular access to the progress of the learner and are able to have sufficient influence in the planning of the apprenticeship.

Ideally these reviews would be planned every 3 months from the start date of the apprenticeship. So you could expect to take part in approx. 5 of these reviews for an apprentice on an 18 month apprenticeship.

If you take part fully in the employer review process you will gain all of the information below:

How have you been involved in the planning of the apprenticeship?

Skills Analysis review

Training Log hours review

End Point Assessment (EPA) readiness

Any update to Programme Plan or Statement of Commitment

Overall summary of the progress made

Learner Progress Reviews should:
• be conducted at quarterly or approximately every 3 months. This frequency might need to increase if there are issues with the apprentice.
• Take place either in the workplace or remotely by prior appointment.
• involve the employer and Trainer Assessor and where necessary any other Access Training employee who has input into the learning process of the learner.

# data[].attributes.body
When the apprentice was first signed up on their apprenticeship programme, you (or someone at your employer) will have completed an Employer Agreement.
This is a key document which explains everything that Access Training, The apprentice and you (the employer) are responsible for.
Examples of the Employer Agreements are below.

The size of your organisation will determine which type of agreement was signed.

# data[].attributes.attachment_link.title
ENF03 - Employer Training Agreement (Small - SME) - V1.1

# data[].attributes.attachment_link.title
ENF04 - Employer Training Agreement (Large - Levy) - V1.0

# data[].attributes.body
End-point assessment (EPA) is the final stage of an apprenticeship. It is an impartial assessment of whether your apprentice has developed the skills, knowledge and behaviours outlined in the apprenticeship standard.

EPA will not be booked until it is agreed by you, your apprentice and Access Training that you are ready. This stage would be called the "Gateway".

The End Point Assessment is not completed by Access Training. It is completed by the End Point Assessment Organisation (EPAO) which is usually the awarding organisation for the chosen apprenticeship.

# data[].attributes.body
It is important to remember to report any Health and Safety incidents or accidents relating to your apprentice to Access Training.

This includes "near misses" where the apprentice could have been injured.

You can inform Access Training through your Trainer Assessor and through the Learner Progress Review.

Whilst the apprentice is employed by you (the employer) and are bound by your organisation's rules, Access Training maintain a responsibility for their Health and Safety as long as they remain on the apprenticeship.

# data[].attributes.body
Each apprenticeship standard includes an end-point assessment plan which describes how the apprentice should be tested against the appropriate criteria, using suitable methods.

For example, the apprentice may need to complete:

a practical assessment

an interview

a project

written and/or multiple choice tests

a presentation

Not all are required for every apprenticeship. The apprentice will be able to find details of their own EPA from their Trainer Assessor or on the Leaner Scorecard.

End Point Assessment should be led by the apprentice, but normally requires all parties involved to work together to make sure it is planned effectively.

# data[].attributes.body
Employer engagement is an essential part of any successful apprenticeship. Where apprentices are the most successful, there is always a supportive employer.

This Padlet contains useful information about what is expected from you (the employer), and how you can fully engage with the apprenticeship and support your apprentice.

It covers:

The Employer Agreement

The Trainer Assessor

Training and Assessment

Curriculum

Employer Progress Reviews

Learner Progress Reviews

Learner Scorecard

Off-the-Job Training

The Gateway Meeting

End Point Assessment (EPA)

Maths and English

Signatures and Signable

The Apprenticeship Service

Health and Safety

Radicalisation and Extemism

Fundamental British Values

Safeguarding

Citizenship Calendar

Complaints Procedure

How did we do?

Additional Information

Any videos used have been produced by third parties and are for reference only.

# data[].attributes.body
Dependent on how each component of the EPA is scored by the EPAO, the apprentice will be awarded with one of the following grades:

Pass

Merit*

Distinction

Each component will receive a separate grade which are then combined into your overall grade.

*Not all apprenticeships have a Merit grade so only a Pass or Distinction can be awarded.

# data[].attributes.body
The apprentice's progress should be reviewed regularly to ensure that sufficient progress is being made towards their learning goals and that everyone is able to identify any help / support that might be needed.

Learner Progress Reviews should:
• be conducted at every assessment – whether that be a face to face or remote appointment.
• Take place either in the apprentice’s place of work or remotely by prior appointment in line with assessment appointments
• involve the apprentice, employer, Trainer Assessor and any other Access Training employee who has input into the learning process of the learner.

# data[].attributes.body
Some of the sections are marked with an "Important" stamp. These sections highlight where you (the employer) are required to take specific action and where employer engagement in the apprenticeship is most crucial.

# data[].attributes.headline
Who will help my apprentice with Maths and English?

# data[].attributes.subject
Who will help my apprentice with Maths and English?

# data[].attributes.body
Your apprentice will either have support from their Trainer Assessor or one of Access Training's dedicated team of specialist Maths and English tutors.

The English, Maths and ICT (EMI) Team at Access Training also provide additional classes and for those learners who want or need to attend them. These are usually held at our Nottingham Centre.

# data[].attributes.attachment_link.description
Find out how your apprentice will be assessed at the end of their apprenticeship and what they’ll need to demonstrate to finish successfully.

# data[].attributes.body
On completion of your apprentice's learning programme you can complete an end of course evaluation to let us know about your experience and what Access Training could do to improve.

We really value any feedback we receive.

# data[].attributes.body
The Learner Scorecard is the document where all of the progress on the apprenticeship is monitored and recorded. The apprentice will have completed a Skills Analysis / Initial Assessment using the Learner Scorecard at the recruitment stage. This will have been signed off / agreed by you or someone in your organsation.

The Learner Scorecard is usually completed by the Trainer Assessor.

Your Learner Scorecard contains the following:

Initial Assessment

Skills Analysis - What the apprentice already knew

Training Plan - Agreement

Programme Plan - What needs to be delivered

Sequencing Plan - When it will be delivered

Learning Log - Where Off-the-Job hours are recorded

Knowledge, Skills and Behaviour Reviews

Contact Diary - Where all interactions are recorded.

Validation - To be signed at the start / on completion

An example Learner Scorecard is below.

# data[].attributes.body
It is training which is received by an apprentice whilst on their apprenticeship.

The apprentice is expected to complete a set amount of Off-the-Job hours. These hours need to be recorded in detail in the Learning Log which forms a key part of the Learner Scorecard.

A detailed guide has been produced to help explain this subject and help you and the apprentice to accurately record their your hours.

# data[].attributes.body
Learner Progress Reviews should include discussion on, and a record of:

• progress to date, measured against the Learner Scorecard
• the current percentages for actual and planned achievement.

• the current number of Off-the-Job (OTJ) hours which have been recorded and how many should have been recorded.

• the apprentice's personal development.

• any additional support needs and the support the apprentice is being given for these.

• Feedback and targets that stretch the apprentice, in order to ensure, where appropriate, they are being prepared for higher level learning.

• any H&S problems or issues / H&S learning

• any Equality of Opportunity problems or issues / E&D learning

• Safeguarding (including PREVENT)

• Citizenship Calendar topic

• what has been achieved since since the last review

• SMART targets set to be achieved by the next planned assessment date.

• the progress made against the SMART targets set at the previous assessment appointment.

• comments from the apprentice about the progress they are making.

• Their confidence and motivation.

• Information, Advice and Guidance (IAG) about their career path and how the qualification is helping them.

• final IAG within the last 2 or 3 progress reviews to prepare them for their next steps.

# data[].attributes.body
Before deciding on assessment methods, the Trainer Assessor should first refer to the initial assessment and Skills Analysis documents completed by the apprentice before they started their learning programme and take account of their prior learning.

Access Training will carry out its assessment process using a variety of methods including:

• Observation - watching the apprentice perform in the workplace
• Evidence provided by other people
• Professional discussion
• Recognition of Prior Learning (RPL) - taking account of past experience
• Questioning - asking the apprentice questions
• Projects and tasks (including e-learning)
• Assessing work produced through workplace performance
• Completion of assignments

This is not an exhaustive list; however, it does include the main methods.

# data[].attributes.body
Each month there is a new topic to make apprentices aware of. These are not linked to the apprenticeship standard or qualification but contain information which is useful for apprentices in general.
This forms part of the wider curriculum that Access Training provide.
Each subject will be brought up by the Trainer Assessor and recorded through the learner progress reviews.

# data[].attributes.attachment_link.readable_text
What is End-Point Assessment?

End-Point Assessment is the final test for apprentices during their apprenticeship. It is designed to be an objective and impartial assessment of an apprentice's knowledge, skills and behaviours. Activities are different for every apprenticeship, but they all follow the same overall structure.

Getting Started

Before the apprenticeship begins, an End-Point Assessment Organisation (EPAO) will need to be chosen by the Employer to conduct the assessment of the apprentice. An EPAO is a third party organisation, separate from the Employer and Training Provider, that conducts the final assessment of the apprentice and determines the final grade.

The Employer makes the final decision about which EPAO is chosen. However, many Employers take guidance from Training Providers on which organisation is the best fit for them.

You can search the Register of End-Point Assessment Organisations for a full list of all registered EPAOs available in England.

Functional Skills

Before an Apprentice can progress to the End-Point Assessment stage, they must have achieved the relevant Functional Skills qualifications in English, maths and ICT, or achieved equivalent qualifications.

If the Apprentice is undertaking a Level 2 Apprenticeship Standard, they will need to have successfully completed a Level 1 Functional Skills qualification (or equivalent) and attempted Level 2 Functional Skills qualification in both English and maths. Find out what that means using our Level 2 Apprenticeships Functional Skills information sheet.

If the Apprentice is undertaking a Level 3 or Higher Apprenticeship Standard, they will need to have successfully completed a Level 2 Functional Skills qualification (or equivalent) in both English and maths. Find out what that means using our Level 3 or Higher Apprenticeships Functional Skills information sheet.

Gateway

When the apprentice has completed their formative training, there will be a short period of time where the Employer, Training Provider and apprentice will assess the apprentice's progress. The Employer will then determine whether or not the Apprentice is ready to take on the End-Point Assessment.

Generally, the Gateway stage is where all aspects of the apprenticeship must be completed. These could include:

Any on-programme qualifications, including Functional Skills

Any finalised projects, such as portfolios or projects

Any other requirements outlined in the Apprenticeship Standard

For some apprenticeships, there will need to be a meeting between parties involved in the apprenticeship to determine how and when the assessment process will unfold.

How Does End Point-Assessment Work?

Towards the end of an apprenticeship, the Employer and Training Provider will begin preparing the apprentice for the End-Point Assessment. The schedule for all the assessments will be determined by the End-Point Assessor, who is hired by the EPAO.

End-Point Assessment is made up of a number of assessment elements which the apprentice must pass in order to complete the apprenticeship.

These assessments are designed to give the apprentice the opportunity to demonstrate all the required knowledge, skills and behaviours outlined in the Apprenticeship Standard. These are the criteria required for them to be fully competent in their role.

During the assessment period, the apprentice will undergo several assessments over a set period of time, which will be led and graded by the End-Point Assessor.

Search for your Apprenticeship Standard on the Institute for Apprenticeships and Technical Education website to find out the requirements of the apprenticeship and what the apprentice will accomplish through their programme.

Who Conducts the End-Point Assessment?

The End-Point Assessment will be conducted primarily by the End-Point Assessor.

This individual will be an assessment professional with years of experience in their related field, whether this is healthcare, hospitality or management. The End-Point Assessor will be assigned to the apprentice by the EPAO.

The End-Point Assessor will conduct and lead the End-Point Assessment process. For some assessments, they will actively engage with the apprentice. For others, they will remain a detached observer.

For instance, if the apprenticeship contains a professional discussion, it will be the End-Point Assessor leading the discussion and asking the apprentice a set of prepared questions. However, during a practical observation, the End-Point Assessor will observe the apprentice conducting their normal duties in their workplace to assess their skills and behaviours.

Usually, the End-Point Assessor is the only individual other than the apprentice involved during an assessment, although there are exceptions. For instance, during a professional discussion, the Employer or one of their representatives will attend the discussion in order to support the apprentice and to clarify any answers given. It is also not required for the End-Point Assessor to conduct or invigilate an online situational judgement test.

Assessments

The assessment activities an apprentice undertakes depends on the apprenticeship they are taking. Assessment activities can include:

Professional discussions

Situational judgement tests

Practical observations

Portfolios

Question and answer sessions

Culinary challenges

Projects

Presentations

Interviews

Showcases

All assessment activities will be designed to best draw out the apprentice's knowledge, skills and behaviours while maintaining a rigorous and impartial assessment of their abilities.

The rules surrounding each assessment differ from standard to standard. Make sure you know all the rules before the End-Point Assessment period begins.

How Long Does It Take?

The length of the assessment period depends on the apprenticeship.

In some apprenticeships, it can take a few weeks, while in others the process can last several months. The length of the process might also depend on the judgement of the End-Point Assessor and the progress of the apprentice through the assessment process.

If you're doing End-Point Assessment with TQUK, you can visit our Standards page to see how long it will take.

What Does End-Point Assessment Cost?

The overall cost of the End-Point Assessment is negotiated between the Employer and the End-Point Assessment Organisation. The cost of End-Point Assessment should not exceed 20% of the funding band maximum.

Where Does It Take Place?

Unless otherwise stated, assessment activities will take place on the Employer's premises. Employers and Training Providers should ensure that the premises are prepared for the individual assessment activities, and that any equipment and/or resources are at hand for the apprentice to use.

Grading

The assessment period is complete once all assessment activities have been passed by the apprentice. The End-Point Assessor will then assign a final grade for the apprentice based on their performance.

Grading for an apprenticeship is split up into particular grading scales: either Pass/Distinction or Pass/Merit/Distinction, depending on the apprenticeship.

What About Retakes?

If an apprentice does not pass their assessment, they will need to retake the assessment in order to pass. (For some apprenticeships, a certain amount of time must be taken between the failed assessment and the retake.) Some EPAOs have a particular retake policy, so no matter which organisation you choose, familiarise yourself with it.

The cost of retakes could be covered by the Employer's Apprenticeship Levy pot or by the funding allocated. If no funding remains, the Employer will need to finance retakes.

When Will the Apprentice Get Their Certificate?

When all assessment activities have been passed, the EPAO will request a certificate on behalf of the apprentice from the Education and Skills Funding Agency (ESFA). The ESFA aims to issue publically funded certificates within 10 working days of the request.

Apprenticeship Standards We Deliver Assessment For

Below is a complete list of all the Apprenticeship Standards TQUK delivers:

Business

Childcare & Education

Hair & Beauty

Healthcare

Hospitality

HR

Management

Retail

Sales, Marketing & Procurement

If you would like to speak with us about your End-Point Assessment needs, get in touch!

# data[].attributes.attachment_link.title
What is End-Point Assessment? Here's What You Need to Know...

# data[].attributes.attachment_link.description
End-Point Assessment is the final test for apprentices during their apprenticeship, designed to be an objective assessment of their abilities.

# data[].attributes.headline
Example Learner Scorecard - Customer Service

# data[].attributes.subject
Example Learner Scorecard - Customer Service

# data[].attributes.body
Your apprentice will be allocated a Trainer / Assessor for the duration of their apprenticeship. This is the person who will communicate directly with both you (the employer) and the apprentice. They will see you and your apprentice face to face in the workplace or meet online dependent on the individual needs.

In all cases they will be an experienced occupational expert in the subject of the chosen apprenticeship.

The primary role of the Trainer / Assessor to train and assess the performance and related knowledge of the apprentice in a range of tasks, and to ensure that the apprentice is competent against the chosen apprenticeship standard.

Sometimes it is necessary to change Trainer Assessor during an apprenticeship. This will only be done where absolutely necessary so that any impact on the employer and apprentice is minimised.

# data[].attributes.body
The basis of all apprenticeship standards are the Knowledge, Skills and Behaviours that are needed to be competent in your chosen occupation.

Knowledge
The Standard will define the knowledge and understanding that the apprentice will need to acquire and apply, in order to carry out their role effectively and become occupationally competent.

Skills
The Standard will define the range of skills and competencies that the apprentice will need to practice and acquire in order to do their job to a specified standard. These skills are largely acquired and practised in the workplace.

Behaviours
The Standard will define the behaviours that the apprentice will need to demonstrate in order to become occupationally competent. This may include behaviours such as good attendance and punctuality, good communication, problem solving or customer service skills etc.

Each apprenticeship standard will list in detail what is required.

# data[].attributes.body
Sometimes things don't go to plan and you might be unhappy with your experience.

If this happens we would always recommend speaking to your Trainer Assessor first of all. They might be able to resolve your concern immediately.

If you are still unhappy, and wish to make a formal complaint, then the procedure for doing so is attached.

# data[].attributes.attachment_link.title
Q12 - Customer Complaints Procedure - V1.16 - July 2024

# data[].attributes.headline
Employer End of Course Evaluation 2024/25

# data[].attributes.subject
Employer End of Course Evaluation 2024/25

# data[].attributes.attachment_link.title
Employer End of Course Evaluation - 2024-25

# data[].attributes.attachment_link.description
Take this survey powered by surveymonkey.com. Create your own surveys for free.

# data[].attributes.attachment_link.readable_text
​Our free apprentice recruitment service saves our clients time and effort. Our year-round training allows your staff to secure qualifications in the shortest time period. Our Employer satisfaction and Learner success rates are consistently high.

# data[].attributes.attachment_link.title
Apprenticeship Training Providers in Nottingham, UK | Access Training

# data[].attributes.attachment_link.description
Quality apprenticeships programmes across the East Midlands for nearly 40 years. Find out why Access is a training provider of choice.

# data[].attributes.attachment_link.title
Create an apprenticeship service account

# data[].attributes.attachment_link.description
Create an employer account on the apprenticeship service to access apprenticeship funding and advertise vacancies.

# data[].attributes.headline
Link to Apprentice guidance on Off-the-job Training (OTJ)

# data[].attributes.subject
Link to Apprentice guidance on Off-the-job Training (OTJ)